[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6646953,"mediaKeyId","2525885-e5176d7a1ff19f5760f52285c7afc976","parentId",2525885,"title","Special education, McKinney‑Vento and Logos program discussed as district leaders weigh expansion and service needs","audioSeconds",354,"startMs",6699000,"endMs",7053000,"viewUrl","/Search/View?dp=1&key=2525885-e5176d7a1ff19f5760f52285c7afc976&start=6699&end=7053","thumbnailUrl","https://assets.pipeline.soar.com/2525885-e5176d7a1ff19f5760f52285c7afc976/thumbnail_6699000.jpg","articleUrl","/articles/6646953/Indiana/Special-education-McKinneyVento-and-Logos-program-discussed-as-district-leaders-weigh-expansion-and-service-needs","mediaUrl","https://secure.pipeline.soar.com/6646953-0e8541f015d6b4714d29530bb93c047c/orig.mp4?Expires=1771151046&Signature=VlVBm0jGPNo0MgVJocqjDwM4PN67jdC4uY7hUo1Q0cDQqQVX0lwkPddkRKO8-piowxflc0D9Qr18Giasme8OQhQLuz0LqUX00-BWlyDYndyO8v3RWPhPWC9S8Nxz0UxwbpIMVZAP7hZ5NZEZQV-C94-hza8fwsDFSJF1sFHjfN4nRk-HnsWBQgjSyW13vjvfjueMCw7lCA~92Gn-f4r-wPe0lqjoSeEUU6p9dLwLSaiiDaGW-I1j7HtXl7hO1YDC7fxgqBZVNAEzV5boNFg55PMcFdgCNod3D5~kAlbAf4sdI9QMjjeqPIGVErdZXVN5n4wytcBfYBOQbkpOULnkSA__&Key-Pair-Id=KUT5TJCACFTXG","author","Richmond Community Schools","date","2025-03-07T20:14:39.57Z","article","Richmond Community Schools’ special education director presented identification counts and program outcomes on March 6 and the Board discussed capacity questions for the district’s Logos pull‑out program and transportation needs for students experiencing homelessness.

Key figures and programs
- Identification: the district reported about 1,355 students with Individualized Education Programs (IEPs), a figure that includes speech‑only services and represents roughly 28% of the district population as presented. The director said the count fluctuates day to day (\"somewhere between 1,300 and 1,400\").
- Section 504 plans: the district reported about 119 students receiving 504 accommodations.
- English learners: the district reported roughly 360 students with Individual Language Plans (ILPs) and noted an increase in recent years; Richmond High School leaders said the Hispanic population doubled year‑over‑year and the district hired an additional ELL teacher.
- McKinney‑Vento: the district reported 57 students currently identified under McKinney‑Vento (students lacking fixed, regular, adequate housing). Staff said transportation and coordination for those families can be complicated — for some families staff either coordinate bus routes or arrange ad hoc transport, and the district is exploring options such as vetted transportation providers where appropriate.

TeachTown and instructional supports
The special education presentation included TeachTown pre‑/post results for applied skills curricula: staff reported an average pretest score of about 23% and a posttest average near 93% for classrooms using the platform, and they said usage was strongest in elementary and high school settings with planned expansion at middle school next year.

Logos pull‑out program and expansion questions
Board members and staff discussed whether the Logos pull‑out program should expand to earlier grades (third grade was explicitly floated). Staff described the Logos model as a daily, specialized curriculum that provides deeper science and social studies instruction and argued that the program’s outcomes (Lilly Scholars, academic recognitions) show it meets identified students’ needs. Trustees said expansion would require trade‑offs: staffing, facility space and scheduling considerations, and principals’ perspectives would be needed before any change.

Why this matters
The special education counts and McKinney‑Vento totals affect staffing, transportation and compliance obligations under federal law. The TeachTown results were presented as evidence of progress in applied skills classrooms, but staff noted further rollout and monitoring at middle school would be needed before broader scaling decisions.

