MSD of Pike Township Work Session Meeting July 24, 2025 Meeting

001Yes. >> All right. Good evening everyone. >> Uh thank you for >> thank you for coming to our work session on student achievement. Also this is the first work session. If you all don't know that the legislative pass that we live stream our work sessions now which is I think it's a great idea because it gives the comm the community to see what happens behind uh the board meetings. A lot of people think that everything gets done during the board meeting but it's here in work session where the magic happens. So uh today we have Dr. Gatewood. She's going to do a presentation on our student achievement. Uh are we going to have any words from the superintendent? >> Just just to real quick open it up and then we'll we'll go tag team. Thank

002you, Mr. Anson, members of the board. Um like we've done for the last few years, we presented first semester data midyear and this is the time that we've done in the past. So we're doing this again sharing with you all the end of the year data. So you'll have an opportunity to see comparison between fall and then also um second semester from that time to this time but also we'll look at uh just end of the year data as it relates to graduation rate and so forth at the high school level. So with that I would like to ask Dr. Gatewood if she will get us started and as always I'm sure I will chime in with with things to add. So, Dr. Gatewood, >> thank you, President Anderson, members of the board. Tonight, like

003Dr. Young said, we're just going to update you on where we stand um related to our assessment. Uh just like the fall, I plan to cover elementary, then middle school, and then high school data. And hopefully I can click and look at my notes at the same time. If for some reason I can't, let me know. >> I'll click for you. >> Oh, okay. >> Yeah. Just just give me the nod. >> We can go ahead. >> Okay. >> We can go one more. >> Uh this year was the first year that students in grade two were able to participate in I read more than one time. So last year second graders across the state all participated in iid, but this year they took it in March and then they took it again um in

004what we're calling summer one opportunity. Um students in grade three got to participate in the assessment three times. Now when I say that once they passed they didn't have to participate again but they had three opportunities to pass uh this school year and then summer school was focused solely for elementary students in second and third grade who still needed to pass IE after those three opportunities. Our data for this is specifically for second graders um as you can see in the spring. And so what we're calling spring here would be the March test and then what we're calling summer would be that opportunity one for our second graders. Um last year they passed at a 30.8%. You see that twice because last year they only got that one opportunity. This year in March they tested

005and passed at 35%. Um but by the end of the se or by the end of the year they were passing at 44.9%. So 45% of our second graders have already passed I read and will not have to take that test as third graders. >> Did you do a percentage on how many times that it took to pass? >> So second graders were only able to take the test twice. >> Okay. >> So this is from the first time they took it to the second time that they took it. >> A couple questions. So in the springtime and I see here in 2024 uh we have 30% passing rate. >> Mhm. >> Um two things uh does this account for uh prof uh the uh percentage of margin of error? >> Yes. >> So these

006are the true numbers here. >> These are the true numbers. >> And can you speak to how it breaks down per school? Like so. And the reason why I asked that so that kind of helps us see how do we target schools that are doing uh you know off worse than others or and then lets us know that what are we doing to help those schools out to uh to help with those numbers. >> Absolutely. So uh a couple of things that we do. Number one, we do three practice assessments throughout the course of the year that are built to simulate the test that they're going to take in March. Um the other thing that we do is once they uh after each one of those practices my team partners with every school based on

007their data to >> say pract the practice test. >> So we do three practice tests. >> What's the name of that test? >> And it's just a pike written >> just practice written okay practice test that simulates what they're going to experience on the island test. So after each of those practice tests, my team, the curriculum instruction team, partners with school buildings uh to say, "Here's the data. What do we need to do? What's our plan moving forward?" And then headed into after the third practice test, um Dr. Young instituted a couple years ago where um the elementary principles write a plan for here's how we're going to address that any deficits we may have leading into that uh official state assessment. Does the practice test have the same rigors as the the state test?

008>> So DOE um offers item specifications. So we're able to see sample items for all of the tests. I learn, I read, etc. Um and then we base our tests on those item specifications. Yes. >> So here we're in in 2024, we we have 30% passing >> and so that's 70% not passing. >> But this is second graders. >> This is for the second graders. >> This is just second graders. >> All the second graders. Okay. >> Yes. So 70% of all second grade. Okay. Not okay. >> Right. >> And so when we looked at uh the data from 2024 >> Mhm. >> and we put I guess I can assume looking at 2025 cuz we went up 4.7%. Is that from the the practices that we put in place to kind of help that?

009>> A variety of things. We had a new textbook adoption last summer headed into. So we had new curriculum maps. We had quite a few things. we um introduced youly which is a phonics foundational phonics program that is being used across the district. So there were several initiatives that didn't just relate to I read but also the state's mandate for the science of reading. So we had to align our textbooks had to be aligned with that. All of our practices had to be aligned with that and all of that was mandated last summer headed into this fast school. >> So on this on a grading scale I see the 4 point we're at 34 34.7%. Is that on a grading scale and this will help me understand and I hope this helps everyone else. Is

010that like a C plus uh a B minus the 4% difference there? >> So it's it's hard for me to correlate it that way because this is the number of students who pass in second grade who don't have to take the test in third grade when it's mandated. >> Okay. >> Yeah. And so, so this is I read. We took the three off because they they take it in second grade now, but it's a third grade proficiency test. >> And what the state began doing a few years ago is they start allowing students to take it in second grade, but it's a third grade proficiency test. So, where we are now is almost one out of two of our second graders are passing this third grade test and they'll never take it at third grade.

011It's okay. >> Right. Yeah. So, there's no there's no expectation from the state that second graders pass this test, but we got to a point where nearly we're getting close to one out of two of our second graders pass this third grade test and never have to take it in third grade. >> So, how do we match up with other districts? >> Well, we don't officially know that until September because summer window hasn't closed. some school districts um wait until the very last minute to to take that test. So in September, we'll get all the Marian County, all the Indiana results. >> Okay. >> Yeah. And once we get those, we'll we'll share those with you guys. I think last year I shared a comparison uh between us and you know like all the Marian

012County schools. So we'll once we get that, we'll share it out. >> And the 30.8 uh that's just the same number taken in the springtime. It just translates over to the summer. Correct. >> And 24 because they only got to take it one time. >> Okay. one time. >> But this year, the gray indicates that they got to take it twice. And we moved from 37 or I'm sorry, 35% to 45%. >> So we had an increase of 10% of our students. Now, now those 45% will not take it in third grade. The plus to that is number one, when our third graders became third graders historically, they all of a sudden had to take iLearn having never taken a state test before. They had two tests backtoback virtually. But then additionally um this year

013because because 45% of our students have passed and they don't have to take it. We can focus on those 55% of students and say what do they need? We are able to look at their um oh the report that comes back from the test to say oh this is they need help in language comprehension. They need help here and then target our instruction accordingly. >> And that 10% u I know this is all second grade. Do you know about how many off top of your head? How many kids do we have combined in our second grade? Cuz that'll give me that that'll help me figure out what that 10% represents. >> One second. Second grade looks like 759 students were tested. >> So we about 75 students. >> Yeah. >> Difference here. >> No. So

014you're saying Oh, I'm >> that quick. So she said there was 10% with 10% did better. >> So this is the second grade here. >> The total number of kids. Yes. >> So about 75 students the difference here. Okay. >> Yes. Yes. >> Oh, now I see. Yes. >> Yes. >> Okay. >> Yes. Okay. >> M Dr. Gwood. >> Yes. >> The ideology of focusing on 55% 56% because we have 59% who does not who do not have to take the test. But 44.9 does not have to take test. So we got 50s here. What is How long have you known about the 50 uh 6%. >> Uh the 45 the people the kids who don't still have to take >> no the ones that that are going to have to take >> that do

