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[00:01:02]

GOOD AFTERNOON COMMUNITY.

GOOD AFTERNOON BOARD.

I NOW CALL THIS MEETING TO ART OF THIS THURSDAY, JULY 20TH, 2023 FOR THE REGULAR, UH, MEETING AGENDA.

FIRST ITEM OF BUSINESS THAT WE HAVE IS

[A. Meeting Opening]

GONNA BE OUR OP, UH, MEETING OPENING, WHICH IS GONNA BE OUR CONVOCATION, I'M SORRY, INVOCATION, AND OUR PLEDGE OF ALLEGIANCE.

THE INVOCATION WILL BE LED BY SCHOOL BOARD MEMBER MICHAEL GODDE, AND THE PLEDGE WILL BE LED BY CADET CAPTAIN DAWSON WOODS OF LIBERTY MAGNET HIGH SCHOOL, ACCOMPANIED BY HIS SENIOR ARMY INSTRUCTOR, COLONEL, RETIRED JONAH M HUGHES SCUBA.

REMEMBER GODA, YOU HAVE THE FLOOR.

JUST TURN OFF YOUR CELL PHONES AND BOW YOUR HEAD.

HEAVENLY FATHER, YOU ARE THE CREATOR OF ALL THINGS.

PLEASE HELP US GIVE ALL PEOPLE THE LOVE, DIGNITY, AND RESPECT THAT THEY DESERVE AS OBJECTS OF YOUR CREATION.

LET US BE THANKFUL FOR THE EMPLOYEES OF THIS DISTRICT, OUR STUDENTS AND THEIR FAMILIES, AND ALL OF THE CITIZENS OF THE PARISH FOR THEIR HARD WORK AND SUPPORT.

MAY WE NEVER LET INDIVIDUAL DIFFERENCES IN OPINION BLIND US FROM OUR MAIN COLLECTIVE PURPOSE, WHICH IS TO PROVIDE EVERY STUDENT WITH THE OPPORTUNITY TO BECOME THEIR PERSONAL BEST.

IN YOUR NAME WE PRAY.

AMEN.

AMEN.

GOOD EVENING, LADIES AND GENTLEMEN, DR.

NURSES AND ESTEEM MEMBERS OF THE SCHOOL BOARD.

IT IS MY DISTINCT HONOR TO INTRODUCE TO YOU ONE OF THE MOST OUTSTANDING J C CADETS OF THE PATRIOT BATTALION CADET CAPTAIN DAWSON WOODS.

HE IS A RISING SENIOR SENIOR AND IS PREPARING TO ENTER HIS FOURTH YEAR IN JR RT C PROGRAM.

CURRENTLY, HE SERVES AS THE DEPUTY COMMANDER FOR FOR OUR RAIDERS TEAM, AND HE'S OUR BATTALION TEAM LIAISON.

HE'S ALSO A MEMBER OF OUR COLOR GUARD AND OUR DRILL TEAM.

CADET WOODS HAS TAKEN AND PASSED EIGHT OF HIS NINE OF HIS AP TESTS AND PLANS TO TAKE ANOTHER SIX THIS COMING YEAR.

HE HAS A G P A OF A 4.635 AND RANKS FIRST IN HIS CLASS.

UPON GRADUATING FROM HIGH SCHOOL, CADET WOODS', ULTIMATE GOAL IS TO BECOME AN ARMY PHYSICS CADET.

WOODS EPITOMIZE WHAT IT MEANS TO BE A J R R T CADET, AND WE ARE PROUD TO HAVE WATCHED HIM GROW AND MATURE.

LADIES AND GENTLEMEN, HERE TO LEAD US IN THE PLEASURE OF LEADERS.

I PRESENT TO YOU CADET CAPTAIN DAWSON, WOODS OF LIBERTY HIGH SCHOOL.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INVISIBLE WITH LIBERTY AND JUSTICE FOR ALL THAT WOODS.

ON BEHALF OF THE EAST BATON PARISH SCHOOL BOARD, OUR SUPERINTENDENT, I WANT TO THANK YOU FOR ALL THE HARD WORK AND DEDICATION THAT YOU'VE SHOWN TO YOUR PROGRAM.

AND WHAT YOU NEED IS ANOTHER MEDAL.

I CAN TELL , BUT, UH, I, I WILL, I WILL GIVE YOU ANOTHER MEDAL FROM, FROM THE BOARD AND THE SUPERINTENDENT TO, UH, RECOGNIZE YOUR OUTSTANDING WORK.

AND I WOULD ONLY SAY, PLEASE DON'T FALL OVERBOARD CAUSE YOU WON'T COME UP.

.

CONGRATULATIONS.

THANK YOU, SIR.

[00:05:08]

I GOT IT.

CONGRATULATIONS.

CONGRATULATIONS.

THANK YOU ALL.

BEFORE I MOVE ON, I'D JUST LIKE TO SAY, UH, IT GOES WITHOUT SAYING THAT THESE ARE THE TYPES OF STUDENTS THAT REPRESENT OUR SCHOOL DISTRICT EVERY SINGLE DAY.

THESE ARE THE TYPES OF STORIES YOU DON'T HEAR ABOUT THE GPAS, THE HARD WORK THAT GOES INTO STUDENT ACHIEVEMENT, THAT THEY, UH, TEND TO EVERY SINGLE DAY INSIDE OF OUR CLASSROOMS. AND THESE ARE THE TYPES OF STORIES THAT WE NEED TO START TELLING AROUND OUR SCHOOL DISTRICT.

ALRIGHT, MOVING RIGHT ALONG, MADAM SECRETARY, WE'RE GONNA MOVE TO ITEM A TWO.

CALL TO ART AND ROLL CALL DISTRICT

[B2. Call to Order and Roll Call]

TWO.

PRESIDENT LANI.

PRESENT.

DISTRICT THREE, VICE PRESIDENT POWELL LEWIS.

PRESENT, DISTRICT ONE.

MR. BLUE? HERE.

DISTRICT FOUR.

MS. STEWART, DISTRICT FIVE.

MR. LEWIS? PRESENT.

DISTRICT SIX.

MR. RUSS? PRESENT.

DISTRICT SEVEN.

MR. GODAD, PRESENT.

DISTRICT EIGHT.

MS. KENNISON? HERE.

