Center Grove Schools Work Session - March 2026

001This work session is intended solely to provide information to the board to support informed discussion. Public participation will not be included and no formal actions will be taken during this meeting. >> Okay. So I guess I would do a long one of the first things that we wanted to talk about and um I had mentioned this in Friday facts the uh the idea behind uh kind of implementing our reserve center police department uh uh program where um and and really it it's about we'd like to keep Ray Jackson around um as a reserve officer just to pitch in just times where we maybe have somebody out for an injury or for training or or maybe we're expecting a large event like graduation or something like that. Um the board we we talked about this in

002um gosh I can't even remember the year now. Uh back a long time ago when Scott was a younger man. Um and uh we've just never really implemented it. So um Chief Cooper brought this kind of back and saying hey we really ought to doing this. And so we we've updated the policy that aligns with our uh our kind of the SOPs from the the police department, but they also align with our Centerrove School um corporation policies as well. And then the selection process and I think that's a critical piece because we want to make sure that um that everybody that we have I can pull this up. I forgot. Not used to this. Never let me drive. So this is the policy that I sent out to the board. Uh it aligns with our

003the format and everything of our policy. Um and then the selection criteria which I think is is some interest has a high bit of interest from from the board and our intent is is to have the same high standards for our reserve uh force as we do for our regular force. they have to go to the Indiana Law Enforcement Academy or the Sheriff's Department has a reserve program that they can attend that as well. Fortunately for us, chief's, you know, already done that. Um, we would do the same kind of ride along and I'm still in Coup's uh thunder here, but they would do the same kind of ride along and training that we would have uh for any regular police officer as well that we that we would hire. Um, I don't know if

004there anything that you want to say about either one, either the policy or the qualifications. >> Uh, no. I think that the the verbiage that we wrote up here is very similar to what we would put out if we were hiring a full-time person. Um, the expectations and what the state would make us do is very similar outside of going through a full course of uh the law enforcement academy, which is 600 hours. Um, but the Johnson County version of that is just a just a smaller version of it. Um, it's on weekends and some nights. Um, but it is a lot of the same material. You're just not staying at the the academy to do so. So, >> when I think the other I'm sorry, how many how many hours are you say Johnson

005County has kind of different program? How many hours? >> It's roughly 480. So, It's a pretty extensive program. It's not >> correct. >> And I assume at the end of that they get some kind of paper. >> They get a certificate from the sheriff's department. >> Yes. >> Well, I think the other >> So, we would be sorry, Bill. Go ahead. >> No, the I I think you're going to ask that who pays for that? And that's um >> it's usually free, >> right? Through the sheriff's department. It's free. If they wanted to go to LA, they would have to pay that on their own. >> But Um, >> so what actually that that wasn't going to be my question. So through the sheriff's department, >> um, is this we would sponsor them to go

006through the sheriff's department program, >> correct? Is that >> Yes. >> What I was going to say too though, sorry, was that we would also expect them to go to the Nazro basic officer training. Uh, and I think that was one of the questions that that one of the board members asked is because being a police officer and being a school resource officer or being a school police officer really two totally different things and and so it's important for them to have that that training, that specific training about school-based policing, which is, you know, the Nazro model is a triad. It's it's police work, it's counseling, and it's um >> law enforcement counseling and >> Teaching. So, that's the difference that we would want them to be also trained on on that as well. >>

007So, are they doing this while they're working full-time? >> I'm having a hard time. How do you work 40 hours and then go do >> be a reserve or go to the training >> to get those hours in? >> Well, if they go through the police department, So it's nights and weekends >> after you work a 40hour week. >> Sure. >> Just questioning >> how many people want to do that? >> Yeah. >> You know how many officers the sheriff's department has right now? >> Oh, probably somewhere 2025. >> So >> is there timera that has to be gotten in? >> Well, but but the upside if if they're being sponsored through the sheriff's department is they're going to probably become reserved deputies at the end of that for the sheriff's department. Some Yeah, some

008some people do it just because this is something they like to fulfill within themselves. Um I don't know if anybody here knows Roger Webb. Uh he's a realer, but Roger's been a reserve for the sheriff's department for 20 years and that's all he wanted to do was just to give back to the community and be a reserve. He never had aspirations of becoming a full-time uh police officer. So I think there's a a a good mix of people who just want to give back and there's people who are using this to gain and you know enter the career that they want to have. So I think that that will be the give and take to it you know. >> So how far along in their training do they have to be before we would allow

009them to be a reserve officer? >> Yeah. So I gota outline is u we've had an FTO program. Um >> it's a field training. >> Yeah. Sorry. Sorry about that. Uh we had a program back when Evan got hired. That was because he was brand new. Everyone that we've hired has already had law enforcement experience outside of Stumpo, but he was a reserve for the sheriff's department for many years. So, I have an outline that I've been working on uh to build. Um it's 12 weekish once you get through all of your training. 12 weeks to get through a hands-on training with us and seasoned officers. So, roughly there. >> Were you talking about the sheriff's department training or our own? >> Both. So, they we would want them to be finished with their sheriff's

010training. So, all four hours and and just the background I guess on this Mr. Cooper, I appreciate you being here and all that you do. Um, >> when this first came up and we heard his name, absolutely no question. Sure. Let's keep involved, right? They love what he did, the fact he wants to stay involved and the reservation that we had was we want to make sure anybody wearing that badge was fully trained because we know you guys are fully trained. We have confidence in what you do and even reserve is something happens, they're going to look at that person like they're one of you guys and they're going to expect that person, he or she to react as if they're one of you guys. >> So my my only reservation was I wanted to

011make sure we had these folks fully trained. So I'm glad to hear that they're going through the 480. I'm glad to hear they're having these ride along with you guys in advance. And I'm assuming too there's going to be some people out there like Ray Jackson >> that whether they're a retired police officer or whether they just want to do that will have already had this training completed >> and that could be Yeah, that could be a factor as well. >> So, I appreciate all that you put into this and I feel a lot better hearing the more robust program. >> I that was my reservation. It wasn't Ray Ray's 100% you love the guy. It's the let's make sure if we put a badge on somebody they're fully trained. >> I think we get

012to to have a lot of say so of course right but if we don't want them to be in the reserve program or you're not a good fit for the department or the center corporation it's easy enough to say this isn't working out whether you made it through 460 hours of your training like this isn't the personality that's going to mold well with the corporation. And so, uh, again, that's the give and take of people doing it for free or giving their time is you got to understand that this is, uh, this is something to take serious and this isn't a sidekick, you know. So, I think that's a piece of it as well. >> I think one of the things that we learned, Rob, over the many years that we've done this is the

013hiring process is really critical to us. You know, we initially hired two people right out of the academy and you know, one of them still an active very good sheriff's deputy, but not with us. Uh, and then one of them, I don't even think they're still police officer. So, being finding that right middle section where I don't want people to come to us and say, I got a great retirement gig. you know, now the reserve is a little bit different, but we want people to be be actively involved and want to work with kids. And that's not everybody. I mean, we've learned that, you know, real quickly that that's not a calling that every law enforcement officer has. And and I think Ray's done a nice job and he's passed that on to to the

014whole department of how critical that is to make that selection. Just because you apply to be a reserve officer for us doesn't mean we would accept you. So, it's not a come one come all. It'll be more of a Yeah, we don't think this will is going to work out for us. >> I'm glad to hear that's an additional layer, too. >> Yeah. So, thank you. >> Uh, Bill, is was there any concerns from a insurance liability standpoint? >> No, we did reach out. They >> they'll be covered, Mr. Alexander, with our current plan. The only thing we're really working out still is how we get them workers comp uh protection because if we're not actually employing them, They're not employees and paid, right? That's how we fund workers comp. So, workers comp. So, we'll