015have to take. So the second summer opportunity was June 16th 17th somewhere in there. question that what is the um what is the plan to make them better since you've known about it for some time now you mentioned the fact that uh you can focus on that particular percentage so what is the plan to make them better >> so so we don't have it listed here but I' I've got every school who went down who went up all those kinds of things my team will partner with uh the leadership teams of those school buildings whether it's through MTS TSS multi-ter systems of support. So, do students have academic or behavior needs that they need help with? Those kinds of things and we'll sit down and and support them uh through through this data. >> So,

016you don't really have a clearcut plan. >> Well, every school is different. >> Every school is different. So, we have several schools that reach that 70% goal. We have several schools that that maybe dropped from last year. We had others who increased from last year. So, it depends on the school. Mhm. So, so schools will help make the remediation plan, but then they'll also have ongoing assessments for those kids in third grade, >> right? Those practice tests will will be there for those third graders. So, we can after each test target. >> What does a mediation plan from the past look like today? >> Well, again, every school was slightly different because it depended on where they were. Some schools that fell below that literacy requirement of that 70% ha have literacy cadre coaches that

017support only first, second, and third grade. That's a partnership with Marian University that um the Indiana Department of Education has. Some of some schools uh decide to take their interventionists and make small groups. Some are pushing students in to other classrooms depending on their specific need. So, it just varies building by building. >> And there's there's really what three main components that the test assesses So in those small groups, but also in the PLC's or the professional learning communities when they're taking those assessments, they're looking at, well, is there one or two areas that specific student out of three is not proficient in. And then in those small groups, that child would get direct instruction and practice in that specific skill. But to Dr. Gatewood's point, um the schools will develop the the plans. we

018have some of the resources obviously to help them. Um, but they'll develop the plans for those students actually in the buildings. >> Um, you guys go ahead. >> As those schools develop their plans and now we're getting yearoveryear, you had this plan and then next year we see it. Do we start to also formulate, hey, this plan that this school had killed it that was awesome. This plan this school had not so much. So this school over here comes up with that same plan next year. Yeah. We're not doing that again. prime example uh to that point Mr. Hilers uh Dr. Gaywood referenced um UFO. So that was a a a program um really an instructional model that was implemented and deployed in was it two schools? Two or three >> before your time a

019couple schools and the results were great. Now what's interesting is that the state has now come along and said hey that model is really a model that we need to be following anyway but the decision we made to your point um and that was that was part of the conversation was that that's something we're just going to do >> okay >> moving forward because success that we have yeah but it's very targeted specific time it's it's it's it's fast-paced students are engaged and what we've seen is for our students that really really works well and uh you see the results. >> I would also to speak to your question share that we are we have access to all the plans. So if we see something really great, we immediately contact other schools. So we don't

020wait till the next year. We immediately contact and say, "Hey, we were part of this this plan, how can we maybe implement that here?" So >> another thing that we do is this past year is that I asked for Mrs. Cardaman to ensure that we're moving the elementary meetings as elementary assessment between buildings. So if I'm the host and there's an area that's working, not only do I get to present it, but I get to we get to leave where we're meeting from and then we get to go down to the classroom and actually observe that practice in person. So that was another thing that we put in place because all of our schools are doing things, you know, uniquely uniquely well. Uh, Dr. Gaitlin, my question is about two things. One, I appreciate the

021fact that these are all second grade. That's incredible. When I see that gray bar, I'm pretty happy about that because they're operating a year in advance. Um, my question is, are exceptional learners and our ESL or ELELLL learners, are they tested in second grade, too, or do they have to wait till third grade to test as well? They're tested. All second graders is tested >> and they're in this number. >> We so yeah. So what's interesting about this number? It includes special education children. It includes English as second language. So a lot of the children that get what we would calls call a good cause exemption because I know Dr. Gay was going to get to what happens if you don't pass um I3 and third grade. These numbers include everybody. We also have some

022slides that outline demographics too. Yes, ma'am. >> So those numbers if they include the exceptional learners, how the ones that are nonverbals, that are non motor skill, those are those numbers included in there too and they they >> So it depends on if if their IEP is written and they don't take uh if they take an alternate assessment, they would not take this. >> So those are their the life skills, they do the alternate, >> right? But but some life skills students do take this test. It it depends on on every child's IEP. Absolutely. But any child who um takes this assessment is included in this. >> Absolutely. Yes. >> Dr. K, how do you internalize the data? >> Well, I I'm thrilled with 45% of our our second graders passing that test and already

023setting, you know, studying for a for a state assessment, being able to work the computer because it's it's all online. So being able to do that, I'm thrilled that they're able to accomplish it, but I'm also thrilled that for the first time um we're able to really focus the next year we have reports from second grade to be able to say this is how they performed on this assessment. Now we can take a look at Alicia Gatewood individually, Adrien Gaywood individually and see where they they need what they need and we can group accordingly. So this this is a this is a good measure for some for our second graders. [Music] Okay. So test to test uh we so from spring um to summer we had it we had an increase um once again um

024of almost uh well just over 10% of our students. We covered that a little bit in all the questions so we can move right along. So, these are third grade scores. So, again, in red, you'll see uh 2024 and in gray you'll see 2025. Um you'll see that there were three opportunities to take the test. Again, if you took it in the spring and you pass it, you don't take it again, right? But this is our overall pass rate. So, we started in on the first um test in March with a 76% pass rate, but we ended with 75% of our students passing that test. Again, we won't know how that measures up to Marian County or the state until later in September. But as soon as we have that information, I'll be happy to

025provide that to you. Okay. >> Uh, yep. >> Okay. >> Yeah. Yep. So this is exactly uh how we performed on spring versus summer one versus summer two. And so the way that students were tested, they were tested in March and then they were tested before the school year ended because if they passed that test and that second opportunity, that gray bar, they didn't have to come to summer school. The state mandated that if you didn't pass iie before you left, then you had to come to summer school. So then that allowed us to be very specific. It gave some of our students an opportunity to not have to come to summer school and then allowed us to focus directly on the students who didn't need to come to summer school. >> And one of

026the things I like is just to see that our it what what I take from this our interventions are working. So the things that we're doing to remediate to help our children become more proficient in these measures that they're being assessed on. They're working. That's also one of the things that gives me a lot of heartache when we think about the the cuts that we're seeing from the federal government. So, we think about our title funds. Um, luckily, and I I was going to let you guys know this later on, um, uh, in my notes to you, the 21st century dollars that we have utilized for years for after school tutoring was held. It's been released, thank the Lord. But those are dollars and in and opportunities to help our kids get caught up. So

027this assessment is based on American standard English. American standard English. Many of our children do not speak American standard English until they hit kindergarten. born and raised in the US, but my mom was raised on a on a farm in North Carolina. My dad was raised in inner city right here in Indianapolis. Both of them are college educated, but we didn't speak American Standard English at home. So, I think as we look at these numbers, that's where we'll see a variance between our kids and then uh many of the children from our suburban school districts. But what's great about Pike is even though third grade may not we may not be quite there if they stay in our system all the way up to graduation we've shown that we'll get them there. Our kids just

028need a little bit more time. So good way to go. >> So also is it the same thing that we asked before these kids also these numbers also include >> the English as a second language and exceptional learners are also in this number. Yes. >> Yeah. And the exception would be to Mrs. Wilson's point if we have children that are more severe and profound in their individualized education plan. It says this test is not appropriate. Yes ma'am. That's right. Um, >> and we've got a demographic slide coming up that one of those >> before we go into the demographic one. So, but these kids, they also got the chance to take it in second grade or this was the first year. >> Yeah. So, these students did take it in second grade, but they only