DISTRICT NINE.

MR. MARTIN, PRESENT.

WE HAVE A QUORUM.

THANK YOU.

MOVING RIGHT ALONG.

WE'RE NOW GOING TO ITEM B.

ONE MINUTES, UH, MEETING MINUTES, APPROVAL OF THE SCHOOL BOARD MINUTES OF THE JUNE 15TH, 2023 REGULAR

[B1. Meeting Minutes]

MEETING.

AND JUNE 29TH, 2023.

SPECIAL MEETING AS PUBLISHED IN THE OFFICIAL JOURNAL.

CAN I GET A MOTION MOVED BY SCHOOL BOARD MEMBER MICHAEL GODDE, SECONDED BY SCHOOL BOARD MEMBER PATRICK MARTIN.

THIS TIME NOW, I'LL SEE IF WE HAVE ANY NAMES IN THE QUEUE FOR DISCUSSION AMONGST THE BOARD.

SEEING NONE, I'LL NOW GO TO THE COMMUNITY OR PUBLIC COMMENT.

SEEING NONE, I'LL COME BACK TO THE BOARD.

MADAM SECRETARY, PLEASE CALL FOR THE VOTE, PLEASE VOTE PRESENT.

LANNI, CAN WE DO A ROLL CALL? YES, MA'AM.

YES.

DISTRICT ONE, MR. BLUE? YES.

DISTRICT TWO PRESIDENT LANI.

YAY.

DISTRICT THREE, VICE PRESIDENT POWELL LEWIS? YES.

DISTRICT FIVE.

MR. LEWIS? YAY.

DISTRICT SIX.

MR. RUSS? YAY.

DISTRICT SEVEN.

MR. GODDE? YES.

DISTRICT EIGHT.

MS. KENNISON.

YAY.

DISTRICT NINE, MR. MARTIN.

YAY.

MOTION CARRIES.

THANK YOU.

MOVING RIGHT ALONG TO ITEM C ONE.

THESE ALL, ALL OF ITEM C ONE THROUGH C THREE WILL BE FOR INFORMATION ONLY, AND IT'S ONLY IF THEY HAVE A REPORT TO PRESENT.

FIRST UP, WE HAVE ITEM C ONE MONTHLY FINANCIAL REPORT.

DO

[C1. Monthly Financial Report]

WE HAVE A REPORT? SORRY.

SCHOOL BOARD MEMBER MICHAEL GOE.

YOU'RE IN THE QUEUE.

THANK YOU.

JUST VERY BRIEFLY, IS MS. LOPEZ HERE TODAY THEN I WILL WAIT TILL NEXT MONTH.

I'M FINE.

THANK YOU.

THANK YOU, SANDRA.

MS. LOPEZ ISN'T HERE.

WE'LL MOVE RIGHT ALONG TO ITEM C2 PERSONAL, UH, SORRY.

PERSONNEL CHANGES.

IS THERE A

[C2. Personnel Changes]

REPORT FOR PERSONNEL CHANGES? IF THERE ISN'T ANY, WE WILL KEEP MOVING ALONG.

SEEING NONE THIS TIME, WE WILL NOW MOVE TO ITEM C3, PUBLIC RE PUBLIC RECORDS REQUEST MONTHLY REPORT.

ARE THERE ANY REPORTS

[C3. Public Records Request Monthly Report]

SEEN AT THIS TIME? WE WILL CONTINUE TO MOVE RIGHT ALONG TO ITEM D ONE.

UPDATE FROM THE SUPERINTENDENT.

THANK YOU PRESIDENT LANNIS.

UM,

[D1. Update from Superintendent]

UH, IT'S THE START OF THE NEW SCHOOL YEAR.

I COULD JUST HEAR THE EXCITEMENT OF THE KIDS GETTING OFF SUMMER BREAK.

NO, I THINK THE KIDS ARE, I DON'T KNOW HOW EXCITED THEY ARE, BUT THEY, THEY LOOK LIKE THEY'RE REALLY ENJOYING THE SUMMER.

UM, UH, SO WE'VE GOT A, A BEVY OF LAUNCH EVENTS, AS YOU KNOW, UH, IT'S ALWAYS EXCITING ABOUT THE SCHOOL YEAR JUST BECAUSE WE HAVE SO MANY EVENTS COMING UP, SO MANY COMMUNITY EVENTS, AND WE ALSO ALREADY SEEN SO MANY BACK TO SCHOOL EVENTS THAT PEOPLE STARTED SINCE LAST WEEKEND.

AND SO WE'RE REALLY EXCITED ABOUT THAT, UH, TO GET BACK INTO OUR GROOVE.

SO, UM, UM, AS MANY OF YOU KNOW, WE WILL BEGIN OUR ANNUAL STUFF.

THE BUS DRIVE TO COLLECT SCHOOL SUPPLIES DONATIONS ON WEDNESDAY, JULY 26TH IN THE WALMART PARKING LOT ON COLLEGE DRIVE FROM 5:00 AM TO 6:00 PM THIS IS A TREMENDOUS ANNUAL COMMUNITY EVENT.

IN PARTNERSHIP WITH W B R Z.

WE'LL HAVE LOTS OF MEDIA COVERAGE AND VOLUNTEERS ROTATING ALL DAY TO ENGAGE WITH THE PUBLIC AND COLLECT A HOST OF CLASSROOM SUPPLIES TO AID OUR TEACHERS AND STUDENTS ALL YEAR LONG.

WE ARE VERY THANKFUL FOR, UH,

[00:10:01]

DOING THIS EVENT EVERY SINGLE YEAR.

AND THIS SHOWS A LOT OF OUR COMMUNITY AND PARTNERS HELPING TO, UH, GET THE SCHOOL YEAR STARTED ON FRIDAY, AUGUST 4TH.

WE'LL HOST OUR WELCOME BACK EMPLOYEE APPRECIATION RECEPTION AT THE CAPITOL PARK MUSEUM FROM 2:00 PM TO 6:00 PM THIS EVENT IS SPECIFICALLY FOR OUR EDUCATORS AND STAFF MEMBERS TO SHOW OUR APPRECIATION WITH SOME FOOD AND DRINKS AND ENTERTAINMENT TO KICK OFF THE YEAR.

RIGHT.