015still work on that. We're just waiting to get those final answers, but they will be covered from liability. >> Which protects as well and my question was the insurance, >> right? >> Well, and especially the workman's comp because I know we had a >> y >> officer who got nudged by a car a few years ago >> and we'll have that answer. We just it's very unique and so they had to run that up a few more levels to get that answer figured out. >> But it's good, >> right? >> Well, I guess what if they say no? >> We just like to use our carrier exploring other options. >> When we get it figured out, just let us know. Well, and I think that's why, you know, the sheriff's department and Greenwood Police Department

016quit loaning us officers moonlighting because they wouldn't sign off on their work workman's comp. Like if they got hurt by working for us, their workman's comp wouldn't cover it and we didn't have it because they were contracted employers for us. And so that's why they quit working for us. I'm sure Scott you remember, you know, all that that >> um and so that's why we lost those kind of unteers, but those those guys that would help out with traffic in the morning or working at games, they quit doing that because they their their chiefs wouldn't sign off on it because we wouldn't cover them in with a workman's comp and they didn't want their own workman's comp to cover in case they got hurt working for us. So, yeah, I think that's always Go ahead.

017>> I should clarify that that's the issue is that they're not employees. If they were paid employees, they'd be on work comp, >> but since they're volunteering And >> that's what we're trying to work out. >> And as I recall, Bill, when this came up a few years ago, this was one of the >> one of the roadblocks we ran into. >> The the workman's comp thing. >> Yeah. >> Yep. >> We'll figure that out. >> Yeah. We we've reached out. >> You're testing You're testing my memory. >> I told you I barely remember where I parked my car, Scott. So, um, trying to remember that far back is a stretch. >> Yeah, >> we got a message that the streaming is garbled right now. I don't know if there's any technolog I don't know.

018Ask the tech guy. >> I got I got one too that the computer didn't work on their laptop or whatever, but it worked. >> This is the same >> camera. Well, I I texted back Is it better? >> And guys, I I'm I'm actually participating on both my phone and my laptop at the hotel, so I'm I'm not having any issues. >> I was going to say, are we garbled with you? >> No. Okay. >> He probably is garbled for the audience. >> You think it's through the Okay. Any other questions on this um on the reserve program? We'll again we haven't >> No, just please let us please let us know once you get the insurance figured out. >> Sure. We'll bring the policy like we do all policies for you know two readings

019to do that and we won't move forward until we have the answer on the um the workman's comp part of it. >> Okay. Fair. >> Okay. Okay. You can leave or you're welcome to stay for the next >> You have more. You have more slides. >> My son is home alone. >> Did you need me to go with you? >> He's already asked me what's for dinner. >> Yeah, >> we're going to Subway right now. >> So, you're cooking, huh? Thanks. >> Sounds Sounds pretty good in the hallway. So, I got a message back if anybody can hear this. Apparently, it's clear over the phoneap that they got. >> We're gonna have the Neiel ratings going tonight. If you all remember what the Neiel ratings were, >> are they? >> Yeah. >> You just don't

020hear that much about Mr. probably reme. >> So, we're going to move on to the the middle school schedule. And I just kind of want to start with reminding everybody in April of 2024, the board asked a fundamental question, is teaming best for our middle school students? That question launched a rigorous 18month inquiry into how we how we can most effectively drive student achievement. To share their findings of this uh process and the vision for our schools moving forward, I'm joined by the two leaders that have been the forefront of this work. I'd like to welcome uh Dr. Harp at middle principal at Middle School North and Mr. Weisman, principal at Middle School Central. And uh we'll let them I don't know if you want to drive or you want me to drive or you

021drive. That's all right. follow along here on my slides. Um, first, thanks for letting us join you again and um opportunity to maybe explain further and then also answer some questions. So, if you take a look here um why consider a change, you're going to notice some of the slides are going to be very similar to our last presentation, but we hope to add some more context to some of those as well. But, Oh, that one. >> Um, >> that was the mystery box. Guess what was under under door number four? Yeah. >> Okay. Yeah. >> Um, so you can I'll give you a chance to read through those, but those really haven't changed, but I want to highlight that the ultimate goal and really anything we do at the middle school level and any

022school is to increase measurable student growth. Um, and then also with that with this change would be to access advanced coursework. Um, and then targeting our intervention systems as well. So the targeted intervention system is going to obviously give us ability to increase measurable student growth. >> Question. >> Yes. >> MTSS being used now with teaming. >> Yes. >> More so without team. >> It'll be more structured. Yeah. When we move to this Well, it'll be more structured next year no matter what. We we're working we've been working this this school year to have a framework for the entire school corporation because what we found is some schools do it one way and some then we weren't using common practices or common languages and so um Lynn and Christy have been working on developing with

023with other people but they've led that the the development of a a common framework for the entire corporation. I don't know if I >> It's a framework. It's not like a thing. So, it's the system that we use to provide targeted instruction reteing support for students in the area of academics, behavior or social emotional. So, it like Dr. Long said, it's looked a little different all buildings, but we're just trying to make sure our processes and our policies and procedures are the same for all students. So, we're trying to middle school. >> Correct. >> It'll be a preschool really that 12, prek to 12 is the plan. for consistency for the students. >> Correct. And I know it was shared last time, but it's in our ESSA plan from the state type of framework for

024our students for the past several years. It's not new. The word MTSS may be new to some of our staff >> and it's in our our strategic plan as well. >> Correct. >> And we currently both have plans, but they do differ a little bit from one building to the next. So, >> I think it's also important to note that it is guidance related to the systems and processes, but what's developmentally appropriate at the elementary will look different at the middle and high school level. When you talk about ti, >> great. So, um, this slide really hasn't changed very much, but we really, you know, if you have any questions and so forth, please ask. I think the The uh big thing here is, you know, when we're talking about maximizing instructional time, um just

025thinking about that the total core instructional minutes per week. Um core meaning language arts, math, science, and social studies. Um and we're going to have a graph on slide 20 that will show you the difference in those minutes um here in the future. So um the other the student to teacher contact uh contact time. So um some of that is um some class sizes will be lower and uh so that ability to get to more kids more frequently um and providing feedback and all of that is is uh really important to us. Um we want to pri prioritize the school instruction uh and expand those um electives. And so when we about that um and how do we measure that and how do we look at that? It's well it's number of electives that are

026available. Um it's the number of students that are earning high school credit before nth grade and it's in the enrollment uh in our advanced math arts classes. So we can clearly um follow those numbers year to year um as well. So and then of course we about the dedicated uh MPSS and win time. Um there's ways that we can stay on track of that as well. Um you know, tier one and tier two entry and exit rates, we can monitor through that. Um progress monitoring, our growth rates through our data, uh the frequency and duration of the targeted interventions that we're providing to our students. And really, uh, we currently have, um, student support teams or SST, if you've heard of that. And, um, really this process, it's kind of like what Dr. Simmers was

027just saying. We've had MTSS for for a while. It's just tightening these things. And so things like our student support team process and all those things are going to be more targeted and and better monitored relating to those targets. So, >> is there a slide on on class sizes later? >> Yeah. >> Okay. Then I'll I'll hold my question. Yeah. Because you said some classes. >> Well, we talk a little bit about the win class sizes. I know. >> Um but it's >> it's difficult always to predict class sizes in advance of taking the totality of the number of students in the building and then the number of teachers, the number of sections. It's very there there's there's probably nothing was more complicated in the educational system than a schedule. Yeah. It's very it's very