029got to take it the one time. So, that's that 30% of students that were were in the earlier slide uh that you saw in 2024. That's >> Oh, okay. I already asked what was the number. Okay. Sorry. >> No, that's okay. Absolutely. Okay. Great. So, They only got to take it the one time last year. This year was the first time our second graders got to take it twice. >> So we improved by about 40%. >> Yes. >> By the end of the year. Okay. Okay. >> Yes. >> So this is only third graders. And the reason that this is only third graders is because we wouldn't have 24 comparative to 25 data because they didn't take it as first graders, right? If we included the second graders. So this is only third graders, but

030it is all of our students. So whether they have an IEP, an ILP, whatever that looks like, this is all of our students. And so those are the pass rates by which our black students and our Hispanic students are passing. You may ask yourself why I don't have some of the other demographics up there. And that's because if you were to go out to DOE's uh GPS data platform, in order to be considered a student group with DOE, you have to have 10% of the population to even figure. So we don't have we our white students for instance are at 7%. Our um island Pacific students are less than 1%. So these are our two student groups. >> One question. So how's the uh from school to school? How how does this help me with

031targeting what school is doing better with our demographics than others? >> We can share that information with you. I don't know if it's in this slide. I've got spreadsheets that >> Yeah, I'll share. We can see the breakdown by school. So, these are the overall, but I'll you guys get that tomorrow. >> And I have Mrs. Colehan in the back writing down all your questions for me so I don't have to write. >> Yeah. But but you are but you are correct. This is the overall and to that point, Mr. Anderson, when we look at when we think about equitable outcomes and we think about supports like from Dr. Gatewood's office. If if one school is doing necessarily well, they're doing pretty well, we're going to push support in in another building, right? And help

032those those uh staff members and uh administrators, students to to you know get the level success that that we'd like. Yeah. But I'll share that tomorrow. >> Dr. Gatewood. >> Yes, ma'am. >> Are the good cause exemptions added into that number or not present? So good cause exemptions don't exist yet for the purposes of this data. So we have to have this data back and then take a look at so so what Mr. Barnes is asking about is uh students have there are several paths by which Indiana department the Indiana Department of Ed has laid out to say if a student doesn't pass the test in third grade they may qualify for what they call a good cause exemption or GCE. um they have to um have an IEP that designates that, you know, that

033there's there's a concern or um if they have been retained twice before second grade, if they are a newcomer to the country, there's several caveats um by which they can qualify. But because we don't get all of our data back until June, specifically on third graders, because you cannot qualify for a good cause exemption until third grade, um we don't have that data back until teachers are out. So they'll start having those conferences first thing when everyone comes back and then that is a case conference committee decision. >> And you may have said this Dr. G the the the the power the importance of the good cause exemption. Before it meant that the children didn't necessarily have to go to summer school or they have to keep retaking the tax. But now a good cause

034exemption means that the child doesn't have to be retained. So this is the first year where if you're a third grade student, you don't meet good cause exemption from the state's perspective. Uh you are a third grade student for the next year. >> So but so we're out from school starting. We don't yet know which of these kids are going to go on to fourth grade. >> We we do know we do know which students will absolutely have to be retained. We we have a pretty good idea of who will qualify for good cause exemption, but the special ed law in Indiana says we can't make that decision. The case conference committee has to make that decision. So, we have a pretty good idea of our numbers for sure. Our students who who will end

035up retained because none of those paths existed for them. But we can't overwrite article 7. >> We wouldn't do those numbers about the >> state. So we can't tell you with precision those numbers because we would be over right now. >> We will know that before school starts. >> We have a pretty good idea. We have to have the conferences. Those conferences have to be held. In some cases, principles are calling families and well in every case principles are calling families and having discussions. >> Trying to get that done before school. Okay. >> Not before school. >> Sorry, I want to clarify that. No, it's not before school. It'll happen the first couple weeks before first. >> The conference. The conference. That's what I was saying. are calling families now. >> Okay. And the conferences

036will happen at the conference. I wasn't asking it. >> So it is not a surprise or a shock, but we have to have that conference and we have to do that during contracts. Okay. Contracting days. Yes. >> Dr. Gatewood, I have one more question. I'm sorry. >> So, um I'm interested in our goal. Uh I know 73 is not our goal. 75 is not our goal, but balancing those could cause exemptions. Factor it in. What What is our goal? Or is there a goal? >> So the state has a pass rate goal of 95%. >> Okay. Is that regardless of your good cause exemption? >> So good cause exemption students wouldn't count. They they wouldn't count in this data because they are exempted. >> Got it. Okay, that makes sense. Thanks. >> But but in

037that 95% would be special education ELLL >> if they unless they get a good cause. Okay, I got you. it. Okay. So, you'll see a reoccurring theme here throughout all of the slides. I tried to break down um by by these four student groups. Our general education students uh compared to our special education students compared to our English learners and then our overall scores. You will see uh that that our special education students are not passing at the rates of some of our others. Mrs. Cohan and I luckily developed a lovely working relationship when I worked on what I call the other side of the office. And so she and I along with her assistant director and our EL coordinator spent the year really digging into how we offer support for English learners and special

038education students in Pike Township. We also then uh made comparisons to other Marian County school corporations to find out exactly what they were doing. We took all of that interview information. So, we interviewed every single principal and their leadership team in Pike. And then Mrs. Cohan reached out to other directors of special education, our exceptional learners, and Miss Quinton reached out to other English uh learner coordinators. We took all of that information, determined, you know, where we were seeing things that were working, etc. We did a formalized proposal to Dr. Young uh this spring, and you'll see some of that um in place in school this fall. Two of the biggest pieces are number one, too many of our special education students were being pulled out during core instruction. So, we will be moving to

039a push-in model where uh teachers and and instructional aids can push in during core instruction, but we are not pulling students out during that time. They've got to be exposed to grade level instruction. So, I say that now when we're talking about I read, but I mean that same thing when we talk about iLearn. I mean that same thing when we talk about SAT from from kindergarten to 12th grade. same thing. Um the other thing that we saw a need for is co-eing and Miss Cohan has lots of training on co-eing. She's offering training to our teachers on co-eing. And so a resource teacher or an English learner teacher will partner with a teacher who's in the classroom. One isn't just sitting or or help, you know, passing out papers. They are teaching together. They

040are prepping together. They are planning together. There are several different models. So I might be leading and Miss Kohhan I may be leading a whole group lesson while Mrs. Kohhan then is meeting with small groups or she's walking around and intervening right on behalf of students if they've got whiteboards out those kinds of things. But it's a true partnership between the two teachers. So those are the two biggest. There are several others but those are the two biggest that we believe will impact um student achievement. Yes. Um, so the obviously the 2025 numbers still include the cohorts that could get the good cause exemption because we don't know yet. >> The 2024 numbers, do those include the kids that ultimately got the good cause exemption or are they pulled out of those numbers for the

041percentages? >> So these are the numbers of students who passed. >> So if they passed a good cause exemption, >> but so but the others still counting that 100%. that they were pulled out, the percentage could change because they wouldn't count in the 100%. [Music] You see what I'm saying? If if if we had a 100 kids, if we had 100 kids and 78 passed and of the other >> Yeah. >> Now, I can't do that math. 22 kids, five of them had a good cause. But if you pull them out, now 100 number drops. >> So, if if they're including this number, it's 73%. But if we pull those kids out, this percent would jump up because >> So they are included. >> Well, no, but I'm saying I'm just I'm I'm verifying that