Board follow‑up requested
Trustees asked for additional detail on identification procedures and the operational implications of any Logos expansion (facility capacity, staff, and scheduling). Staff said they would return with more information for board consideration.","mediaType","Video","parentTitle","Richmond Community Schools Board of Trustees Student Achievement Work Session - 2025, March 6th","oneSentenceSummary","The district presented special education counts, TeachTown pre/post results and McKinney‑Vento totals; staff and trustees discussed program capacity and whether the Logos pull‑out program should expand to lower grades.","taxTitle","Richmond Community Schools, School Boards, Indiana","taxId",55559,"location","Indiana","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6646958,"Principals credit new curricula, coaching and behavioral supports for recent gains at Richmond schools",1044,1939000,2983000,"/Search/View?dp=1&key=2525885-e5176d7a1ff19f5760f52285c7afc976&start=1939&end=2983","https://assets.pipeline.soar.com/2525885-e5176d7a1ff19f5760f52285c7afc976/thumbnail_1939000.jpg","/articles/6646958/Indiana/Principals-credit-new-curricula-coaching-and-behavioral-supports-for-recent-gains-at-Richmond-schools","https://secure.pipeline.soar.com/6646958-e679da64b951fc0e0293a95cc1bb1deb/orig.mp4?Expires=1771151046&Signature=irnYvP9GxSUiemqwIOVC5c4ftIOdRsEfyWbqxPeaesxgi89KEjLv7NbQ4bbM0hzbZrXPWa9CJ8gxB~R09kh3caErVo~msraTOMKdA-~BBfhLiv0B5-W18GWlRLSgu7KsKY2gp6IE6mfwNz~H02DJsmecbnPRMZw36xuKInxdm00FAx008dfoZd1HNxtFlj9DYnkkgZ3Pt9q2SeoPsFlZVy3sMiUYXNiR1eG-lo6h3GecKmx-ObSlRwnrG0~wzuiT5JFa5PQbdz-HmRtZwNM1HTzUg6xGHcl7sxWT01PMQeUB-EboGesXCu11Woh1ysVziOAuR9F5KdiUzuTOtQUZvQ__&Key-Pair-Id=KUT5TJCACFTXG","Principals from multiple Richmond Community Schools buildings told the Board on March 6 that changes to curriculum, professional development and school structures are contributing to midyear academic gains and improved school climate.

School leaders described the district’s coordinated instructional approach: adoption of a K–8 ELA curriculum (Wit & Wisdom), a K–8 science program (Savvas), Ready Math (third year), on‑site coaching through NIET, and social‑emotional interventions including TBRI. Those practices were presented as part of a “professional learning organization” model that emphasizes ILT/ALT and cluster meetings and regular classroom coaching.

Elementary and middle school reports
- Several elementary principals showed iReady and DIBELS midyear data with movement from lower placement bands toward on‑grade performance. One presenter said typical midyear growth targets were being met or exceeded in several schools, and that the district set modest, “tangible” school goals so teachers and students could see incremental gains.
- Principals and coaches said cluster planning, weekly meetings with instructional coaches, and follow‑up classroom visits were central to sustaining fidelity to the new curricula.
- Middle school principals and leaders described uneven performance: third and fourth graders showed strong placement gains, while some middle grades — especially certain seventh/eighth‑grade cohorts — lagged. Several principals pointed to post‑pandemic transitions and cohort effects as contributing factors.

Secondary and high school work
Richmond High School leaders described targeted work around the SAT (the state’s college‑and‑career readiness indicator), including daily “jump‑start” practice questions (one English and one math item per day) and department‑led projects aimed at boosting critical thinking and SAT readiness. The high school emphasized improved graduation rates (continuing a multi‑year trend above 90%) and new programs designed to help ninth graders stay on track, including a freshman seminar modeled on an earlier Career Information/Exploration pilot.

Classroom structure and behavior initiatives
School leaders reported several structural and classroom changes that they connected to improved attendance and reduced major incidents: team‑teaching models, separation of grade‑level traffic patterns (for example, separating seventh and eighth grade hallways), and targeted behavior supports. At one middle school, leaders described a large drop in major behavior referrals (physical aggression, fighting) while noting ongoing work on routine day‑to‑day disruptions.

Why this matters
District leaders tied these instructional and behavioral investments to the district’s assessment gains. Principals asked the Board for continued support of coaching and curriculum work and for follow‑up in future board reports to show how school‑level interventions continue to affect state and interim assessment results.","School leaders and instructional coaches presented midyear progress on I‑Ready, DIBELS and interim checkpoints, citing Wit & Wisdom, Ready Math, NIET coaching and TBRI social‑emotional supports as driving improvements in elementary and some middle grades.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6646963,"Richmond Community Schools reports multi-year test gains; analyst highlights pandemic recovery and remaining gaps",1318,218000,1536000,"/Search/View?dp=1&key=2525885-e5176d7a1ff19f5760f52285c7afc976&start=218&end=1536","https://assets.pipeline.soar.com/2525885-e5176d7a1ff19f5760f52285c7afc976/thumbnail_218000.jpg","/articles/6646963/Indiana/Richmond-Community-Schools-reports-multi-year-test-gains-analyst-highlights-pandemic-recovery-and-remaining-gaps","https://secure.pipeline.soar.com/6646963-098521be85823f6ea28da28fc2ed532e/orig.mp4?Expires=1771151046&Signature=Izck7W3XpNYz~mZ2o-z0y~JrGfC3dOjVk~wZbWYOhhb-xl6SSgM0woQsvSuZBXDU8sjHDRd-usD-mK3kQb0Xjm~-Ex21ikKU60ChSe2c0KWqcscdECu6rRVN-uRs7jNhQNi0bq7wsuz~yKuYkys1Qf1JG7ZuBDITssUECyJz11Ntus6CuK2y4sYcwwyDO3JQa6FmGBktGlwaTIwI5GXE0Xfhh~LVsZ04Wfez7PqZ7AsZ-Fg~YvzumZD1KaL~gLifhBd6TH~xUVVXU5M3Ji2~CPK2ds3QiWMwUciERLx558dfznK4uqa67ho-Jtboi276Yqwn8q~HlupS1TXcV6McDQ__&Key-Pair-Id=KUT5TJCACFTXG","Richmond Community Schools reported measurable gains in student achievement during a March 6 work session, with an outside analyst saying the district has made steady multi‑year progress in English language arts and math and recovered more quickly from pandemic declines than similar districts.