AND THEN ALSO, UH, WE HAVE OUR E B R ANNUAL E B R BACK TO SCHOOL BASH, WHICH SHALL BE HELD AT THE RIVER CENTER ON SATURDAY, AUGUST 5TH FROM 11:00 AM TO 2:00 PM BY ALL MEASURES, LAST YEAR'S BASH BROKE THE MOLD WITH THE HIGHEST ATTENDANCE ON RECORD AND TREMENDOUS PUBLIC FEEDBACK.

SO OUR STAFF HAS WORKED DILIGENTLY THIS SUMMER IN ATTEMPT TO OUTDO THEMSELVES.

UM, AND ALL SCHOOLS WILL HAVE INDIVIDUAL BOOTHS TO ANSWER QUESTIONS FOR FAMILIES AND WILL HAVE WONDERFUL FOOD GAMES, KIDS PLAY ZONE AND FREE HEALTH SCREENING AND HAIRCUTS, UH, WHICH HAS BECOME A HUGE HIT, UH, FOR BACK TO SCHOOL.

AND, UH, A VARIETY OF VENDORS WILL ALSO BE THERE.

AND SO WE'RE REALLY EXCITED ABOUT GETTING BACK TO SCHOOL.

UM, NEXT WEEK WE WILL HAVE ALSO OUR LEADERSHIP WEEK.

SO WE'LL HAVE, UH, MANY OF OUR SCHOOL LEADERS BACK, UH, UH, STARTING BACK WITH THEIR LEADERSHIP TEAM.

AND THEN THE WEEK AFTER THAT, WE WILL HAVE TEACHER DEVELOPMENT WEEK WHERE ALL OF OUR TEACHERS WILL BE BACK TO BE PREPARE FOR THE SCHOOL YEAR.

AND SO WE'LL BE BACK IN THE FULL SWING.

AND THEN THE WEEK AFTER THAT, WE'LL BE BACK IN THE SWING FOR SCHOOL.

AND SO WE'LL BE EXCITED TO GET SCHOOL, UH, UP AND RUNNING.

AND SO, UH, THAT IS OUR REPORT, UH, UH, PRESIDENT LANCE.

AND THAT'S IT.

THANK YOU.

THANK YOU, MR. SUPERINTENDENT.

MOVING RIGHT ALONG.

WE'LL GO TO ITEM E ONE REPORTS FROM BOARD APPOINTEES TO COMMITTEES AND AGENCIES.

AT THIS TIME, ARE THERE ANY REPORTS TO BE GIVEN SCHOOL BOARD MEMBER NATHAN RUSH, YOU HAVE THE FLOOR? SURE.

I'LL JUST BE BRIEF AS OUR, UM, APPOINTEE ON THE BRE COMMISSION.

WE ACTUALLY HAD A, UM, A STRATEGY SESSION

[E1. Board Appointees]

TODAY, OUR COMMISSION WITH, UH, THE EXECUTIVE TEAM IN THEIR BEGINNING TO KICK OFF, UM, THE FIRST PART OF THE PLAN OF THEIR, UM, UH, I KNOW THE TERM EVERY 10 YEAR PLAN CALLED REIMAGINE YOUR PARKS.

UM, AND OF COURSE, WE, WE DID DISCUSS HOW OUR SCHOOL SYSTEM CAN INTERFACE AND, UM, CONTINUE TO WORK WITH BRECK, UH, AND SUMMER PROGRAMMING AND OTHER THINGS OF THAT NATURE.

UM, AND SO THAT WAS VERY PRODUCTIVE AND LOOKING FORWARD TO THAT PROCESS BEGINNING.

UH, ONE THING TO NOTE IS OVER THE NEXT 12 MONTHS, THE PUBLIC SHOULD EXPECT TO BE ENGAGED BY BRE AND THEIR TEAM, UM, FOR PUBLIC ENGAGEMENT AND FEEDBACK IN THAT PROCESS.

SO THANK YOU.

THANK YOU.

MOVING RIGHT ALONG, WE'LL GO TO THE NEXT ITEM ON THE AGENDA, WHICH IS F ONE FOR PRESENTATIONS.

AT THIS TIME, I WOULD LIKE TO MOVE UP ITEM F TWO TO BE THE FIRST PRESENTATION OF THE NIGHT.

BUT BEFORE I CAN MOVE

[F2. Center for High School Success]

FORWARD, I WANNA MAKE SURE FOR MY FELLOW BOARD MEMBERS THAT THERE'S NO OBJECTIONS TO THIS MOVE.

OKAY.

AT THIS TIME, SEEING NONE, THE FIRST ITEM WE HAVE UP IS GONNA BE FOR THE CENTER FOR HIGH SCHOOL SUCCESS PRESENTATION.

YOU HAVE THE FLOOR.

SO,

[F1. Achieve3000 Presentation]

PRESIDENT LANCE, RIGHT BEFORE, UH, DR.

NELSON COMES UP, I JUST WANTED TO GIVE SOME CONTEXT.

AS MANY OF YOU KNOW, UH, TWO YEARS AGO, WE BEGAN, UH, WE'LL, WE USUALLY DO THIS, BUT WE START TRACKING NINTH GRADERS SUCCESS.

AS MANY OF YOU KNOW, NINTH GRADE SUCCESS IS A PREDICTOR OF KIDS EITHER MAKING IT OR DROPPING OUT OF HIGH SCHOOL.

AND WE'VE HAD TREMENDOUS SUCCESS WORKING WITH THE CENTER FOR HIGH SCHOOL SUCCESS.

AND SO, UH, DR.

NELSON AND THEIR TEAM, UM, WILL ENGAGE US IN THAT CONVERSATION.

BUT WE WANTED TO JUST, UH, MAKE SURE PEOPLE KNOW WHERE WE HAVE REALLY WANTED TO PUSH OUR INVESTMENT AT THE HIGH SCHOOL LEVEL.

UH, GOOD EVENING BOARD.

THANKS FOR HAVING ME.

I GOT TO STAND HERE ABOUT SIX MONTHS AGO AND GIVE YOU AN UPDATE WHERE WE WERE MID-YEAR, UH, WITH NINTH GRADERS.

AND I JUST WANTED TO TAKE A LITTLE BIT OF TIME TO REMIND YOU WHY.

AS YOU CAN SEE, THE SLIDE DECK SAYS NINTH GRADE MATTERS MOST.