028complicated. Um and and that's really, you know, I'm kind of going back, but when we had a work session with our staffs together on a waiver day, that was really the point, one of the main points of that session was to realize that not everyone can get what they want out of a schedule because when you take from one spot, you're you're giving to another and vice versa. And so that was one of the key points that we wanted to come to everyone to leave with like, oh wow, yeah, everything impacts something else. And um it's a it's a huge puzzle to put together to build a schedule for um schools of 13 and 1100 students. So when we say some class sizes I'm just trying to go back to the reference you're saying that

029you know with more periods with more electives with more choices naturally classiz and we're making those uh projections and we won't really know exactly until we've run that schedule through Skyward actually seeing you know how all the schedules uh end up right but um projecting those numbers we've got uh we're looking at classizes much lower and we're looking at some class sizes that don't look much different. Um, but when we look at a core classroom, um, we do have, you know, additional opportunities for those honors classes that, you know, especially honors math that we're needing to look at a little differently next year. And then, um, we're seeing a lot of bright spots. >> You think this will help the class sizes in those core classes? >> For sure. Well, you're talking when you look

030at the core teachers at middle school central alone, you're talking in the mid30s adding another section 30 some sections to all the core classes across the >> so at least within the course we should see measurable reduction >> and then are you also saying there kids not able to take advanced classes because of >> yeah so there's a a new law requiring us to um automatically enroll uh students who score above proficient in math on iLearn and make a C in their class and so there's some nuances to that but we want to make sure that that our schedule provides those opportunities as well and so that we have the appropriate so the current structure is all those kids opted in and wanted to stay in we don't have the structure to be able to

031take all of those kids And but but having that opened up instead of being just there two teams at each but it's kind of a little bit different but but it creates that opportunity because we have to allow them to >> opt in for that if they meet the criteria that Davin was talking about. So we need to be able to have that schedule opened up a little bit more for them. Right. >> Provide more opportunities because it was capped before based off the number of sections you have. So, UA classes would be able to open up some other possibilities, your choir, your band, whatever with >> Yeah, we're looking at >> shorten their class sizes though probably >> a little bit. It'll spread the students out throughout the building a little bit more. So,

032right now, every every grade level has two periods. So the whole sixth grade right now is on >> is at first and last period and then seventh and and eth and so on. So what it does is it will give us in the seventh and eighth grade particularly the ability to spread students out amongst those UA courses. So right now, if you're a student that enrolls in our school, we have to put you on a team and then that dictates where you're going throughout your day. And it could pigeon hole us into putting a student in a class that's already rather large where if there isn't that teameing structure, then you have the autonomy to put that student in whatever course um is the smallest number of students at the time. So it gives us

033a chance to balance classes a little bit better. And that's also an area where um we're looking forward to, you know, hopefully starting next year to bring in more stakeholder input um when we start talking about different programming or different electives or courses like that. Um, you know, that's when we want to, you know, talk to our students and our parents and really, um, show what what kinds of opportunities there are and um, and see what we value as a community um, and offer those things. >> We've talked about, you know, adding Project Lead the Way and making a career path that or just a pathway to the high school, you know, that feeds into our high school program. I know the the choirs have said we'd like an advanced choir, not just and not

034the one where everybody has to take it, but for kids that truly want to be in choir, gives them an opportunity to sign up. And the same thing in some of the other elective areas, they'll they will be able to offer different courses and and that should also help their class sizes because instead of being in the choir class that everybody has to be in, I might be in the advanced choir class and then only, you know, a smaller number of kids will probably want in that. >> Am I right? >> Yeah. It's more of a So, sixth grade will have a a canned schedule for the most part. I mean, their schedule will be the same. They're going to have a semester of PE, a semester of computers, and then a year of music.

035Then students in seventh and eighth grade will have more of the elective type choices. So, they will have different varying levels of art and STEM and industrial tech and physical education and obviously music as well. >> They currently have that team. >> They have We don't have we don't have varying levels of say art or industrial tech. Yeah, that one varies. So with us moving computers the sixth grade and them having the same thing, it gives us we have now the autonomy with this schedule change to have seventh and eighth graders and UA courses together. So it could be at different levels as well. >> The other piece of that is the change in computers from computers is currently an eighth grade class, right? currently sixth grade computer science standards being taught in that week

036class. And so we want to move it to sixth grade um so that we're teaching sixth graders those sixth grade computer science standards, but also this is the time to do it because we're learning in our um accountability model that sixth grade science is now part of that A to F letter grade formula. And so we want to make sure are taught those standards before they're tested on >> and that comes in the computer course. >> That's why we're we're moving that computer course there and so every sixth grader will take >> so you know I'm going to ask math. >> Yeah. >> So giving up the math time what remain >> we'll have a slide actually if you don't mind that shows >> the comparison of minutes so you'll see where those minutes go.

037>> I appreciate that. >> Yeah before you go to that. So I have a question too. So on this one um ensuring dedicated MTSS and time. So we're already doing MTSS but we need to kind of expand fortify whatever going forward. So how would you and this is like a like explain it to me like I'm literally >> Denzel Denzel Washington right? Explain to me like I'm a kindergarter. >> Yes. Explain to me like I'm a kindergarter because I literally have no clue. So today you would have a team of teachers who would about, you know, a student like Bill. Bill's Bill's having issues. He's not turning in his homework or whatever. >> It's got to be Bill. >> Bill or she picked you. >> I know, right? >> Dr. Bill. Dr. Bill's having issues.

038So, would you So, the question, >> How would you identify? Yeah. So, is it through that process that you identify the kids and and is that >> we've got a slide on that one, too, but go ahead. You want compare the processes. I don't really know. >> I I'll talk through MTSS and show you the structure and everything. Um but basically, um we both I mean schools by law have to have MTSS, right? And so currently that looks a little bit different in both schools and really in a lot of schools. Okay. Uh so what we want to do is we want to make sure that that's a uniform consistent practice that we can work hand in hand across schools and and make sure that we can utilize each other's strengths and and come up

039with strategies with a kind of a wider mindset right when we're doing things differently um it's it's harder to do that. So um more more of you know currently teaming what we find is most of the things that go on during a team meeting have to do with a student behavior >> um or like a logistic like planning a field trip, right? And so we are are getting more specific in terms of how we want those teachers to spend that time uh to support individual students to truly know this individual is struggling in this area. This is how we know it and this is exactly what we're going to do. And now let's go back and make sure it's been working for this individual. >> So you're going to get So you're going to get

040into how does the child like >> how does Bill go through the process of struggling and then now >> because I I can see how like teachers that have them saw I saw Bill then you saw Bill you saw Bill you know they're like let's talk about Bill but yeah just I just want to understand that >> yes so MTSS across the entire staff it's just not administration have do it teachers have >> correct teachers are so when you think about and again I know they have a slide in here but think about it in tears two and three and that bottom tier is the classroom. So that is the classroom teacher and classroom teachers are very involved in tier two as well at the middle school level because that's where the reteing and the

041additional support comes in when the assessment data is indicating that there are skill gaps or there are strategies that need to be closed if you will. We're trying to close that gap and our assessment data is telling us that there are students who haven't mastered certain skills and so there has to be that reteing. That's the next level up. So it's kind of like I get this and then I get more. When you get to tier three it's it's this and more and more. So it's not a replacement. It's trying to add more support to that student whether it's academic or social emotional or behaviorally so the student can thrive within educational setting. But to build off yours, so if I'm struggling in math, my math teacher says, "Boy, Bill's really struggling." It's not a

