Mr. Fisher, a district assessment staff member, presented the district's final 2025 state testing results to the Warwick County School Corporation Board of Trustees and said the district saw a high iRead 3 pass rate and mixed results on other statewide assessments. "For 2025 in Warwick County, 96 percent of our students passed the I read 3 assessment," Fisher said. He noted the state Department of Education has set a goal that 95 percent of students pass IRead 3 by Feb. 19, 2027.

Why it matters: the IRead 3 is a state-mandated screening of early reading proficiency; strong results at grades 2–3 are used for retention, interventions and district planning. The board heard that high elementary reading proficiency can influence later outcomes tested by iLearn and the SAT School Day.

Fisher described the tests and cohorts: IRead 3 is administered in grades 2–3, iLearn covers grades 3–8 (ELA and math each grade, science in grades 4 and 6, social studies in grade 5), and the SAT School Day is administered to all juniors. He told the board that for one prior grade‑3 cohort the district reported 696 students with 518 meeting the passing threshold (74.4%), and that cohort- and year-to-year comparisons are affected by whether students had multiple testing windows.

On iLearn, Fisher reported an aggregated ELA proficiency of 58 percent for grades 3–8 compared with a state average of 40.6 percent, and a math proficiency of 65.4 percent compared with a state average of 42.1 percent. He said the district’s rate for students who passed both ELA and math was 50.8 percent (state 31.2 percent). Fisher added that, when compared against a cohort of nine similarly sized districts, Warwick County ranked roughly in the middle for math and lower‑mid for combined ELA/math measures.

On the SAT School Day, Fisher reported 68.6 percent of juniors at the evidence‑based reading and writing benchmark (a composite score of 480 or higher under College Board guidance) versus 54.5 percent statewide. He said the district’s math benchmark rate was 36 percent (state 25 percent) and that 35.1 percent of juniors passed both benchmarks (state 24.1 percent). Fisher reminded the board that the SAT School Day is now required for all juniors, which changes comparison dynamics from years when only college‑track students commonly took the test.

Board members asked for additional breakdowns. Mrs. Wilhelmus, a board member, requested cohort-level progress by grade; Fisher said detailed grade‑by‑grade cohort charts could be prepared and pointed to the Indiana Department of Education data center as the public source for school- and grade-level results. Mr. Skinner asked for per‑school cohort comparisons; Fisher said that information is publicly available and could be compiled into a district chart for board review.

Fisher also noted the shift to a digital SAT format and said College Board has published analyses indicating minimal score impact, though he flagged changes in passage length and item sequencing that could affect student response patterns. He cautioned that different assessment designs mean reading gains do not automatically translate to proportional gains on every assessment, but he expressed cautious optimism about future progress.

The board did not take formal action on the presentation; Fisher concluded by thanking trustees for their support of district educators.

Less critical details: Fisher credited elementary teachers, Title I staff, special education teachers and curriculum staff (including curriculum specialist Kayla Russell) for the IRead gains and noted comparisons with high-performing districts such as Valparaiso and Brownsburg within the chosen cohort.

Next steps: Fisher offered to provide per-school cohort comparisons and grade-by-grade growth charts at upcoming student learning or work‑session meetings.