UM, SO WHEN THINKING ABOUT THAT, CAN I FORWARD THIS OR DO I HAVE SOMEONE ELSE DO IT? WHERE THE F**K? THERE WE GO.

UH, JUST TO REMIND YOU, WE OFTEN THINK ABOUT HIGH SCHOOL IN, IN TERMS OF SENIORS, AND WE THINK ABOUT PUTTING EFFORT AND ENERGY INTO THOSE.

ACTUALLY, THE RESEARCH SAYS THE OPPOSITE, THAT THE NINTH GRADE YEAR MATTERS THE MOST.

AND AS THE, AS THE SLIDE SAYS, NINTH GRADERS ARE THREE TO FIVE MORE TIMES MORE LIKELY TO FAIL A CLASS THAN ANY OTHER GRADE.

AND FOR EVERY F A CHILD GETS IN NINTH GRADE, THEY HAVE A 30% CHANCE LESS OF GRADUATING.

SO THAT'S A HUGELY IMPORTANT, UH, GRADE FOR, FOR ALL OF THE E B R STUDENTS.

AND, UH, ACROSS THE COUNTRY.

WE WE'RE SEEING THE SAME STUFF.

AND TO TALK ABOUT THAT, WE'LL MOVE FORWARD.

UM, I WANTED TO TELL AN ACTUAL STORY AND GONNA, I'M GONNA HAVE SOME HELP FROM MY FRIEND JAMES SMITH IN

[00:15:01]

THE GRADUATION EXCELLENCE DEPARTMENT.

UH, WE'LL KEEP GOING FORWARD HERE.

THIS IS JOHN WEATHERS JR.

WHO WAS A STRAIGHT A STUDENT AT, AT PERK FOREST MIDDLE SCHOOL BACK IN THE EARLY NINETIES.

UM, UH, HE HAD A VERY, VERY TOUGH FAMILY.

TRAGEDY HAPPEN WHEN HE WAS IN EIGHTH GRADE AND WENT, UH, DROPPED TO ALL FS.

AND YOU ALL PROBABLY KNOW STUDENTS LIKE THIS THAT ARE SIMILAR, THAT YOU SERVE IN YOUR, IN YOUR COMMUNITIES.

UH, THE INTERVENTION THAT TOOK PLACE FOR JOHN, UH, JAMES, WOULD YOU MIND COMING UP OR DO YOU WANT ME TO TELL THE STORY? , THAT'S THE, UH, WELL, BASICALLY, JAMES SMITH OF THE GRADUATION EXCELLENCE DEPARTMENT MENTORED, UH, MR. WEATHERS AND OTHER STUDENTS, HE TOOK IT OUT OF HIS OWN TIME TO PULL STUDENTS TOGETHER, UH, TUTORED THEM, FORGED RELATIONSHIPS WITH THEM.

UH, JAMES HAS TOLD ME THE STORY THAT THEY WOULD BE ON COMPETING FOOTBALL TEAMS, AND YET THEY'D COME ACROSS THE FIELD AND GIVE EACH OTHER HIGH FIVES AND HUGS EVEN AFTER THE GAMES OF RIVAL SCHOOLS AND REALLY HELP THEM TRACK THEIR DATA.

NOW, THAT'S THE INTERVENTION HE HAD.

AND MOVING FORWARD, YOU CAN PROBABLY GUESS WHAT HAPPENED THAT THE MR. WEATHERS JR.

TURNED AROUND, GOT BACK TO STRAIGHT A'S, AND ENDED UP ON A FULL SCHOLARSHIP TO LSU AND MOVED, MOVED ON TO A 4.01 MEDICAL SCHOOL.

AND TODAY, IF WE CAN CLICK ONE MORE TIME, MR. WEATHERS JR.

IS AN OPTOMETRIST AND A HIGHLY SUCCESSFUL ONE AT THAT.

SO I WANTED TO GIVE, UH, JAMES SMITH A ROUND OF APPLAUSE FOR HIS PERSONAL WORK WITH A STUDENT THAT COULD BE A STATISTIC AND IS NOT, AND IS HELPING OTHERS.

AND AT, IN THE BOWL DOWN AT THE BOTTOM THERE, YOU CAN SEE AGAIN THAT NINTH GRADE ON TRACK.

IF YOU FINISH THE YEAR IN NINTH GRADE WITH ONE EFFORT LESS, THAT'S A HIGHER PREDICTOR OF HIGH SCHOOL GRADUATION THAN ALL OTHER FACTORS COMBINED.

YOUR ZIP CODE, YOUR RACE, YOUR, UH, INCOME LEVEL.

AND IF YOU END ON TRACK, YOU HAVE A FOUR TIMES HIGHER OF GRADUATING.

SO YOUR INVESTMENT IN THIS IS A PRETTY SMART ONE.

SO WHY DON'T WE MOVE FORWARD? SO HERE'S THE HEADLINE THAT I HOPE EVERYONE HERE REMEMBERS, IS THAT IN THE LAST TWO YEARS AT E B R, THERE'S BEEN A STEEP INCREASE IN NINTH GRADE ON TRACK, WHICH IS ONE F OR LESS.

SO WE'LL GO FORWARD.

AND A KEY TO THIS SUCCESS HAS BEEN A, A COLLABORATION WITH JAMES AND LARRY'S, UH, GRADUATION EXCELLENCE DEPARTMENT.

AND YOU CAN SEE THEIR NAMES LARRY JAMES, JAMES SMITH, AND JAMES SYLVIA AND THAT GROUP.

AND THEN THE PATHWAYS OF BRIGHT FUTURES GROUP, UH, MS. SMITH, MS. LEINO, AND MS. MAYWEATHER.

THE THREE OF OUR GROUPS WORK TOGETHER IN CONJUNCTION TO REALLY ENHANCE THE NINTH GRADE SUCCESS FOR EVERY STUDENT.

WE'LL KEEP MOVING FORWARD.

SO HERE'S, HERE'S THE BIG NEWS THAT I HOPE YOU CAN KEEP.

UH, REMEMBER THAT TWO YEARS AGO, ONLY 59% OF YOUR NINTH GRADERS WERE ON TRACK.

AT THE END OF THE SCHOOL YEAR, WE STARTED WORKING TOGETHER AT THOSE THREE DEPARTMENTS.