042behavior thing. It's just he's really struggling. So So my math teacher then reports me, I guess, to our support uh team and and then they'll look at everything and then they'll come create an an individualized plan for me, >> you know, that hey, Bill, it looks like you're struggling with this. We're going to develop that plan and you're going to get that inter vention in your win class and that and so my plan might be different than Jason's plan because he struggles with a different part of math and so right or he's going to get that in his win class I'm going to get that but it that identification happens at the teacher level so that doesn't really change anything our teachers are still expected to identify that and they still they still re kind

043of report that to our support teams that a little different and sorry guys are going to go there is from the current team model is there's a designated time during their day where I can say hey Jane I really struggle with build does he struggle in your class and if the answer is no I might say well what do you do different in your class is it a subject that they like do you have a better connection and that time is built in their day where this is just going to look different than Dr. share that how we do that but it still is coming from the root of the class >> whether it's academics whether they're struggling in for behavior retention it still comes from that classroom teacher bringing it to the admin couns

044it's I would I would say it's more intentional and more targeted those would be the two words that I focus on intentionality and targeting. >> We're using a lot of practitioners words and things like that sometimes, but pretty much what we're saying is um we're going to go from um no identified consistent framework for these kinds of conversations to a very researchbased specific framework that everyone's going to follow um to make sure that we're doing what's best for our kids at the time that they need. >> And that dedicated PLC time is a perfect opportunity for those teams to come together to talk those groups of teachers to come together to have very specific conversation about is this academic is it behavioral is it and making sure that we have the right people at the

045table that is a very appropriate conversation based on data based upon the support that's needed to provide students to be successful in the classroom >> but you know the I think Jane thinking about what you said so I'm just struggling in math and and right now you go to the team and go, "Hey, Bill's really struggling in math." And everybody's like, "No, he's fine in my class." So then being part of the team doesn't help me because I'm only struggling in math. But where where they get help is Bill's kind of acting out in my class. Does he act out in your class? Does he act out in your class? And you say no because I have him sit here or we don't let him do this or that. So then it's more about behavior

046and not about academics. And so I think that's one of the things that that maybe sometimes we focus too much on behavior and not about that direct intervention for Bill who's really struggling in math. That's a good example though because um we'll talk about behavior too. But when we talk about Bill's behavior framework framework will walk us through is Bill's behavior because of his will or his skill, right? And then we'll keep going down through the framework to make sure that we um truly understand what are the roots of this. >> So where does Bill's behavior issue in math class? How does that like rise? Is that the teacher? Is that just the individual math teachers like Bill's being a jerk in math class today? So is that how they get into the funnel? I

047think >> into the queue. They get in the queue. Yeah. So we look at that data >> and we track how many >> currently but we've already started to utilize AI to help us uh generate really reports and analyze that data so that we can better serve the students. So, for example, I'll give you a quick example. Yesterday, um the dean had the um what we call the champ team at Middle School Central, and it has a couple different prongs to it, but one of them is just really student discipline, and they looked at our top 10, I guess you'd say, behavior students in the school, and we're looking at partnering those students up with a mentor within the building. So, that's an example of of something that will be done and can continue to

048be done. It's just the structure is just different. It's not that we're going to stop doing a lot of the that we do. It's just the way that it's structured is going to be different. >> I'm sorry. >> Oh, yeah. Were you done with that last one? >> It's a little bit. >> That's fine. They changed on this side. You guys have seen this slide from the board and nothing has changed on this side. Um, but we want you to to know we just want to make you know, we want to make sure that that our kids are taken care of, right? And so, we're going to make decisions like um making sure our sixth through eighth grade classes are all fussing together, right? So, a sixth grade is not going across the building and

049upstairs here and out here and over here and all that. Um, you know, I know north it's going to be the same three hallways. Um, and similar there. So, um, still very important to us and teaming or not teaming doesn't have anything to do with that location piece. Um and then this this sixth through eighth grade students they will keep that same counselor um throughout all three years. So we still have people who um really know who they are and really have their relationships with their parents that we um really need to work with in different ways. So um and then we we are still having a plan of assigning our students to wins or like a home room, right? Um and and keeping them with that teacher. Now part of the PSS process is

050they might be in uh Bill's wind class, right? But Jason is their math teacher. And so Jason is going to work with Bill and he's going to pull, you know, Gavin, Christy, Rob into his MTSS math win to work with them on the specific standard and specific next steps that the three students need. So that's kind of how it works. process timeline really hasn't changed. The addition to that though is I did meet with um sixth grade teachers. They asked me to to meet with them and they kind of went through some of the um previous slides and I'll talk a little bit more of that in a little bit. Then Dr. Harp also walked his P3 PTO through the scheduling process. So that's been an addition since our last board meeting. And then also

051uh why now? This one's another one that really hasn't changed a lot, but just to emphasize the new accountability model. The GPS does have a portion on that which is obviously going to measure sixth grade science. That's another reason to move those computer applications that computer applications course to sixth grade. And then also um taking high school credits in the middle school is also part of that new GPS framework. >> The next I want to spend a little bit more time with the data and in first just to remind you guys that this data is the percentage of students that passed both math and language arts. And so if we pulled out um one subject and one grade level, you're going to see higher percentages than this. So we're looking at sixth grade language arts

052and you look at our buildings, you're going to see like 50% passing, 60% passing or more, right? But what this um measurement is is if a kid passes language arts and passes math, right? And then all of the kids in both of our schools who pass both of those, that's the percentage um that that we're looking at there. So um the main area that I'd really like to just point out again um is if you look I want I want to start with the yellow or uh what is that under yellow? What color is that? Melon. >> Melon. Let's call it melon. I like that. Melon. So, um sixth grade 2021 43.5%. Right. >> Oh, it's amazing. >> Stacey. Um, and so if you see like, okay, they started sixth graders at 43.5%. We don't

053have that particular cohort's fifth grade score on this map, but as you follow that color diagonally, you can kind of see from, you know, basically went from 43.5 to 44.7 and kind of stagnant, right? when we look at that. And so, but if you look at these other ones, just look at the first one, fifth grade, and compare it to the last one, eighth grade, and you're going to see that um from fifth grade to eighth grade, these percentages are either staying stagnant or we're going down a percent or two. And um you know, you can take a look at the green as well. Um looking at 45, you know, 45.9% 46% of our fifth grade of our students when they were fifth graders um were proficient uh on both math and language arts and

054then um by the time they got to eighth grade about 42%. So we don't have as many um kids out of the total number of kids that we have that are passing those tests um in eighth grade as they did in fifth grade. Any questions? I think you Lyn and I have talked that we're not saying that the structural change makes academic performance better. What we're saying is instructional quality and these targeted interventions are what's going to make our performance better. Not changing schedules. That's that's just a piece of that. But it's really high quality instruction. We've talked about, you've heard us talk about Hattie and teacher efficacy, how that has is the biggest influencer on academic performance, but it's about that and these targeted interventions that we plan with MPSS that change that. I

055didn't want anybody to think we're saying >> a schedule in and of itself. There is no correlating strong correlation between a schedule and academic performance but a schedule does allow you to implement programs and systems and supports differently. So the schedule then becomes a necessary change in order for us to be able to look at structures and academics or instructional quality from a different perspective. So it's a piece of it but there's not a direct correlation between the schedule and performance. No, you're good. >> It's mine and two slides, but that's >> um you've seen this student achievement um slide before as well. Um just reminding you know some different um things that this schedule will allow us to accomplish. Um but again it's it's multiaceted, right? the the schedule itself is not going to

056change that achievement. It's the schedule that allows us to bring in those new opportunities and those different strategies um and systems that we believe will improve that course prior to nth grade below average. So what is average like how many credits and where are we? >> So um I have that data real quick. >> So when I I looked at the top 30 performing middle schools in the state is what I looked at. So that's one thing I think it's important to point out too is that we want to compare ourselves to the top 30 performing middle schools in the state. We want don't want to compare ourselves to other schools because their needs are going to be different. Their social economic stats is going to be different. Their ENL population is going to be

057different. So I think it's important to always um compare us to those top 30. I believe I have that I think um if I remember correctly the state average is 48%. And um one of our schools is at 40 and one of our schools is at 42. >> There was a question how many credits? >> Yeah. Like like >> n walking into high school with the Yeah. >> To get the credit I guess from the GPS that the GPS is measuring it has to be two credits. So for like each semester of a high school course and we don't want to our intention here isn't to push more kids into high school credits if they're not ready for it. That's not our intention. Our intention is to >> Exactly. make it make it more available.