042I'm understanding your question. I think what you're saying if I'm understanding if if if those students are in this number, got it. It's 73. But if they're pulled out, that number would be a whole lot higher. >> I I would assume or else we're not comparing to >> Yes. So So this is 73% for example, the uh overall, right? 73%. >> It's 73% of what? 73% of every single child. >> It is every single child because a good cause exemption just exempts a child from retention. It does not exempt them from retaking. >> Okay. I just want to make sure we had apples to apples. It's >> honestly other than special ed, which has pretty good road. The other is a little bit negligible. If that was also pulled out, then that even skews it

043more. So, I just wanted to make sure we were looking. >> Yes. So a good cause exemption only exempts students from being retained in the third grade. It does not exempt them from retaking that test. >> So this is everybody that took the test. Okay. That's what Okay. >> And they will even if they get a good cause exemption but didn't pass, they will still have to take that test as fourth graders. >> Okay. >> Yes. >> Dr. Gatewood, uh, tell us why you're excited about 3% in general education. >> Three? >> Yeah, I think that's what I'm looking at. From 78 to 81%. Oh, why I'm excited about that? Well, I'm always excited for growth. >> Yeah, >> I'm always excited for growth. Um, that's less students. So, every time we grow, that's less

044students. So, I'm I'm a huge believer in tier one instruction. And when our tier one instruction for our whole class is solid, then our tier 2, our interventions, and our tier three, our targeted interventions can focus on the students can be focused on the students who absolutely need it. Right? So anytime we have students growing and passing the test then we have less students that we need to focus on for tier 2 or tier three intervention. So we are really drilling down to the students who need the most support to get what they need. >> The uh ELELLL student what are you doing in that area? >> So the the two things that I mentioned the um co-eing and the not pulling out during core instruction is for our special education and our English learner

045students. um we have some other things in the works. So for instance um when we start getting into some of our other data, one of the things that we've noticed is that our English learner population um test textbook um adoption hasn't happened for them for maybe our newcomer students um at the rates in which they should. The other things that we are doing for all of our students is we've rewritten all of our um curriculum maps and our frameworks. So, we pulled groups of teachers together that that volunteered this summer to come in and work with my team. And we revamped um English and math in elementary school, both the framework and the curriculum maps. Um and then we did um for middle school, we did English, math, science, and social studies. So, we had

046teachers come in. Another thing that we're doing is as we roll out curriculum written by teachers, we asked for feedback. that was new last year in second semester. So every time you finish a unit, if you were in that unit and you recognize that this standard isn't aligned with where it should be taught, then you give us that feedback and we implemented all of that this summer. So we made sure that those standards were aligned. We did um audits in the fall this year. Uh so we took a look at the standards at where they should be assessed according to Indiana Department of Ed and where the standards showed up in our curriculum and there were some gaps that we found and so we had to to revamp those resources as well. >> The co-eing

047piece. >> Yes, >> it'll be a new piece. >> It will be >> um you haven't done it yet. I understand that. >> In some areas we've been it's not over. Could you tell me what it could you tell me what what what what it looks like? I >> I'm going to call on Mrs. Khan because there are several models which I alluded to, but she can speak with authority. Yeah, there's >> there's several models. Um she she talked about a couple. Um we're implementing it fully at the middle school level. >> Just go ahead and give me one that you're proud of. The one that I'm proudest of, I would say the one that I think works best as a special ed educator myself is one that she was talking about where you've got

048someone in the front teaching the group and you have someone in the back either with a small group or teaching the students that need a little bit extra help, a little more support right there along on the along the side. >> The results are >> I'm sorry, the results. Yeah. What do you think? >> Well, we haven't done it quite yet at this level. I mean, there are some places that have done it uh and they've been highly successful. It really depends on the match between the general ed teacher and a special ed teacher. If the matches there are good and they're willing to work together, you see you see really great things happen. The high school has been doing it for a long time. You uh Mr. Emman could talk to that cuz he

049started it when he was there. Um it's been highly successful. you know, I mean, our graduation rate is really it's it's really dependent on we have a very high percentage of special ed students who graduate and it's really dependent on young in my and and one thing I would add is so if you imagine Larry Young, I'm an exceptional learner. I get instruction from my gened teacher. I also get support from my exceptional learners teacher because my IEP says I get additional support. But what happens is this person plans over here. This person pulls me out of class and gives me instruction in small group. Right? This person has their instruction, their lesson from the same student. With co-eing, we get rid of this. The idea is these teachers are planning together, they're instructing together,

050they're assessing together. So, that's the co-eing model. It's usually a partnership between gen ed and and special education. Um, and and real quick, if I didn't answer your question, I'll come back to it, but I did before I forget. I want to say another thing I'm excited about. We did get the AI grant, and I know one time this year, I'm going to say Magic School Bus, but I'm not going to say it today. Magic School, and that is a tool we're utilizing um, Dr. more that will allow teachers to have a resource, but it's also really one of our first tools that our students can use as well. So, if you think about chat, GPT, Gemini, some of the other ones, there are age requirements that prohibit our children from using the tools, our

051teachers can use them, but our students can can't. But now with the grant that we got approved that you guys approved, um we now have a tool with our ELLL students that we've never had before. Um AI is bridging the gap in reaching our ELELLL and special education students in a way I haven't seen in my career for almost 30 years. It's profound. The challenge is how do we equip and train? How do we how do we uh give examples? How do we provide our teachers with enough time to to learn about those tools and become proficient? It's out there. Do I think we're utilizing it at even a fraction of of what we can? The answer is no. And that's the challenge, but we're working on it. So AI is is one that I'm

052I'm really excited about to your previous question. Thank you for the explanation of co-eing. Um I think now education has to be somewhat proactive, more proactive these days. I don't know if anybody else agrees with that but I I do based on the things that are coming down uh the pipe. So co-eing if it is not as effective as you would like it to be. Are you understanding? What's your second plan? What is plan B? So what >> because we have these are students >> that we're working with and we're trying to increase these numbers. >> Absolutely. Well, I would say plan A was developed based on the data we collected, >> right? >> So plan B will be collect will be developed based on the data we collect. So this go I had a

053hypothesis just haven't been around for a while when we when we saw our specification numbers become stagnant because I'm telling you this stuff is secular and I'm going back years and years and years and what I was wondering was when our students are getting their core instruction on many of these course on many of these skills that are being assessed state assessments I3 or whether it's I learned I I I thought that they were being pulled out to work with their exceptional learners teacher. So, you're missing the core content that you're going to be assessed on because you're pulled out during that core instruction and you're working on your IEP goals where your IEP goals may not cover these things. So, we had a hypothesis. Then, we went out and we collected data. Well, guess

054what? The data showed the hypothesis was correct. So the plan is to combat what we saw that was causing the problem. So to your point, Dr. Moore, if we see that we're still not getting the results, we're going to go collect data and try to figure out what the root cause is and develop a plan based on that. >> So it was the data that got us where we are now. >> It's the data that said, hey, >> and so it was the data >> that'll push us in another direction. Yes, sir. Am I right? Absolutely. Should we be infected? >> Yes, sir. Yes, sir. But I would say again, one of the things that I'm I'm I'm likely this is the third straight year. If you look at other school districts, you'll see whether

055it's I3 or I learn that you don't see a steady increase. You'll see kind of something like that. My fear when you see that is there was just something in the water that year, right? You just had a good group of kids come in, but then you see a drop, right? Strong group come in and drop. What this suggests to me is that we're building a good core foundation and we won't see a bunch of this, right? It may be stagnant, slight drops, but we won't have big major drops that we saw a few years back. [Music] >> So, I'm going to say the the research backs this as well. And Dr. Gaywood also mentioned about the co-eing. You got to have the right mix. [Music] And as we're doing staff training, staff development, having