UH, THEN THAT JUMPED UP TO 71% LAST YEAR, AND THEN THAT JUMPED UP TO 82% THIS YEAR, WHICH IS A 39% INCREASE.

THAT'S KIND OF A NUMBER, YOU THINK? OKAY.

YEAH, THAT'S GREAT.

WHAT DOES IT REALLY MEAN? WELL, YEAH, I THINK WE ROUND OF APPLAUSE.

THANK YOU.

WELL, WHEN YOU LOOK AT IT FROM A NATIONAL CONTEXT, WE ALSO SERVE SCHOOLS 164 SCHOOLS ACROSS THE COUNTRY.

ABOUT ONE THIRD OF THOSE SCHOOLS ARE IN THAT.

WE HAVE THE RESULTS.

AND COMPARATIVELY TO TWO FULL STATES WORTH OF SCHOOLS, COLORADO, YOU CAN SEE, JUMPED UP 38% IN THE TWO YEARS, BUT HAS A MUCH LOWER ONTRACK RATE WHEN YOU LOOK AT UP 30 PLUS SCHOOLS IN COLORADO AND ARIZONA, 56 TO 66%.

AGAIN, SOME NICE GROWTH, BUT NOWHERE NEAR WHAT YOU'RE DOING HERE IN E B R.

AND IN FACT, OF ALL THE STATES THAT ARE IN RIGHT NOW, YOU'RE NUMBER ONE ACROSS THE COUNTRY.

AND I WANTED TO HIGHLIGHT THE THE NEXT SLIDE.

UM, YOU CAN TAKE A LOOK.

WE'LL, YOU HAVE THAT DATA IN FRONT OF YOU.

THIS IS A BREAKDOWN OF ALL THE SCHOOLS.

YOU'LL SEE A LOT OF GREEN, WHICH MEANS GROWTH OVER THE COURSE OF THOSE TWO YEARS AT EVERY HIGH SCHOOL, UH, MAJOR HIGH SCHOOL HERE IN E B R.

AND I WANTED TO, IF YOU HAVE ANY QUESTIONS ABOUT INDIVIDUAL SCHOOLS, I'M GLAD TO ANSWER THOSE.

BUT I REALLY WANTED TO HIGHLIGHT, UH, THE FOUR REASONS THAT WE HAVE FOR SUCCESS.

ONE, UH, ALREADY TALKED ABOUT STRONG LEADERSHIP.

WE'VE GOT A NINTH GRADE LEADER AT EVERY SCHOOL.

THE PRINCIPALS INVOLVED, THE TWO DEPARTMENTS I JUST MENTIONED.

THERE'S CLOSE TRACKING OF STUDENT DATA.

NINTH GRADERS NOW KNOW WHERE THEY ARE.

IN THE PAST WHEN WE CAME IN, THEY'D SAY, WHAT IS A GRADE POINT AVERAGE? AND NOW THEY'RE, THEY HAVE TIME TO UNDERSTAND THAT, UH, MAKE PROGRESS TOWARDS THAT.

THE PBF GROUP, UH, MS. LEVITT, MISS WAYNE, HAVE DONE AN AMAZING JOB THAT THE PBF COORDINATORS MAKE SURE THE NINTH GRADE STAFF HAVE THAT DATA.

AND WHEN HELP WITH STUDENTS INTERVENTIONS LIKE MR. SMITH PROVIDED MENTORING, TUTORING, MENTAL HEALTH SUPPORT, HOMEWORK SUPPORT THAT'S BEING FLOODED INTO NINTH GRADERS NOW, THAT, AND TARGETED TOWARD THEM PERSONALLY.

AND THEN LASTLY, IT'S BECOME KIND OF A COOL THING TO BE A NINTH GRADER.

THEY HAVE DIFFERENT SHIRTS, THEY HAVE CELEBRATIONS.

IF THEY GET THEIR HOMEWORK DONE, THEY GO ON FIELD TRIPS.

IT HAS REALLY TURNED IT FROM A, IF YOU ALL REMEMBER NINTH GRADE, IT A TIME THAT YOU WERE KIND OF SCARED AND INTIMIDATED TO A PLACE THAT IT'S A CELEBRATORY AND PLACE THAT YOU WANT TO BE.

[00:20:02]

UM, NEXT SLIDE.

SO HERE'S, UH, SOME ADDITIONAL REALLY GOOD NEWS OVER AT TERRA HIGH SCHOOL.

UH, IF YOU TOOK A LOOK AT THEIR DATA AND IT'S UP ON THERE ON THE SLIDES, AGAIN, THEY HAVE 173% GROWTH, WHICH IS KIND OF MIND BOGGLING.

SO TWO, TWO YEARS AGO, THEY ONLY HAD 33% OF THEIR NINTH GRADERS WERE ON TRACK TO GRADUATE THIS LAST YEAR.

THAT JUST FINISHED.

THEY JUMPED TO 90%, 173% GROWTH.

I SCOURED ALL THE DATA FROM ALL OUR SCHOOLS AT C H S S THAT'S IN, AND THE, THEY WENT TO THE TOP.

YOU HAVE THE NUMBER ONE SCHOOL IN ALL OF THE NATION AND ON TRACK GROWTH FOR THE LAST TWO YEARS IN THE COUNTRY.

SO GIVE A ROUND OF APPLAUSE TO TARA.

COULD YOU COULD, THE, THEIR ADMINISTRATORS ARE HERE RIGHT NOW, MR. HAMAN, MR. RAWLES, COULD YOU JUST STAND UP AND LET'S GIVE THEM A ROUND OF APPLAUSE.

AND IT COMES DOWN TO CONS.

IT, IT'S LIKE ANYTHING IN LIFE, WHETHER YOU'RE TRYING TO BE A GREAT COOK OR ATHLETE OR SCHOLAR, IT'S CONSISTENCY AND HARD WORK.

AND THOSE TWO GENTLEMEN, ALONG WITH THEIR PBF COORDINATOR, MR. ROBINSON, CONSISTENTLY DO THE WORK, CONSISTENTLY TALK WITH NINTH GRADERS, CONSISTENTLY SUPPORT STAFF.

AND THAT'S WHY YOU SEE THESE INCREDIBLE RESULTS.

NEXT SLIDE.