058So we're obviously going to have to do that with the new requirements with math. So there's going to be more eighth graders taking high school algebra than in the past. And then we've had some discussions and there's, you know, a prediction that there'll probably be more students looking to maybe take Spanish and potentially French because that's a direct admit to the college, the colleges in Indiana through this new pathways. So, >> so it's more about providing the opportunity, we want you to have five hours. >> No, it's not that. >> It's not that. >> So, the next question kind of is, can the high school? Are we talking 10 students? Are we talking 50 students? >> Well, they would be taking course work at the middle school in most cases for high school. >> Go

059over. >> Well, no. Our teacher, we have teachers in house that can teach those courses. So, we already have teachers that teach algebra obviously, but they would have more sections. We already have a Spanish teacher in both middle schools that teaches three periods each and she has additional three periods that we could theoretically increase the Spanish one numbers. So, those are just a couple examples. >> Yeah. Another thing with that is when we start working with our our students and our stakeholders, you know, community parents and staff, um we want to look at, you know, are those opportunities being given to um all types of students, right? Um are we only offering those opportunities to certain students that can meet certain criteria? um have we expanded upon those courses to meet um different um you

060know different interests and and different types of students and so that piece right there is also to us and I'm sure we'll spend a lot of time talking about that with our families >> and in the high school Tracy will very much be a part of those conversations because we have to look at that articulation from 12 >> from perspective from a diploma perspective when we talk about credits earned and the seal. So it this is one small part of the conversation in a much broader 16 when we talk about what would be courses that we think are develop and we would want to offer for high school credit in a middle school setting. Also thinking through what are there programs that we want to build over time. So thinking about project lead engineering so

061are there that we would middle school that would expand that um exposure for students that could or could not necessarily always be high school credit as well. So, it's it's part of a much broader conversation that needs to take place next year throughout the school year to ensure that we're walking into that eyes wide open. What is what are students interested in? What are teachers interested in? What does the community perceive that a need to be taking all of those factors and looking at lure? Do we have have what does that mean? What is the startup cost for class? Those are those are other financial pieces that have to be discussed before we can just write off new courses. But we have to have a schedule that allows us to do that. >> So to

062answer your question, the top 30 um average is 57%, middle school central is 40 and middle school north is 42. >> That's kids with two credits. >> Yeah. Well, >> that's I think that's still >> Yeah, it's two it's two credits. >> Let's get that Yeah, we'll double check that. >> That's the new requirement for GPS is two credits. Unless they changed it between the last meeting we had in the >> I think it's good now. >> Okay. All right. Um, so we've already talked about this. Dr. um touched on this a little bit ago, but the um instructional quality is more important than seat time. There's no direct correlation between seat time and performance. So, it's really honing our ability to meet the needs of all of our students than it is them being

063in a class a particular amount of time. Um, and then also just, you know, when you do have sometimes a block, the attention span can can be an issue with particularly middle school students, keeping their attention for an 80 to 90 minute block. I'd also like to add here to going back to that multi-ter system of support recognizing that um when we talk about 90 minutes of instruction, we were we were giving all students the same level of support, if you will. Not all students needed that 90 minutes for the same type of um work, if you will. There were students who we needed to be able to push beyond or enrich or strengthen their depth of knowledge because they had already mastered a certain set of skills or strategies. So when we talk about

064that 90 minutes versus 45, remember I'm going to go back to tier one is that 45 minutes without teaming. So it becomes 45 minutes. But if I'm a student that still needs more, I'm going to get that in tier two through my win time. So my time spent on that is going to be increased from 45 in the minutes. >> Oh yeah, probably 70. >> 70 minutes by the time we add that in because I needed I need more for that. >> So some more like individualized approach. >> Correct. Instead of assuming that all students needed the same, this allowed us to differentiate scaffold support in a different way. So that's the the power behind looking at this through a multi-tered system of support lens is that we can differentiate scaffold support for students in

065a different way instead of assuming that all students need the same amount of support. >> So let me make sure >> y >> tier one's 45 minutes >> instead of 90 >> tier two then 25 additional minutes I quoted it wrong. actually 82 minutes total. So, so they'd have 45 minutes of of tier one, right? And then they go into their wing class and we've been able to expand that wing class to 37 minutes. Um, and and previously it was 25 to 30. >> So, who's helping them with their math and time? >> Typically, it would be the math teacher. So, it' be like kind of what I was talking about where he's the math teacher. He's going to pull the fluid group. Fluid win group. So you're >> assigned. >> So right now at

066middle school central we assign we look at students data coming in. Then we intentionally assign them to their math win teacher if they struggle with math or intentionally assign them to their language arts win teacher. Now a lot of times those students struggle in both. >> I was just going to say what if they have like multiple >> So what we do is those groups are fluid. The language arts teacher might say I need these students today during win time. And what I um what I did at middle school central this year is each team had to give me a rotation for their win time. So for example, everyone does social emotional learning on Monday. Tuesday um was math for a team and Wednesday was language arts. Thursday was social studies. Friday was science or

067catchup time for um a homework and things of that nature. So we will we will require to have a rotation so that fluid within the school. >> Is it the start or the end of the day, the middle of the day? >> It started the day right now, but um the current model that we have proposed would be after their lunch time. >> So, who's looking over the other kids and when the teachers giving instruction to >> so they split those? They will be in the other teachers on that team or not team but on that grade level. >> Yeah, it's currently team but it would be grade level. And that's their default position. And if they need pulled out for special instruction, >> yody will go there. I might go to math. Deon might

068go to language arts, but we're both in the same win class. >> And um it's kind of I mean just getting down to the logistics of >> you know how he was saying Monday is character, Tuesday might be math, Wednesday language arts. Well, if I'm needing to go to a math class or whatever. So, math teacher wants dab. Language arts teacher also wants dab, right? Well, on Tuesday, math teacher wins, right? So, if if the math teacher didn't want me, I can still go up to my language arts teacher, if that makes sense. Right? So, it's like um Tuesday, math trumps all, Wednesday, language arts trumps all. So, um So our kids are still able to get math and language arts, science, social studies on more days if their teacher needs them to do that.