056that mindset shift is going to be very key, very necessary. But also making sure that trying to go the other question I had about it but giving them time not just to gel as teachers but I think you mentioned about plan they're planning time they have to have >> that the lesson being developed who's going to teach what when >> having those conversations before they're in front of kids >> is going to be huge. >> Yeah. so that any of the things that have to be worked out can be worked out. There's going to be flies in every ointment. However, the more we give time forward and we we help them understand this is the goal, this is the plan, we're not going back to where we're not co-eing. And whether you are whatever you're

057teaching, you're going to need to understand differentiation. You're going to need to understand goals tracking IEP goals and progress monitoring in a different way. You can't avoid it anymore and say, "Oh, that's the the special ed this exceptional learning." You know, everybody is now a player on that child's a real player on that child's team. The whole team has an invested interest in seeing that child be a number increase. Not just the exceptional learners teacher or the instructional assistant but the whole all the teachers that that child has all the educators. It has to be there. Everybody has to have the same goal that we are working as a team to increase not just increase scores but to increase student learning, increase student knowledge, increase outcomes. That has to be our focus. not this is

058about what I do. No, it's not about that at that at this point. It's about kids. And >> for years of exceptional learners or students with disabilities, we've had an us versus them mentality. Those are their kids. These are my kids. Those sort of things. This breaks that down in ways that um can accomplish the the united these are all of our kids a little bit faster. The other thing I want to mention is that we recently had had our Elevate Ed um professional development week and Mrs. Khan started professional development training opportunities ahead of time so that so the teachers are prepared for this opportunity. >> Yeah. And just real quick, I just want to reiterate this model will fail if we don't do what Miss Kelly shared. It's not the model. I think

059it's the educators. If we don't prepare them to be successful and train them, the model will fail. There's no model that will keep us going the direction that we want to go. The teachers have to be we can put them in a situation where they can be successful, but we have to equip them. So that's that's that's that's incumbent on us. That's our challenge, right? >> Mr. Go ahead, could you tell us uh if that is the challenge and you're in a position to shift the paradigm now? uh what what what what will what will be your first steps to shift that paradigm if you have to already shift >> as start doing co teaching we brought >> to get where miss Kelly's also talking about to where it's just not Miss Kelly's kid anymore

060>> just all of our all of our >> I had a great I'll just give you an example I had a great conversation with 9 mill and it was the general ed teachers that were saying that when you when you see that happen. You know that the has started down when the general ed teachers are raising their hand and saying, "Listen, but who am I responsible for? And now I'm responsible for all of the students." That was pretty exciting to see. I think they're starting to really get that. Um and it was both both groups started that were really kind of um it you have to have everybody together, same place at the same point in time hearing the same location. That's where the work starts and come back together frequently over the school year.

061>> Thank you. I would go back to your comment earlier about data. The decision being driven by data. Plan B will be driven by data. I'm a firm believer in transparency and you have to be transparent and realistic about where you are if you want to move forward. So, I was going to talk about this a little bit later, but one of the things that we did this year was we made sure number one, we walked buildings as a team. So, my team walked together. We walked to every single ELA class for instance in every middle school in the same week to see is everybody on the same place in the curriculum map what's happening and then I met with the principal and Mr. train directly after. So we're what gets measured gets done, right?

062So so we're in observing and and then that helps us understand what professional development needs done. Where do we need to tweak the maps? What do we need to be doing? What are the teachers need supportwise to ensure that our students are getting exactly what what they need. The other thing that we did is Miss Cohan and I partnered. So every time we met with any principal on data, we were there and my team was there, their leadership team was there, and we broke down the demographics. You know, only only two special education kids in in sixth grade passed this test. How are we planning for them before the next assessment? So we went that granular with data every single time. And we met them on their campus. We, you know, met at a time

063that was convenient to them. We did everything we could to make sure that everybody was at the table who can impact that that information. Yes, sir. >> My my concern kind of back to what Miss Kelly was talking about probably a question to Miss Cohan. So, have you have we thought through since this is a new par a paradigm for the district? What if we get into the personality conflicts and and and those things with the teachers and and how that could be a a very train wreck for our children? Have we taught that through? >> Well, we we have a great model at the high school and that's happening. We've had to go in and have conversation. Okay, but we're going to where are we going to move and a lot of times it

064needs to be within special ed because content area teachers are licensed in that area. It's very difficult to move those folks around. So usually we look at the special educators and see what would be a better fit for that that particular person. There's still going to be some need for direct instruction and some need for smaller groups and you know there might be someone that needs to do that. Maybe they maybe want to be a co-teer, maybe they would still do small groups, but you don't really know those things until you start to do um and I kind of believe in letting everybody try to do the the thing and then figuring out from there what is best for each person. I I just want to make sure that we are prepared for those kind

065of things. But if if if teachers and um if teachers in their assistance now whether it be sometime the AIS are having problem with the teachers and so that's a problem there. I can imagine co- teaching that could be a train wreck if it's not thought and and addressed right away. >> Okay. So um we were talking about the data. So, how do how are we policing lesson plans to see and I know they can't um teach directly operational testing um but in order for our kids to be successful how are we placing the lesson plans of our teachers to make sure they they are teaching our kids what they need to know and firsthand I had my granddaughter second grader she went from Oak Academy because she wanted to go to fishback I was

066very disappointed as a teacher because my But when she was with Oak Academy, she brought home homework every day cuz I helped her with it. You know, she had learned, she had she had I learned I mean words that she had to do. So when I asked the teacher, "Why did you not send homework with my daughter?" She says, "Well, we don't do that anymore. We don't need to have there." She was a second grader. She has to learn her site words. She has to do math and you say that she doesn't need it. Or she was sent home a sheet that says, "Find a book, read it, and tell me about it." And that was her homework. >> Yeah. So, one of the things I actually instituted years ago, we had a model and

067expectation for lesson plan. It kind of went by the wayside when I took over superintendent. I reinstituted uh the expectation that you have a lesson plan and a model with the components of it. Uh that has to be submitted to the principal where obviously we could we can gain access to that. What you're sharing, I actually experienced that. I was at I was at an elementary school for a completely different reason working with the parents had done what what I would ask question concern you know go to the teacher go to the ministry they had done that so I was more than happy to and the director so I was more than happy to be at the table and I won't mention the school but that came up and the parent was like hey and

068I want to help my child and I've asked for extra work and I just don't have homework So what I shared with with that principle uh parent was right there and then that's the reason why also as we look at our I3 and iLearn um plans that there has to be a component for our parents. In other words, a way that our parents can help our students. There are some children that and just tell you my expectation. There are some children that um they give all they can give. they're exhausted and it may not be to the best interest of the child to make them then go home and do 2 or 3 hours more homework. You have other parents and other children that have a great uh that's not the case and they have

069parents that are there that are able to help them and want to help them. My expectation is if that's the case, that's what they get. That's what they get. And I and to and what you're saying I'm saying is true because I have seen that. But that's that is the expectation that that should not be happening. If parents are there able to help and want to help, we should be giving them the resources to do that >> because I just feel like you can't you can't teach them everything you want them to to do because of all those things that they're they're distracted from in school. So when they come home, they have routine. Okay, you still have at least an hour work that you need to do so that it sticks with them >>

070and then they that way they're improving. But when you send a kid home and says >> kind of book reading and write up on it and they can't spell, it was just baffling to me. And I one of the comments with Mayel, she was at Oak Academy. It's a private school. Well, now she's in a school. They moved to another state. She went to a different school. It's a public school. It's not It's not a private school. >> Yeah. >> The exact same curriculum that Oak Academy has. She's in the second grade. The exact same curriculum. And it threw me over because I went down there, stayed a week, and I saw the curriculum and I thought, "Wow." So, it doesn't have to be Yeah. a private school office curriculum. So, do we >> do