SO THAT'S IT.

UH, WE AREN'T GONNA REST.

WE, WE HOPE TO SEE THAT KIND OF RESULTS FROM TARA AT ALL OUR SCHOOLS.

UH, I THINK WITH ONE OR TWO MORE YEARS OF THIS, THAT YOU CAN BE THE NUMBER ONE URBAN DISTRICT IN ALL OF THE US THAT PEOPLE ARE GONNA BE COMING HERE TO STUDY YOU FOR THIS WORK.

AND LIKE I SAID, CONSISTENCY, IMPLEMENTATION OF PERSONALIZATION.

AND I APOLOGIZE FOR ONE THING.

WHAT I SHOULD HAVE PUT ON THIS FINAL SLIDE IS A THANK YOU TO ALL THE NINTH GRADE LEADERS, TO ALL THE NINTH GRADE TEACHERS, ALL THE NINTH GRADE PARENTS, FOR REALLY FOCUSING AND, AND REALLY HAVING THESE KIND OF RESULTS.

THANK YOU.

THANK YOU.

AND I DON'T WANT YOU TO GO ANYWHERE.

ALL RIGHT? CAUSE I HAD A CONVERSATION WITH YOU AND I TOLD YOU IT'S ONE THING TO TALK ABOUT THE IMPACT.

IT'S ANOTHER THING TO DOUBLE DOWN ON THE INVESTMENT THAT GOES INTO THAT IMPACT.

SO TONIGHT THERE'S A PRESS, A SPECIAL PRESENTATION ON BEHALF OF THE 100 BLACK MEN OF METRO BATON ROUGE.

I WOULD ASK THAT THE PROGRAM DIRECTOR, MR. ANTHONY KENNY, PLEASE COME DOWN WHILE WE'RE WAITING FOR HIM TO COME DOWN.

I JUST WANT TO, I WANT TO HIGHLIGHT THIS BECAUSE, YOU KNOW, PERCEPTION IS NOT ALWAYS REALITY.

WE ARE A SCHOOL DISTRICT OF 89% MINORITY.

OVER 70% OF OUR STUDENTS COME FROM POVERTY.

AND I CAN REMEMBER WHEN I BECAME SUPERINTENDENT, I HEARD DIFFERENT OPINIONS.

I ALWAYS SAY WE ARE SOMETIMES MUCH HARDER ON OURSELVES THAN THE REST OF THE COUNTRY IS.

UM, WE'RE MAKING A LOT OF PROGRESS.

WE ARE AN URBAN DISTRICT THAT'S IMPROVING.

BUT A LOT OF PROGRESS TO HAVE CHILDREN ON TRACK IS A HUGE BIG DEAL THAT MANY OTHER CITIES ARE NOT ACCOMPLISHING, RIGHT? I THINK AS WE GO OUT WITH BOARD MEMBERS, I'M TRYING TO EXPOSE THIS TO MUCH MORE THAN JUST ONLY OUR LOCALIZATION HERE.

I THINK IT'S A HUGE THING THAT WE HAVE STAFF THAT'S WORKING SO HARD AND PROVIDING THE RESOURCES TO DO THAT.

I MEAN, JOHN, WHO'S DONE A GREAT JOB AT TARA, YOU CAN REMEMBER TWO YEARS AGO WHEN WE STARTED THE TYPE OF CONVERSATION WE WERE HAVING ABOUT WHAT PEOPLE THOUGHT THAT TARA COULD NOT DO.

RIGHT? BUT THIS IS THE WORK THAT WE DO.

WE STILL HAVE A LONG WAY TO GO, BUT I THINK IT'S IMPORTANT THAT WE ALSO CELEBRATE WHEN WE ARE DOING GREAT WORK AND DOUBLE DOWN ON THAT FOR OUR COMMUNITY.

SO I JUST WANTED TO MAKE SURE THAT WE HIGHLIGHT THAT.

ALL RIGHT.

UM, THANK YOU HONORABLE PRESIDENT LANDEN, UM, GREETS AND SALUTATION TO THE REST OF THE, UH, HONORABLE E B R SCHOOL BOARD.

UH, MY NAME IS ANTHONY B KENNY.

I HAVE THE PROUD OPPORTUNITY TO SERVE THE PROGRAM'S DIRECTOR FOR THE 100 BLACK MEN METRO BATON ROUGE.

WE ARE THE LARGEST NATIONAL CHAPTER FOR 100 BLACK MEN OF AMERICA.

UH, WE'VE BEEN IN BATON ROUGE, LOUISIANA FOR 30 YEARS.

THIS YEAR, WE CELEBRATE OUR 30TH YEAR ANNIVERSARY OF MENTORING, IMPACTING, UM, YOUNG KIDS IN BATON ROUGE.

UH, ONE OF OUR MISSION, ENSURING THAT EVERY YOUNG PERSON THAT COMES THROUGH OUR ORGANIZATION HAS AN OPPORTUNITY TO BECOME HOLISTIC LEADER IN SOCIETY.

AND SO, UH, WE'VE BEEN LEADING THE WAY WITH MENTORING PROGRAMS AND IMPACT PROGRAMS THAN BATON ROUGE, AND WE'RE SO EXCITED NICE FOR THIS PRESENTATION.

BUT BEFORE I GO ANY FURTHER, I'D LIKE TO BRING UP OUR LEADER OF OUR ORGANIZATION, UH, PRESIDENT ANDRE HARMON TO THE PODIUM.

GOOD AFTERNOON.

MY NAME IS ANDRE HARMON, AND I AM THE NEW PRESIDENT OF THE 100 BLACK MEN OF METRO BATON ROUCHE, AS WE LIKE TO SAY, UH, TO, UH, PRESIDENT LANI AND SUPERINTENDENT NARCISSE.

UH, WE'RE JUST SO EXCITED ABOUT THE WORK THAT WE'RE DOING TOGETHER.

TODAY IS JUST ANOTHER EXAMPLE OF HOW GREAT A GOOD PARTNERSHIP CAN ACTUALLY BE.

AS YOU KNOW, LANCE, OCTOBER, WE WORKED WITH APPLE COMPUTERS TO HELP PURCHASE 500 IPADS FOR STUDENTS IN NEED UNDER OUR BRIDGING THE GAP LITERACY INITIATIVE.