Ryan Winter, CEO of LinkedIn (described in the presentation as a data analytics vendor), told the Board the district’s iLearn results over a five‑year window show improvement across the four core subjects and that Richmond’s elementary grades drove much of the momentum. \"There is momentum across your different grades and subjects, really in both ELA and math,\" Winter said during his presentation.

Winter said the analysis compared Richmond to several peer sets — a decile band of districts with similar economically disadvantaged percentages, county and regional peers, and statewide results — and that the most relevant comparison group is districts with similar socioeconomic composition. Richmond’s economically disadvantaged rate was reported as 62%, and Winter said the district sits in a 60–70% decile band of roughly 38 districts used for the closest peer comparisons.

Why this matters: the peer‑band comparison is intended to isolate socioeconomic differences that drive variation in proficiency. Winter said lower socioeconomic composition is the single largest predictor of lower proficiency on state tests, so comparing Richmond to districts with roughly the same socioeconomic makeup gives a clearer view of relative progress.

Key findings presented
- Across the four core subjects (ELA, math, science, social studies), Richmond’s percentile rank improved over the five‑year span. Winter said ELA rose from the second percentile five years ago to about the tenth percentile most recently, and overall state rankings improved (for example, a move from 282 of 288 LEAs to 261 of 290 in the dataset he used).
- Elementary grades posted the largest gains: Winter highlighted third and fourth grades in particular, citing a jump in the most recent year (fourth grade reported at about 35% passing, which he described as 8 percentage points higher than the district’s pre‑pandemic average).
- Richmond declined less during the pandemic and recovered faster than peers: Winter noted the district fell about 2 percentage points during the pandemic while the state and peer groups fell more (state down ~7 points; peers down ~8–9 points) and the district had largely returned to pre‑pandemic passing rates.
- Middle and high school patterns were mixed: Winter and district leaders flagged middle school, and eighth grade in particular, as an area of concern where scores dipped or lagged; Winter said middle school performance has been “very difficult” nationally and that Richmond’s eighth grade showed declines in both ELA and math.

Board and staff context
District leaders and principals linked the reported gains to multiple local initiatives: adoption of new K–8 ELA curriculum (Wit & Wisdom/Wisdom), Ready Math (year three), a new K–8 science program (Savvas), implementation of instructional coaching and NIET structures (ILT/ALT/cluster meetings), and social‑emotional work such as TBRI. Assistant superintendents and school principals provided school‑level data showing progress on iReady, DIBELS and interim checkpoint assessments, and they described policies intended to support continued progress.

What the district will do next
Board members asked staff to provide follow‑up details on several items Winter raised: (1) a clearer narrative of the peer‑group methodology and how leaders should use those comparisons, (2) further analysis of the eighth‑grade declines and participation irregularities during 2020–21 testing years, and (3) school‑by‑school breakdowns for the state assessment and interim checkpoints. Winter and staff said they will supply additional slides and school‑level detail in subsequent reports.

The session combined the external analysis and building‑level presentations to give the board both the high‑level trend data and the local instructional changes district leaders say are producing the gains. District officials emphasized that work on instruction, attendance and behavior remains central to sustaining and extending the progress.","An external analyst told the Richmond Community Schools board that five‑year iLearn trends show gains in ELA and math and faster recovery to pre‑pandemic levels than peer districts, while middle‑school performance — especially eighth grade — remains a concern.","actionData","errors"]

Article not found

Special education, McKinney‑Vento and Logos program discussed as district leaders weigh expansion and service needs

Principals credit new curricula, coaching and behavioral supports for recent gains at Richmond schools

Richmond Community Schools reports multi-year test gains; analyst highlights pandemic recovery and remaining gaps