Mr. Fisher, a district staff member, told the Warwick County School Corporation board that the district’s 2025 student assessment results show notable gains on early-reading measures and mixed results on statewide assessments for grades 3–12. The district reported a 96% pass rate on the IREAD-3 assessment and above-average proficiency in math on the iLearn assessments; juniors’ SAT school-day results were also above the state benchmark.

The report matters because IREAD-3 results are tied to state early-literacy goals and the SAT school-day functions as the high-school accountability measure; the district’s results provide a snapshot of where local instruction and intervention efforts are affecting year-to-year student performance.

Mr. Fisher said the district’s IREAD-3 results were finalized by the Indiana Department of Education on Aug. 13, 2025, and explained that the published IREAD-3 proficiency rate counts only third-grade results. He told the board that Warwick County posted a 96% pass rate on IREAD-3 for 2025. For the iLearn assessment (grades 3–8) the district reported 58% proficiency in English language arts (state average 40.6%) and 65.4% proficiency in math (state average 42.1%). For students who passed both ELA and math across grades 3–8, the district reported 50.8% proficiency (state average 31.2%).

Mr. Fisher also gave subject-level results the board requested: science (grades 4 and 6) passed at 61% in the district versus about 43% statewide; grade 5 social studies passed at 70% versus roughly 46% statewide. He said those iLearn figures compare Warwick County with all 392 Indiana school corporations, including private, virtual and charter schools.

On the SAT administered to juniors, Fisher said 68.6% of Warwick juniors met the College Board’s evidence-based reading and writing (EBRW) benchmark (a score of 480 or higher), compared with 54.5% statewide. He said 36% of Warwick juniors met the SAT math benchmark (College Board benchmark 530), compared with roughly 25% statewide; 35.1% of Warwick juniors passed both benchmarks versus 24.1% statewide. Fisher noted that the SAT school day is now administered digitally and that College Board has published studies claiming parity between digital and paper tests, but he said the district is watching for long-term effects of the digital format.

Board members asked several follow-up questions. Mrs. Wilhelmus asked for cohort-level growth charts comparing the same students across years; Fisher said he did not have every grade-level cohort analysis on hand but could compile it and that he could provide school-level cohort tables pulled from the IDOE data center. Mrs. Wilhelmus and others also asked whether gains in early reading would translate to higher iLearn or SAT outcomes; Fisher said theory supports that but cautioned that assessment design differences can blunt one-to-one correlations. Dr. Redmond added that the district tracks both college and career pathways and intends to use the data to adjust supports.

District staff did not present postsecondary attendance rates for Warwick County; Fisher noted statewide four‑year college attendance was about 52% last year but said a district-specific figure was not available at the meeting. The board asked staff to provide additional breakdowns by grade and by school at a future student learning and growth committee meeting.

Less-critical details: Fisher said Warwick participates in a comparative cohort of similar-sized, economically comparable districts for benchmarking and provided relative rankings in that cohort. He thanked elementary and Title I educators and curriculum staff for work on early-reading gains.

The board took no formal vote on the data presentation; the item was presented for information and follow-up work was requested.