TODAY, WE ARE EXTREMELY EXCITED TO ANNOUNCE WE'RE INVESTING $150,000 TO COLLABORATE WITH THE LITERACY DEPARTMENT TO HELP GROW THE MY BROTHER CAN READ PROGRAM

[00:25:01]

UNDER THIS INITIATIVE TO HELP DRIVE HIGH IMPACT TUTORING AND MENTORING TO EIGHTH AND NINTH GRADE.

WE ARE JUST ELATED TO BE HERE TO PRESENT THIS CHECK TO YOU.

AND WE HAVE SOME OTHER THINGS FOR YOU, BUT IT'S GONNA BE LATER ON.

UH, ONCE, ONCE WE BREAK THE, THE TENSION IN THE ROOM, WE'LL MAKE SURE THAT WE GIVE YOU SOME OTHER GOOD THINGS.

OKAY? SO ANYWAY, UH, LET'S SHOW 'EM THE CHECK.

OKAY.

SO, LOOK, WHILE, WHILE I'M UP HERE AND I DON'T KNOW THE PROTOCOL, YOU'LL TELL ME LATER, CAN I HAVE ALL THE MEMBERS OF THE 100 BLACK MEN OF METRO BATON ROUGE TO JUST STAND FOR A MINUTE, SO THAT YOU CAN SEE THAT WE ARE A FORCE TO BE RECKONED WITH IN THE COMMUNITY.

THINGS THAT YOU NEED DONE.

IF YOU CAN'T GET IT DONE THROUGH US, YOU CAN'T GET IT DONE.

THANK YOU.

THANK YOU.

AT THIS TIME, I'LL ASK THAT, UH, THE MEMBERS OF THE 100 COME DOWN TO DO A, UH, PICTURE WITH THE CHECK AS WELL AS WITH OUR SCHOOL BOARD MEMBERS.

PLEASE, IN THE MIDDLE, BE REAL QUICK PICTURE.

I HOPE THEY GOT THE EXPANDED LENS.

OKAY.

OKAY.

GETTING BACK TO OUR AGENDA, BEFORE WE GO BACK, I WOULD LIKE TO CALL A POINT OF PERSONAL PRIVILEGE.

UH, THIS IS TO ACKNOWLEDGE THE STUDENTS' DAUGHTER INSIDE OF THIS ROOM.

OVER THE COURSE OF THE SUMMER, SEVERAL OF OUR EBR STUDENTS WERE INVITED TO COME OUT TO LAS VEGAS, WHERE THEY COMPETED IN SEVERAL COMPETITIONS AT THE NATIONAL 100 BLACK MEN CONFERENCE.

AND THESE STUDENTS DID AN ABSOLUTELY PHENOMENAL JOB.

UH, ONE OF THESE STUDENTS ALSO MADE NATIONAL MENTEE OF THE YEAR.

HIS NAME IS MR. HERMAN PRIDE, AS WELL AS OUR, UH, SENIOR DIVISION FOR OUR DOLLARS AND CENTS PROGRAM, WHO TOOK FIRST PLACE, UH, AND THEY TOOK HOME $3,000 IN SCHOLARSHIPS EACH, AS WELL AS SECOND PLACE FOR OUR JUNIOR DIVISION.

SO, AT THIS TIME, I'D LIKE TO CALL THOSE STUDENTS DOWN, UH, TO BE ACKNOWLEDGED.

PLEASE GET MY HAND CARD.

ALL RIGHT, GUYS, AGAIN, STRAIGHT AHEAD.

[00:30:01]

ALL RIGHT, HERE WE GO.

ALL RIGHT.

ONE SMILEY FACE.

ONE, TWO, AND THREE.

ONE MORE.

ONE, TWO, AND THREE.

LAST 1, 1, 2, AND THREE.

I CAN'T GET IT OUT.

YOU PUT IT THERE, COACH.

YES.

ALL RIGHT.

MOVING RIGHT ALONG.

WE HAVE SOME PHENOMENAL THINGS HAPPENING ACROSS OUR DISTRICT AND ACROSS OUR PARISH.

AND IT ALWAYS STARTS AND ENDS WITH OUR STUDENTS AND THEIR ACHIEVEMENT AND WHAT THEY CAN ATTAIN TO.

ALL RIGHT.

MOVING RIGHT ALONG WITH THE NEXT PRESENTATION WILL BE THE CHIEF 3000 PRESENTATION.

BEFORE WE GET STARTED, CAN WE JUST GIVE THEM ANOTHER HAND? IT JUST MAKES MY, MY HEART BUBBLE WITH JOY.

SO, COME ON.

WE CAN DO BETTER THAN THAT.

THESE ARE OUR CHILDREN.

REPRESENTATION MATTERS.

I'M SO GRATEFUL TONIGHT TO BE STANDING HERE, TO HAVE A MOMENT TO SHARE WITH YOU A BIT OF MY PASSION, UH, MY PASSION FOR LITERACY, MY PASSION FOR THIS PARTICULAR COMMUNITY.

UM, FIRST OF ALL, THANK YOU SUPERINTENDENT, DR.

NARCISS AND PRESIDENT ELENA AND VICE PRESIDENT PAUL.

THANK YOU FOR AN OPPORTUNITY TO STAND HERE TONIGHT AND SHARE WITH YOU, UH, OUR INTENT TONIGHT IS TO INSPIRE YOU EVEN MORE THROUGH WHAT HAS BEEN GOING ON ACROSS THE DISTRICT THROUGH THE IDEA OF PARTNERSHIP AND PURPOSEFUL PARTNERSHIP RELEASES POWER.

AND HOW DO WE SEE THAT POWER, THAT POWER IS SEEN, UH, THROUGH PROGRESS.

IT IS THE SECRET SAUCE TO WHAT WE DO WHEN WE PARTNER WITH OTHERS.

CUZ THERE'S NOTHING THAT WE CAN DO ALONE.

NOTHING HAPPENS IN ISOLATION.

WE HAVE TO PARTNER WITH OTHERS TO GET THAT DONE.

ALL RIGHT, WE CAN GO TO THE NEXT SLIDE.

OKAY.

AND THESE ARE JUST HIGH LEVEL, UH, OVERVIEW STATISTICS OF WHAT WE HAVE DONE.