071we intermingle with other schools to see what they're doing that's working? >> I mean, second graders are second graders, whether they're in Oak Canada or whatever school, North Central, whatever. So, are we looking at other schools and mirroring or trying to use some utilize some of what they do that's working best for them? I mean, I know we do within Pike. I get that. But do we branch out so that we can make sure that our kids are getting the best competitive education? >> If if what the other school districts are doing is working, yes, we absolutely will. We meet monthly with the Mary County superintendent. And that's one of the standing questions. I know also from the uh chief academic officers are also the the um assistant superintendent levels but also the department of

072education. Uh we absolutely Yeah. >> And I always say this I get I get the numbers. I get my three and 30%. We shouldn't be at 90%. I get the numbers >> but I get the education part. Mhm. >> I get to stick it to my kids' mind so that they can be as they grow, they can be competitive when they graduate from high school and not get pushed through because we need this numbers. >> Absolutely. >> And I I that's that's the only reason I look at numbers, but they they really don't resonate with me because I really want to know what what did they learn and who's policing our teachers to make sure that they are that they are actually incorporating what their lesson plan says. I could write a lesson plan. So

073I would also tell you this is not the first district I've worked in. So I've made a few friends and in a few other places where I have existed and we all I mean it's just it's just common, right? It's just common for educators to say well we do this and what are you doing here or you know we're looking at this assessment. I I understand that you use it. What results have you seen? Those sorts of things. So so those things definitely happen. um not only from friends from former districts but former friends from DOE who've moved on to districts and those kinds of things. The chief academic officers of Marian County meet roughly once a month and have conversation especially as legislation has come down from the state or the federal you know

074how are you all addressing this concerns. So absolutely we we have those conversations >> and that's that's that's good to know. I I afford that opportunity. This component allowed a bunch of us to go to Avon to see what their curriculum about we special needs. We learned a lot and that's because they allowed us to take that professional day and all of us went there. So yeah, and I do that. I was just questioning because I mean numbers of numbers but >> absolutely somebody's got to make sure that teachers. Dr. one last question. >> Yes, maybe. Um I'm curious to where the high ability learners fall on that chart. >> So they would fall in the general education this first column and unless they have an IEP because some of our high ability students have

075an EP or an ILP. So they would fall in well they could ultimately fall in any of the categories. But that last category that last red column that darker red is all of our students. Okay. >> So So we've only talked about Irene. We've got quite a few more assessments to talk about. Let's move on to NWA. So, NWA was taken in uh K to fifth grade. Um and they this you'll see this uh chart in your in your slide deck. Uh this is comparative from 20 I'm sorry, from the fall to the spring. So, how students tested when they came in this fall and then how they were tested on how they were assessing um on NWA in the spring. This is the same. This is like the pre-EST. >> So, this test is

076>> it's a different assessment. >> Yeah. This test >> doesn't necessarily correlate to I read. >> Well, does not correlate to I read was supposed to correlate to I learn. Um but what I would tell you is so this test is taken three times a year. Um it's taken fall, winter, and spring, but I I that that would have been way too many bars to put all three tests on there. So, I figured you wanted to know how they did when they came in and and before they left. What I would tell you about NWA is that um we're we're moving away from this number one because the state is mandating checkpoint. So um a through course assessment for grades 3 to 8, but number two because NWA though it promised many years ago to

077be aligned to iLearn and that's they were sold to multiple districts. My district in East Allen years ago still use them that sort of thing. What has happened though is they are now a state specific test. So, so it's a broad stroke. It's just not as granular as our our Indiana standards are. And so when we move to checkpoints, we did checkpoints in middle school this year. Um next year, all schools across the state 3 to 8 will use those checkpoints. So it'll replace this. They'll do um a fall, winter, and spring. >> And this test does not assess for mastery. >> It does not. >> So I read it's a mastery test. So in other words, there is a bar and if you get that bar, you get above it, you're proficient. NW NWA

078virtually, not realistically, but but virtually the the amount of knowledge you can show proficiency for our kids is almost unlimited. It's not it's limited. But a second grader, for example, Mr. Anderson, [Music] the test will allow him if he's a second grader or this may be fourth grade content, it'll it will it will ask him questions up here in the fourth grade area if he keeps getting questions right. >> So, it's adaptive. >> It's adaptive, right? For me, it it will it'll get down to first grade if I keep getting answers wrong. It just kind of shows where you are, but it's not a it's not a proficiency test. >> So, so what's that number then? 50. is at 50%. It can't be 50% that were proficient. We just said it's not. It doesn't sound

079like it's a past. >> Well, so they have cut scores for every grade level. So in kindergarten, you should test at this cut score. In first grade, you should test at this cut score. So each each grade level has a cut score. This is how many of our students surpass that cut score. >> Cut score. >> Yes, ma'am. Just >> Okay. I'm looking my eyes immediately went to fourth and fifth grade. >> Yes. >> Yeah. Right. >> And this is the second year in a row that we've seen data with fourth and fifth grade that has gone in that direction. I'm curious if we know if we've pinpointed why and then what we're doing to that's pretty significant >> absolutely drop. >> So if you think back to when CO happened that was in 2020

080so those are our fourth and fifth grade students now who were not in school who were learning virtually who were doing all those kinds of things. They were at one place in 20 in the fall and then spring, >> right? So, so, but if you look at how our kindergarteners are doing, for instance, versus how our fourth and fifth graders are performing, they're performing lower. So, there are some gaps there. I would also tell you that you've you've heard this a hundred times, so I won't tell you anything new, but students are learning to read, right? And then they're reading to learn. And so the text structure of the questions and all those kinds of things, they start having to compare multiple um paragraphs and text to each other. How that looks is a little

081different. And how so if you look at how our kindergarteners and our early primary students are performing, they're performing much better than our fourth and fifth graders. >> So when they take it in the fall, it's a different assessment than what they take in the spring. >> It is. Well, every test is a slightly different assessment. It doesn't have to exact same >> the paragraphs and all of that. Is that the same in the fall and the spring? >> So, the test is adaptive. So, if I did really poorly in the fall, I just happen to not sleep that day and and whatever, but in the spring, I'm on it and I and I'm answering those questions better, it could be a slightly different >> but but but to your point, we shouldn't see a

082regression, >> right? >> Should have seen a regression, right? So, so so to your to your point, >> because those are the only two >> the questions do get harder. It is an adaptive test. >> Yes. Mhm. Mhm. Yeah. So, so but to your point though, it's it's it's it's adaptive, but in fourth grade, if I was here, >> right, we would still expect to see that that level of of um >> Yes. >> stay the same. If at least if I didn't grow, I'm not >> Mhm. >> decreasing. I guess that's that's >> Mhm. And then I think the other thing too now this this is not the level of uh this is not the uh what's the word I'm looking for the ex the number of kids that are at the expected growth

083level is it? So for example children who take the test in the fall and fourth grade here's the benchmark are we saying and I'm I'm not sure that half of our kids are at that mark. So this number is telling you the number of kids who are above proficiency approaching and not below. These are the kids that are who have surpassed the the grade level expectation. >> That's right. So So >> then that's what I'm saying here. >> These students did grow. So it's not saying they didn't grow. The problem is when you look nationally, kids in fourth grade, they should be here in the fall and they should be here in the spring. >> Right. >> In the fall, one half of Pike's kids were above this mark. In the spring, less than 1/2.