069It's just we have those systems in place to say >> which is how the high school does it right now. Like they are home, they have that same teacher, but on certain days they can put in the system, I'm gonna get Jane, I'm gonna get so and so based on priority of the days. So when we're we're talking about Bill again, >> Bill needs a lot of help with math. >> Yes. >> Would there be a scenario where every win class he's out as long as Yes. >> But if um if he also needs a lot of help in language arts, right, and language arts was Wednesday or whatever, then he go language arts time. >> Um but also, you know, language arts and math teacher are going to talk, right? And um they're going

070to make that decision to like if the math teacher says, you know, I know language arts trucks all these things, but I mean, here's where we are right now. He's got some momentum. Let's I won't keep him in all week. You know, so those kinds of conversations >> and it's very skill based. So the scenario that Davin is describing could be the difference between a student who is really strong in geometry those types of standards but struggles with algebraic thinking. So in that case the student would need that additional support for geometry and focus on those standards. So that's again the differentiation and the personal personalized approach to supporting students. And again the ELA teacher could say in this unit we're talking about text structures and responding to literature what have you and that seems

071to be a really um challenging skill for the student. I need them for three or four days. Can we provide a a different level of support for Ming on this particular novel that we're that we're reading and he is really not following along. >> So the teachers aren't going to be teaching the same class seven days. They've got different kids at different levels. >> Yes. >> So now how do we coordinate that if that same teacher needs I mean I'm just trying to logistically work through this. So that goes back to I'm gonna lean on you Davin and Jason students being being assigned to a specific when teacher. So it goes back to how we structured those students for that intervention time and who they're reporting to for that time. a lot of manual scheduling

072of kids to put them in as as much as possible to put them in the wind class of their math teacher wing class of their language arts >> but they're going to keep the same wing class all >> Yes. Yeah. And but throughout the week as they need support it's flexible to a different teacher class to get exactly what they need. >> So you They might not go to their math teacher during when they would go to a different math teacher. >> They would go, it would be their teacher. >> I don't I don't think I ask very question. >> Let me try to ask a question. >> Give me an example of a teacher schedule. Okay. How many periods under this system will math teacher? Six. Okay. So, they have six periods not teaching

073the same thing six times, right? depends on what their course load is, right? So, if they have honors classes or advanced classes, >> give an example of give them let's say sixth grade math. You've got a sixth grade math teacher. What could a sixth grade math teacher look like? What what is I think this is where you're going. >> What's the teacher schedule? I might I might have like first three periods teaching six or eight math and then um then we're gonna have lunch and then when and then three more periods of math might have prep the last period. >> What are they going to be teaching the same thing six times a day? >> Some cases >> in some cases. >> Okay. So those that don't teach the same thing six times a day.

074>> It's just going to be more juggling and figuring it out. >> We really try to limited to two different courses per teacher. And usually those courses are um kind of your typical math class >> and an honors class, right? So, in many ways, you're teaching very >> similar standards. >> I'm just I'm envisioning the scenario where you're going to have the teacher meeting during math day >> kids at different levels. >> Yeah. >> And how do they accomplish that within that block? >> So, a lot of that is um a lot of that is how we train our teachers to um implement kind of like things like what we would call workshop model right you know workshop model I'm just gonna make it really easy like let's let's just enision three tables in a

075room right and this table is the teacher and the teacher is working with individuals on the content they need right he's doing that there's another table over here that's working on content that they need another table and rotate, right? And um some of that training involves classroom management, right? So, it's kind of like that thought of um well, I'm at this teacher table. What are the other kids doing? Right? So, that they're engaged and all that. So, um we typically will have smaller win class sizes. and that that makes that a lot more manageable as well. But it's a it's an intentional plan that we're carrying out a lot of times in a workshop type of model. So am I am I simplifying this way too far by saying the student focus for the student

076that's falling behind happening currently in team >> is now pulled out into this model >> if kid needs to come in the team >> something that they need to think about now instead they come in and they're doing this in a >> I would say I would say if that's a true or false question I would say And I think >> I'm not proposing you right now. >> I think the focus is broader than in the in the when time the focus is broader than just um lack of engagement or behavior or um I'm trying to think of some of the other or making a coordinated phone call to parents because we're all struggling with in class. I mean, he is just really having a hard time and focus seems to be an issue. And

077so, there will still need to be some conversations during PLC. If we are all struggling with Bill as a student, can a couple of us make that phone call together so that the parents are hearing that it's not just happening in math class, but we're seeing that behavior in multiple classrooms. So, those those coordinated calls can still be made. um start I think your question though is the teams don't they rarely bring kids into their team meeting >> they get discussed >> they might yeah but but they're still getting their their remediation in the win class >> so it's not they're not >> today >> their team time is for the teachers to talk >> here's here's a comparison gives you an idea of the time so >> um >> can I ask a Oh

078yeah, definitely. >> But it connects. >> Can we go back? >> No, no, no. This is actually a good number. >> I'm just trying to think of like because I think this is where you might have been going to a minute ago, Rob, is like I'm trying to think on the mental load of the wind teacher. If they have 37, they have 37 minutes or 37 kids. >> 37 minutes. Like roughly is it like 20 kids in a win? >> 22 is what it is at middle school central right now. So, you've got 22 kids who are your win class and let's say they're all non bills and they don't need to go anywhere else. They're just, you know, they're good students or they're high achievers or whatever. And then that teacher happens to be

079a math teacher and there's been some, you know, some new concepts have been taught this week and people are struggling and he or she gets like group A, they're having trouble with A and these having trouble B and these like do you end up with like a ton of kids in this class that you're trying to like supervise the ones who are over here and I got to teach these guys more about A and then more about B. I mean, how does that work or is that obviously I'm coming up with an extreme situation. when a student or when a teacher were were to let's say it's I'm a math teacher it's my day it's a Tuesday and we've started slope intercept form and I've identified these students in my courses throughout the day that

080need additional support with slope intercept so I'm going to tell the teachers on my team or on on the grade level I need these students today for win so they're going to come to me and I'm going to work with them rarely is there great disparity and what they're working on >> because they're all learning at the same >> Yeah. >> Okay. >> I don't want to throw a rock in the fan, but um there's also a piece to this that um you know, some kids need breaks, >> right? And so there's a piece to this where um we can assign a staff member to something like outdoor break. And um and so if kids uh are better off uh on a random Thursday having an outdoor break instead of going to another math, you

081know, something like that, then we can make those choices. Um we really want to make sure that we have a schedule that allows us to do all of those things. to help with that kind of stuff. >> Um either um either support staff or administrator. >> Yeah. I mean it's in in schools it's all hands on deck, right? >> So you can see here the comparison. So the first column is current math minutes and language arts, science, social studies and wind time. And then on the right side is what it would be with changes. So the areas highlighted in yellow are the changes. So um you can see language arts in eighth grade would go from a 45minute period to uh two periods of 90 minutes. Sixth grade is going to increase a little bit.

