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Principal Kelsey Hendricks outlines iLearn checkpoint rollout for grades 3–6
Summary
Principal Kelsey Hendricks described the district's expansion of iLearn checkpoints to grades 3—6 and explained how checkpoints provide rapid, standards-based data and a second elementary attempt to target remediation and interventions.
Principal Kelsey Hendricks of David Turner Education Center told the North Spencer County Sch Corp board the district has expanded iLearn checkpoints to grades 3 through 6 to give teachers faster, standards-linked information for targeted remediation. "The Checkpoint data is really good," Hendricks said, "it gives us a lot of good information about where the kids are."
Hendricks said the state rolled out checkpoints last year and the district piloted them at fourth grade; this year checkpoints are required for grades 3—6 and include two attempts for students, with the second attempt required before April. She said checkpoints break out questions by standard and by level of difficulty so educators can determine whether an issue requires whole-class intervention, small-group remediation or individual support.
Hendricks described teachers' work to build assessments and benchmarks from scratch, and said the district is using study-group time to create rigorous interventions. She noted the second elementary attempt is new and staff are still developing policies to determine when a student should be offered that second try. "So we're working through this. It's definitely a work in process," Hendricks said.
Board members asked whether checkpoint results can be used to track year-over-year growth. Hendricks said staff are still building routines and do not yet have robust longitudinal reports but expect checkpoint reporting to offer more actionable midyear information than the end-of-year iLearn summative score. She suggested holding parent information nights and helping families access the portal so parents can see and understand their child's checkpoint reports.
The presentation concluded with board discussion of next steps: continued curriculum mapping, ensuring question rigor across grade levels and using teaching assistants for targeted support. No board action was required on the presentation itself; the board moved on to its regular agenda.