084So in other words, what this data is showing is that our kids, they grew, but they didn't grow at the rate as other children across the nation. And that still that still raises the question of what's at the root cause of that? What's at the root cause? And so, you know, I I I don't I can't give an answer to that right now, this moment. Um, I would say that that's that's one assessment. And I think as we get to the I learn >> another taken twice a year. You take it they call it beginning of the year and end of the year you take >> you take it and there's some I don't know if they do the >> they take it three times a year. They take it all in the winter. I

085know a a former district I know used to do it like every two weeks they do progress monitoring they called it where they would let you they would practice I guess and then as they kept practicing then when they would take the compare like they'd have opportunities to be exposed to those same questions same types of things >> more of benchmarks along the way >> are we still doing benchmarks in there as well >> there is progress monitoring our students who fall below proficiency and then our students who are above proficiency would would receive some enrichment. >> Now one thing I believe is happening these grades here where you see these large gains are not gains where students have to pass a state assessment. Therefore, the focus for student attainment and proficiency is solely based

086on the skills that this test assesses. Now, when we start when we get over here, this is called the high stakes grades. We know that one, if you don't pass IE3 now, you don't get to to move on. We also know and our teachers know that iLearn scores are high stakes and they'll be, you know, on the news and everything else. So the content that's focused on in these grades is what you're going to see in IE3 and iLearn. >> So NWA NWA does not match up with those. It's not as cooler. No, they when they when NWDA was first purchased throughout the state of Indiana, I was in another district and they sold us a story that they were going to be so aligned to the iLearn test. At that time it was um

087>> IEP. Thank you. Um and the reality is it just hasn't. And so that's why Department of Ed came um decided to do away with well not do away with but the formative assessment grant that covers these levels of assessment became checkpoint. same checkpoints that middle school >> beginning next year, grades three to eight will all do checkpoints. So they will not do NWA in grades three through five next year. Y >> and those are based on Indiana state standards. This is a broad nationally normed test. >> Yeah. Yeah. And again I and I as an educator I understand if I was given I3 and I learned that's what I would be focused on. make sure my my kids can show proficiency in those areas. That's what I believe. >> So So I hear what

088you're saying, but when I look at the states breakdown of our elementary schools for cuz that should match ELA and in I learn, right? >> No, this is NWA. >> Yeah, >> it was English and language arts. So this is this a different assessment. >> No, I know. But but it's it's English and language arts. So it's I mean >> that's what she's saying. They're assessing different things. It's still the same. >> It's a broad normative test that covers everybody in the nation and I learn is just on Indiana. >> My my point is so that 40% that hit proficiency, >> looking at our elementary schools, we've only got one that beat that. But if I learn where we're focusing, we've only got one in fourth grade and fifth grade that beat that percentage for

089I learn and nobody else even close. So, so this this >> if we're saying that these scores are bad because they're focusing on I learn I don't know cuz the I percentages are pretty bad too. You see what I'm saying? >> So, this is a the students who who surpass the proficiency expectations on NWA, right? >> I would not compare NWA to I learn. I started by saying I do not believe that there is a correlation which is why we're going away from that because this test is a very broad test that I can take in South Dakota, I can take in West Virginia. >> I'm just saying it looks like our kids did better on that test than they did is what my >> Well, and this is a much more broad um assessment.

090So they're asking I would I would push to say lower level questions. Oh, so you're saying that test is easier. >> When I hear water, I think you got to know more. >> No, this No, this isn't water. It's got >> Okay, that was my >> You were trying to say You were trying to say that. He He pushed that out of >> I'm sorry. I'm trying to be that again. I'm not trying to say that's I'm just saying that that could be >> Okay. Okay. >> You said that was more of adaptive. So, >> this is an adaptive test. >> Everybody's lower. >> Well, and it depends on how Shag would woke up that day, right? I mean, I I got two teenage girls in my house. >> I know. That's right. >> Every

091day is different. >> The the progress monitoring piece. Yes. Fourth and fifth graders. >> Uh Dr. Young made a statement. He didn't he couldn't pinpoint where the issue was in that particular drop. You >> mean right here? >> Yeah. Yeah. tell us how process monitoring can help that particular area if you all are committed to process monitoring >> and not just use it as a an educational >> uh cliche. >> How how committed are you as an academic to process monitoring? So, so there were progress monitoring opportunities in this in this assessment. Moving forward, we're not using this assessment for our third, fourth, and fifth graders. What we will be doing this fall is a checkpoint. And so, they are aligned to Indiana State standards. So, let's just say because my math skills are I'm

092an English teacher at at heart. Okay? So, we're going to say 12, okay? Because I can divide 12 easily by three. So, at the beginning of the year, four standards will be tested. on checkpoint one. Then they will have an opportunity ne this fall for checkpoint 1.2. So they will test on these four standards in math and ELA. And then the next opportunity, let's say four weeks later, they will take another assessment on those same standards. So I'll get their results back from test one and be able to progress monitor or intervene on how students performed on that test. Four weeks later, they will take a test over those same standards again. and I will determine do they need additional support? Do we need to go to a tier 2 or tier three intervention or

093are these students ready to move on to those next standards? We will do that five times leading up to the ILR test this fall and those will all be written on Indiana standards. The other thing that happened with iLearn this past year was even though Indiana adopted in 23 20 2023 Indiana state standards the 2020 standards were still a part of the iLearn test up through this spring. Those have all dropped off now. So we have a very clean test and we have very clean curriculum map that matches the exact standards. We aren't dabbling in two different worlds as we have been. >> Thank you. >> Yes. Okay, so that was ELA and this is math. Uh, our math scores look a little different uh than our ELA scores um and and our students uh

094were hitting that ceiling and surpassing from the year before. We tightened up our math um instruction this past year and got back into some foundational basics. Okay, I learned. Now, let's talk about the and these rates are just grades 3 to five because we're only talking elementary. So, if you look at the Marian County scores, they look a little different because Marian County releases grades 3 to 8 all combined. I wanted you to have a picture of elementary. And so, this is how our students were performing on the English language arts test. Um, how all of our students performed, and then a breakdown of our third, fourth, and fifth grade students. >> Now, you'll know Go ahead. I'm sorry. with this here. And this is where the breakdown is very very important uh that we

095see what the individual schools are doing because that helps us as a board have a better understanding. Okay, we know that Fishback uh they're doing pretty good. coming in about 68 68% but then we have some schools coming in at at 12%. So then that helps us keep track of when we go later on through the year what did this school come in at according to IDOE. So I don't know what we have here but just according to IDOE but later on down the year that helps us keep track of okay last time we talked about this. How's this school doing? what do we do to target um uh the I don't know the process that will help our students come up and so in that way so that's why I harp so much on

096the individual schools and letting us see that part cuz that gives us a chance to ask questions >> that will help us understand that better >> absolutely >> I can get that sent to you I keep it and travels everywhere with me in the car to and from where to to wherever I am I mean we not only have their percentages but but the sheet that I carry um breaks down scores from 23 through 25. Their one-year increase or decrease, their 2-year increase or decrease. So, we're always looking at the numbers to say, "Okay, this is driving this. Oh, I see a slight decrease here. What what is the cause of that? We have conversations directly with the leadership. My team um attends the leadership teams uh the leadership meetings of the individual buildings etc.