082Obviously we've spoken about sixth grade math. Um it's really between 72 and 80 minutes at the moment because the sixth grade's on an eight period schedule where seventh and eighth grader on a seven period schedule. So their periods are 37 36 minutes. So right now they're getting about 72 to 80 minutes. Um they would have 45 with this other model which is obviously you can see consistent with seventh and eighth grade currently. Science you're going to we're going to get a little bit more science minutes in sixth grade and social studies. So that's where some of those minutes are going from math. You're going to get a little bit more language arts, a little bit more science, a little bit more social studies, a little bit more but obviously a little bit less math in

083the end. But that does track consistently with the rest of the building and there hasn't been data to support that those extra minutes result in higher achievement. >> Is the data supporting more science, social studies and English? >> It's now part of it will be part of our >> right but In the past it's not been science and social studies >> if you add in the bump in eighth grade from 45 to 90 in English is that particularly because our scores are currently >> I can give you some data from checkpoint three if you want me to real quick that I have. >> So um >> the other piece is when we think about LA we have to remember that we're not only reading standards, but we're looking at writing standards. So, in math, I

084have a set of standards, but when I'm an ELA ELA teacher, I'm looking at both reading and writing. And so, I have two sets of standards that I'm responsible for ensuring that students are proficient in being assessed. >> Yeah, teaching writing is not an easy task. Um, K to 12, um, we are partnering with cell and I believe I include that Friday of a few weeks ago, but we are partnering with cell through um University of Indianapolis to come in and really help support our capacity as leaders and as teachers as an instructional coaches around literacy or those um reading and writing standards to make sure that we are looking at the body of research around the science of reading and writing. That's that's legislative. We are required to take a look at that. we

085have to use that body of research to ensure that the strategies and the curriculum and the resources that we're using are aligned with that body of research. So when we're looking at those resources in grades 6 through 8 well 6 through 12 specifically right now we're making sure that they're on the HQ list and that we're aligning all of those pieces. >> Where's that 45 minutes come from lesser opportunity for UA? >> Yeah. Um, so currently eighth grade has three UAS, right? >> And that third UA is the comput. And so we move that computer class to sixth grade because that's what it does. >> Got it. >> And then Mr. Daniels, your your question about math was was good. I mean, it's it's counterintuitive to think that we would go from 90 minutes to

08645 minutes, right? It's just counterintuitive. If you take a look at um sixth grade because that you know that's that's the area where um you know going from 90 to and really it's like 80 >> 72. >> Yeah, it's in between range. >> So um sixth grade the high range is eight, right? And then um as we just talked about, so the new schedule allows us for 45 minutes, right, of math. And then instead of having everyone with that full 80 minutes of of math, um we're actually looking at individual needs. And then when you pull in that win time of 37 minutes, you really you have 82 minutes total of for the kids that that need that more individualized or small group reinforcement whether it's um to become proficient or uh to continue beyond

087proficiency. >> So that's every day. So you could be >> okay you could be in a math class every day need the extra help and max out to get to that every day >> if you need that. >> I mean I think I just heard something that I probably should have known but I didn't. The sixth grade is how many periods? >> Eight. >> Seven. >> So this is just the math, right? >> You're converting six to seven periods. So the hours have to go somewhere. >> Yes. Correct. >> Instead of having two English and two math, >> you've got two English, one math, and then you're reallocating time. >> Correct. >> That brings sixth grade um consistent with the seventh and eighth grade and also the high school closer. It's not it's not hey

088we're doing this to strike at math. We're doing this because we got to find the hour somewhere and finding a minute somewhere changing from a seven to a six period. Now we're all in 45. I guess if >> I I still am concerned about math >> and I appreciate where you're going with the win. I absolutely, you know, wouldn't take it from English language arts. They can't read. They can't >> can't do math even, >> right? They can't function in the others. >> Yeah. >> Um but please, please, please continue to look at the data. >> Yep. >> And if this is the wrong direction, let us know quickly >> and let's rethink things because I'm still scared. >> We have some quick data just quick data from middle school central. And again, this is

089just a little snapshot. So checkpoint three just occurred. So in language arts um currently our highest performing on checkpoint 3 is in English language arts in sixth grade. The lowest is in eighth grade by 13%. So there's some evidence there that the lacking of minutes really is hurting them. Now consequently in math the highest at middle school central for checkpoint 3 is seventh grade and they currently have 45 minute period. Um, and then sixth grade and eighth grade are tied. >> You know, I'm an attorney, so I play with they learned it all in sixth grade, >> just so you know. >> That's right. That's right. >> Well, and and following that and I think I know what your answer >> I object your honor. >> Yes. But yeah, >> so I think I know

090what you're going to answer, but I want to just kind of check my thinking. It kind of So, so what I've heard is we're increasing math time in the elementary schools like 15 minutes. >> We're looking at we're looking we're trying to find the 15 minutes. >> Yes. So >> if linearly you learned more math per minute, let's just say then the fifth grade, the current fifth graders that we have would have not had all those 15 minutes every year, every day every year of elementary school and then they will go into sixth grade next year and be at a 45 minute deficit to everybody older than them. So like this class is like in a weird spot. I think I know you're going to say, but how do how do you >> So a

091couple of things. So the legis legislation shifted and there's now I call it the new mercy legislation that is to that is Lyn's terminology but we are next year 26 27 school year there are some requirements that are needed in place for elementary math the universal screeners the tiered approaches and supports and so in order for us to meet some of the guidelines that are being um shared with us through the department of education right now we're going to need that additional time to build some of those numeracy, those foundational skills just like we do with literacy. So again, the body of research around the science of math is where they're heading and they're saying, "Hey, as you look at your instructional framework and curriculum, here are some things that you need to consider." So

092we're trying to get out ahead of it. So I would not equate the 15 minutes to a group of students being more or less prepared because in the end, it truly is always about instructional quality. But I also want to that as we're moving forward that we're looking at the five pillars of math in the same way that we're looking at the five pillars of reading and in order to do that I believe that we're going to need some five 10 to 15 minutes to make sure that that small group instruction that intentionality can still take place in an elementary class >> so it's not more math it's a deeper knowledge >> it's a deeper knowledge more standards coming and it's and it's and it's specific to I'm going to use a term it's called

093number talks and it's it's intentional time where student students are thinking through abstract math with whiteboards and manipulives. Like it's a very specific type of mathematical proficiency that we're looking to develop and we need the time to be able to do that and and then our middle schools benefit from that. I think secondarily to that, the change in the curriculum maps will long term benefit our middle school students as well. Um because we were very explicit this year in fifth grade with the standards and the checkpoints and our new I Ready resource that is on the HQIM list. I might argue that the fifth graders coming into sixth grade are better prepared this year than they were last year because I believe that what our fifth grade teachers are doing during that time is much

094more intentional and explicit because of the professional development and the curriculum alignment and the new resource that we have. So, I'm anxious to see and gather some of that feedback, not only the the hard data like the learn data, but I'm anxious to hear some of the feedback from our sixth grade teachers because I do believe that our sixth grade teachers um needed to do some or felt that they needed to do some reteing and they weren't hitting their standards right out of the gate. That was feedback that I received and so I want to make sure that our sixth grade teachers can hit their sixth grade standards right out of the gate. We want to know our teachers want to know that we're passing on mathematical proficient thinkers to our middle schools. Like our

095elementary teachers are working really hard and we're seeing some really great gains in our mathematics assessment data. >> Um we go to the next slide. I feel like if I go over this slide first go back. Um so we're going to talk a little bit more about MTSS and show you um some things. So um to the left you can kind of see a pyramid and that is explaining the framework of an MTSS. So if you look at the green part, right, that's where most of your students, right, are um typically going to be proficient based on that, you know, lesson plan that happens in their math or language arts or whatever class, right? That's their core instruction. It's teaching um the standards and it's just quality teaching for all students, right? The yellow piece

096is the kids that have gone through that poor instruction and then they need something different. So targeted small groups and skill based work um through uh intervention and things like win and different small groups like that. And then the red tip is tier three. So um that's your intensive support. Typically these students have um individualized plans and so forth. Um one way to look at this and this is this is just another a measurement that that principles can can do to look at our overall system. Um typically there's a about an 8055 rule. So 80% of your students or more should be uh proficient or in the green part. And if they aren't, then that could be an indicator that your core instruction, your classroom instruction needs to change. It needs to improve in some