097So that we are constantly looking at these numbers and and assessing >> and that part helps us when we talk about so we can see the demographics. >> Okay. >> Um you know what if we have uh what type of u you know students that we have if they have IEPs you know what does that look like how does co-eing help with this? So that will give us a better understanding when we have it in that format. Okay. >> You know, I think our I don't know by what percent, but each year our percent of total students uh is increasing when it comes to the number of children that have IEPs. I think a big part of that is just because we have a reputation of doing a good job serving them. And then also

098uh we have a lot of schools that school districts and well I say districts because they're kind of like us but a lot of schools and other places that that just won't provide the service. >> Yeah. I have a general question about I learn it may not be what you want to answer with you know YouTube going but I'm going to ask anyway. When I look at the state proficiency third grade 40% is the whole thing. how there there's got to be some is the test bad are we really that bad as a state like 40% of the kids in the state like so when I see our numbers they're they're not what I would consider acceptable even though I see a little bit of growth there's no way I can look at it and

099say they're acceptable >> but it's the entire state so like 60% of our kids aren't there's got to be something else that's going on there's got to be well I I the the the the test is is definitely a component of that. But I but I also keep so I always go when I look at our our graduates, >> our kids that walk across the stage, have success, I would put it on par with any school district across the nation. Our graduates are phenomenal. So we get our kids there, but we're a K12 system, >> right? When you look at the children that walk in our past assessments, again going back to the analogy I used before that are based on or you have to have a mastery and strong background in American standard English

100because they're still learning. But if they stay in our system, we get them there, right? Our children meet all those requirements for graduation without waiverss. They get into college, they do all those things. Um, and you know, there's level bias in in in those assessments. That's just true. Well, and my point was apparently 60% of the kids in our entire state are in that same boat. Like I just I'm not an educator. I'm an IT geek. That number that math don't matter. 60% like there's got to be something else that that's outlined. So I I want to I guess I'm saying that also in when I look at our numbers, third grade school, not acceptable. But I also get it like if 40%'s the ceiling, like that's where the state is, >> something's something's wrong

101somewhere >> is I guess all I needed to say. Yeah, that's just crazy. >> As an Indiana educator, you're right. >> Okay. Thank you. In fact, in one of my in one of my workshop that I was at in New Orleans last year, >> they were grilling Indiana, they was grilling Indiana about our about our education and how >> Yeah. >> how we were behind they was drilling it. I just I just kind of sit. >> Wow. You know, and one of the things that I I >> drill in Indiana >> and one of the things that I I used to >> Oh, to to support >> You just got to talk. No, I would be I'm sorry. >> No, I would be respectful. But one of the things I use to support my argument

102is if we give kids two more years in our system earlier, so if we put them in our threes and fours program, >> I agree. their their pass rates are gosh we're 10% higher than the other kids that don't go through the program >> which that's what he's chosen not to fund >> we don't get fun we just our our kids just need more time and that's my proof of >> yeah okay >> question for the fourth grade there >> and they're dead even at 25 of spring for 24 to 25 >> what does that tell me you know when I look at the individual schools I see their numbers, but what does that number what can I get from that right there? Can you explain that? >> So, in fourth grade, I'm glad you

103asked all of my notes right here on fourth grade because because we notice um a decline as well. The fourth grade test is is just a different test than the third grade test. It's that reading to learn versus learning to read. So, our writing prompts that that students are expected to write to in fourth grade are longer. In fourth grade, they have to start comparing two texts. so that you no longer read one text and then answer questions based on that text. You have to compare two texts and determine things like that. Um there's also just the texts themselves are more difficult. So they're informational versus um an a fictional um passage. So they're longer, they're harder. We have to we have to compare to our writing prompt is longer and you're expected to site

104sources and site your information in fourth grade that you're not expected to do in third grade. And so there's there's just a drop. And >> and and to that point what Dr. Gate was shared explains the drop. I think the reason why we're not seeing growth is we just need to do a better job of preparing the students. We know that the test is harder. understand we we just have to do a better job of preparing our students in fourth grade when they come in for that for that change in test. So yeah, it might be lower, but >> we just we still want to see some gains year after year. >> Well, what I'm looking for is the proficiency story >> because you know when you look at our individual schools >> Yeah. >>

105the scale is all over the place. >> Oh, absolutely. >> Percentage wise, you know, and so I just don't get that story. >> Yeah. >> The the fluctuation from that. So that's what I'm trying to figure out. How do I connect that? >> Yeah. Yeah. I think Dr. Gaywood did a great job of articulating that the test is is is different. It's more challenging, but as superintendent, I get why the scores are lower, but what I what I still want to see is gains year after year because we we know why it's harder earlier. We need to do a better job of making sure our kids understand the differences in the test. >> Dr. Edward many years ago they used to call fourth grade the grade of comprehension. >> Am I is does that still

106ring? >> So what are you doing to improve staff members to do what you're saying is not happening uh to increase the the opportunity of getting children to tap into their that >> I'm not going to say it's not happening. I just say that that we just want to do a better job of it. Just want to do a better job. I'm sorry. I >> I would tell you that our instructional coaches though in across Pike Township, every elementary school has an instructional coach. If that school per um perform below 70% on IE, they also have a literacy cadre coach. Okay. So, those schools that have two coaches have a coach that focuses solely on first through I'm sorry, kindergarten through third grade through the literacy cadre and they receive some additional professional development. All

107of the coaches come to this building once a month for training and professional development. In the buildings where they have two coaches, we're able to focus our instructional coach um training on fourth and fifth grade. How can we better support those teachers? in our buildings where we don't. We are still focusing on all the grade levels, but here's how we need to make sure that we're addressing fourth and fifth grade. Additionally, again, I I know I keep saying the same things, but these are many systems that weren't quite as aligned and as tight as they are becoming um in the past year or so. I can speak to that much um related to the framework. Now, we have a framework in in um ELA and in math that says here is your 90minute reading block.

108Here's how that time should be spent. Here are some samples of strategies that should be used and they're linked and there's videos. Our curriculum maps are now spelled out down to the vocabulary words, linked resources. um they're written by our teachers who are living and breathing the the textbook, the new textbook adoption, the state results, the other assessment results. And so we're bringing all of those people back and then I go back to that feedback piece to say what's happening in the classroom in real time. I don't want you to think about what happened in unit 3 that happened in October in June and tell me what was wrong. I want you to tell me in October exactly what was wrong so we can make sure that we address that and make sure that our

109instruction is as tight as it can possibly be and then I would go back to what gets measured gets done. So walking those buildings and finding out what support teachers need making sure that we are hitting that in professional development and resources every single opportunity that we have. >> Are there so you know these numbers are what they are as the new school year starts. Are there checkpoints that are done along the way for I learn like do you do private safety? >> This year this year is the first year for grades 3 to 8 in this district. Anyone could pilot last year. >> Okay. >> Um anyone could pilot the test. Last year we did we pilot 6th through 8th grade. Last year this year everybody in the entire state of Indiana has to.

110There's no option. You have to use the checkpoints um 3 to 8. >> I'm just one person. I don't know if everybody agrees. I I would personally as you guys get those would love to see them as we're going because you know try not to call individual schools out. We've got one that is more than doubling and when we look at fourth grade the percentage >> and we got two that are less than half. >> You know I just I want to see that those schools are coming up. You know it's I I don't want to fashion on the schools. I just want to see that we're doing better for our kids. And on and on that note, since we have four minutes, um I'm going to I'm going to recommend that we we're going

111to come back to another work session because this is very important to Steve's point. You know, when you see one school is 55%age points lower than another school, another elementary school. And so that's that's that's the story that we want to want to be told that I don't quite get. I for one, everybody else may get, but I for one I don't get from this here. Good stuff. good information up so far. So, with that being said, uh and we'll we'll circle back around so then that way we can have another work session on this so we can get all the way through this because it's very important. >> So, with that being said, we're going to end today's work session and we will get ready to start our regular board meeting here in about

1125 minutes or so. >> Thanks everyone. praise.