097way, right? Um yellow is 15, right? And red is is five. I want to put this in perspective. Um, our two schools have uh 14 to 18% uh of our students are special education um every year and so they'd be in that red tip and the model calls for 5%. But we're at 14 to 18%. And so, uh, when I when I break down, uh, middle school, 18% of our sixth graders, 16% of our seventh graders, and 15% of our eighth graders are in special education. And so, what that tells me is when I look at that yellow box, the the tier two, these intense uh, groups, these targeted small groups, we need we need more work in that area. Um, We use this model to kind of help us gauge and zero in on

098the different levels of instruction. >> How does that compare with special? >> Quite honestly, it's um I'm seeing the state having between 10 and 14% so of special education in the red tip rate. Um we most often we'll use that just to make sure tier one instruction is good and then our our tier two targeted interventions. It's another way for us to model just kind of schoolwide systemic. >> The other piece there, Rob, I think that's important is that from a special education perspective and all of the data that they collect, there is a they track that data in a very intentional way. And if some of those percentages um get to a point that especially with subgroups of students that seem to be out of alignment, the Department of Education communicates directly with Kristen

099in this case to say, "Hey, it's looking like you're you're disproportionate." Right? So whether that be um Africanamean males or um female, whatever that subgroup is, they they send us out information and calculations and say, "Hey, hey, this looks like you're disproportionate." And if we are found to be disproportionate, then we go through a review and and then there can be further steps beyond that. So even though the numbers seem high and they're comparable to what we see across the state, we have been through a review to ensure that our processes for identifying students for special education services that eligibility piece are very solid. So that is an ongoing >> and this will help us continue to monitor those and make sure that we're implementing all those processes across both schools. We think sometimes we

100may overidentify and and if we fix tier two that may help us with with not overidentifying kids that that may not qualify for special ed or or something else. But but we've got to fix tier two before we know whether we're overidentifying kids or not. There are areas that I think we're high. I know Jason was probably trying to look >> six to 14. >> Yeah. particularly at the elementary level because that's a lot of times that eligibility orification comes into play. So with the new universal screeners both literacy and math it's just something we've got to keep our eyes on and make sure that we're working through that that tier one and tier two are solid um so that we aren't overidentifying or identifying students because that we don't tend to remove that identification.

101That's very rare. But it's rare. >> Speech is most common. >> Yeah. >> To be removed. >> Yes. >> And we do remove some occasionally, but it's not >> it's rare. >> Yeah. It's not often. >> So most of the other slides are all stayed the same that we talked about. I wanted to go to next steps and then kind of like how we will measure success because I think that goes to a couple of questions that that you've had. Um if that's okay. We're trying to wrap up by 5:45. questions because then we have to go to our executive session. Um, we talked a little bit, you've seen all those the percentages and everything, but um, this is kind of our next steps where we think we need to go from from here. >>

102Yeah. So, we're going to continue to work with our uh, teachers to um, refine these systems and um, identify and make sure that everyone understands clearly what these frameworks are and and how to implement them. Um when we look at our MTSS framework, we're going to execute that with fidelity. Um we're going to need to um work with our teachers to find the most valid assessment tools that will help us do, you know, three benchmarks a year, progress monitoring every two weeks, and um overall being able to evaluate what we're what we're doing. Um, we're going to make sure that that we're going to apply those interventions with integrity and be able to share strategies across buildings because the system is very much the same. The framework is similar to identical, right? And then we're

103going to be working on constantly in our professional development um what does responsive teaching and corrective instruction look like and and how do we continue to make sure that we're using the best most research based strategies possible. So we're going to continue to to explore those high school level courses and continue to think about our kids getting opportunities for high school credit and additional courses as well. Um, and again, so how would we measure the success? You know, we're going to use 2425 as a baseline. Um, we'll continue to uh look at, like I said, benchmark assessments for us. It's Checkpoint one, two, and three usually is what we use because it gives us very specific standards related information uh by kid. Uh we're going to do quarterly reviews in our buildings and um you

104know, we we want to be able to as as Mr. Daniel said, we want to be able to tell you um when we notice or if we notice a ship, right? the ship sinking, right? Prevent that. >> Yeah, there. There. Yes. >> What does that look like? The quarterly building. Is that just purely data like quantitative data or is that qualitative? Are you going to get feedback from what stakeholders or or just tell me a little about Yeah, I I'll tell you that um in order to make sure that we are um uniform in a way that we can build off of each other and use strengths, we're going to spend some time um aligning that a little bit better, right? Um currently both schools have data teams that take a look at both our

105data at several levels, right? school wide class or grade level wide subject and individual kids right and basically um you know I like to say it's numbers to names and names to places we're going to figure out which make sure um so looking at all of those measurements at least every quarter >> and being able to kind of share a dashboard >> in the elementary they use their guiding coalition they use their leadership team they use their data teams I mean there lots of different eyes on it they're not the same group of people in each of those each of those teams but >> department chairs >> PLC leaders success teams that will be part of that tier two, you know, just kind of overlooking. And during those meetings, we uh we typically will interview

106our students, try to find their interest. Um bring in information from parents what are their perspectives of what's going on and help learn a lot of steps. >> I think the key is that if there's any negative trends that they find in their reviews and we'll make a change. We're not riding this horse until it dies. You know, we'll we'll make those adjustments on the fly. And these guys were deep into their data and they know they'll know quickly whether or not we're on the wrong path or not. So, I feel really confident in that. But that's a commitment I think that we we want to make that we're not sticking to this whether it works or not works. We're make it work. But we'll make adjustments if we find out that it's not working

107as well. We kind of talk through that a little bit. I would just say that um there's there's multiple ways to look at our data, right? And so we look at individual student data and we also look Right. So, um economically disadvantaged, different ethnicities, special education, all of this to try to identify. Um, you know, is there is there a group of learners that we need to make sure that our lessons are connecting more with and being able to adjust our instructional strategies in other ways, more specific walk on the sidewalk, go to school, pick up lunch on the way you told us >> a few board meetings overseas. >> Sorry, I don't mean >> Stockholm. I was trying to think. >> So, here's some of the things. We've already discussed some of these um

108but the commitment to adjust if needed like Dr. mention um looking really at that cohort of tracking sixth grade math just to see if we see any changes based on the reduction of minutes in sixth grade math um looking at our MTSS data at all the tiers and then benchmark growth comparison so looking at our benchmark checkpoints for iLearn as well as just even formative assessments that occur within content areas and then look at a year we see any trends or changes in a positive or negative way. >> I appreciate the sixth grade math and I know you'll be watching. Everybody wants to wants to succeed. >> Yes. No matter what the system is, everybody wants children to succeed. >> So I appreciate that's one of your top goals. >> I think I would just

109add too we have monthly department chair meetings. We have monthly team meetings currently will probably be more like a PLC type of some of those qualitative measures will also be our systems that are in place for us to continue our teacher as well. I wonder I mean change is always hard >> worduc it's hard and I think I'm sorry >> I guess what I'm just and we've asked teachers to do a lot of things differently over the last year you know sense I just wonder if you talked about the different I would say I would strongly urge you guys to think about having a really like dedicated time to monitor this and get that feedback because it could be, you know, I think we need to hear how it's going from the people who are

110implementing it and making sure that we're keeping all that. I I just feel like it could get lost if it's if it's all these other meetings. So, I just would encourage you to maybe think about for the first year because the monitoring is going to be so important and we need to make sure You want to make sure you get to it before it crashes. >> They'll do their check. We'll have not only have data to take a look at this year, but we'll have checkpoint one data in the first quarter. Um because those checkpoints, there are three checkpoints prior to the summitive assessment. Plus, with the MTSS model, as David mentioned, there's going to be those ass