I WANT TO, UH, HELP YOU TO FEAST YOUR EYES.

FOCUS RIGHT THERE ON THE ACHIEVE 3000 DATA.

UM, WHEN WE FIRST STARTED, WE ONLY HAD A LEVEL SET OF THIR, 76% ACROSS THE DISTRICT.

THAT WAS OUR FIRST YEAR OF IMPLEMENTATION.

ONLY 76% OF STUDENTS ACROSS THE DISTRICT, UH, LOGGED IN AND TOOK THAT INITIAL TEST, WHICH GIVES US OUR LEXI.

AND AGAIN, JUST FOR OUR REFERENCE POINT, LEXILE IS GONNA BE THAT READING MEASURE.

UH, AND OF COURSE, IF WE CAN IMPROVE IN READING, THEN WE CAN IMPROVE ACROSS ALL CONTENT LEVELS.

WELL, THIS YEAR, UH, WE WERE ABLE TO ACHIEVE A 96% PARTICIPATION RATE IN OUR LEVEL SET, WHICH MEANS THAT THE DATA THAT WE'RE LOOKING AT, IT'S ACCURATE.

IT'S 96, 90 6% OF STUDENTS ACROSS THE DISTRICT.

AND THEN WITH SMARTYANTS, EVEN THOUGH, UH, WE ROSTERED LESS STUDENTS THIS YEAR, IF YOU LOOK VERY CLOSELY AT LESSONS COMPLETED, WE HAD MORE COMPLETION OF ACTIVITIES WITH OUR STUDENTS ACROSS THE DISTRICT, WHICH IS DEFINITELY SOMETHING TO CELEBRATE BECAUSE WE PREPARED THOSE STUDENTS FOR READINESS GOING OUT OF SECOND GRADE INTO THIRD GRADE.

SO WHAT DOES THAT LOOK LIKE ACROSS THE BOARD? UH, NEXT SLIDE PLEASE.

SO, OUR LITERACY PATHWAY HERE IN EAST BATON ROUGE, WHAT WE'VE BUILT OUT SPECIFICALLY FOR YOU, EACH ONE OF THESE RUNGS ON THE LADDER, IT ADDS ON TO THE NEXT.

SO THAT'S WHAT I WANT YOU TO UNDERSTAND ABOUT THAT.

WE'LL POINT OUT HERE THAT THROUGH PRE-K AND, UH, THROUGH SECOND GRADE, THAT'S WHERE WE USE OUR SMARTY ANTS.

OKAY? AND WITH OUR STUDENTS THERE, THEY'RE GONNA BE STUDYING PHONEMIC AWARENESS, PHONICS AND SPELLING AND VOCABULARY.

ALL OF THOSE THINGS ARE STILL IMPORTANT, OKAY? AND FROM THERE, WHEN OUR STUDENTS COME OUT OF SMARTY ANTS, WHICH IS PRETTY GAMIFIED, UH, FOR THEM TO ENJOY THE PROCESS OF MOVING FORWARD, THERE'S AN ANT AND COACH, UH, THAT DRIVES THEM THROUGH THE INSTRUCTIONAL PROCESS.

THERE WE GO INTO WHAT IS CALLED ACHIEVE 3000, WHICH IS THE ONE THAT WE HAVE BEEN TALKING ABOUT.

AND HERE LIES WHERE THE GROWTH ACTUALLY STARTS BEGINNING ELEMENTARY THROUGH, UH, THIRD THROUGH FIFTH HERE, WE'RE GONNA GET THEM DIFFERENTIATED SKILLS BASED INSTRUCTION.

AND SO THE BEAUTY OF THIS PROGRAM, WHAT IT DOES TO SUPPORT ACROSS THE BOARD IS WHEN STUDENTS TAKE THAT INITIAL TEST AND AS THEY MOVE THROUGH IT, IT DIFFERENTIATES THE INSTRUCTION FOR STUDENTS.

AND SO STUDENTS ARE RECEIVING VOCABULARY.

UH, THE READING PROMPTS EVERYTHING ON THEIR LEVEL.

OKAY? SO I COULD BE SITTING HERE, UM, MARTINA COULD BE SITTING HERE.

WE CAN BE READING ON THE SAME TOPIC, BUT WE'LL BE READING DIFFERENT LEVELS OF INFORMATION BECAUSE IT GIVES IT TO US ON OUR JUST RIGHT READING LEVEL.

AND SO THAT BUILDS UPON WHAT'S ALREADY HAPPENED IN SMARTY ANTS.

UH, ADDITIONALLY, I WANT YOU TO LOOK DOWN RIGHT AT THAT LAST BULLET THERE.

WITH ELEMENTARY, WE HAVE CUSTOMIZED CONTENT ALIGNMENT TO STATE STANDARDS.

SO I HEARD THEM MENTION THAT THINGS ARE HAPPENING ALL OVER

[00:35:01]

THE NATION, UH, THAT CAN BE CELEBRATED HERE.

ONE OF THE GREAT THINGS THAT HAS HAPPENED HERE BECAUSE OF OUR WORK HERE IN EAST BATON ROUGE AND ACROSS THE STATE OF LOUISIANA, UH, ALIGNMENTS TO YOUR GUIDEBOOKS, TO YOUR TIER ONE CURRICULUM ARE NOW GOING TO APPEAR WITHIN THE PLATFORM.

UH, WE HAD ALREADY CREATED THEM.

WE HAD CREATED, UH, ALIGNMENTS FOR GUIDEBOOKS, ALSO FOR YOUR SOCIAL STUDIES SCOPE AND SEQUENCE.

WE ARE WORKING TO COMPLETE SCIENCE AS WELL, BUT THE ONES FOR GUIDEBOOK ARE ALREADY GONNA BE THERE.

SO THAT TAKES SOME OF THE WORK OFF OF TEACHERS HAVING TO LOOK FOR ARTICLES THAT MATCH WHAT'S GOING ON IN THEIR CLASSROOMS, BECAUSE THE INTENT IS TO EMBED IT IN THE LESSON PLANS.

THIS IS NOT A SIT, SIT AND GET TEACHERS, UH, WORK ALONG WITH STUDENTS TO MAKE SURE THAT THIS IS FACILITATED.

AND THEN FROM THERE, WE GO TO MIDDLE SCHOOL AND YOU HAVE THERE YOUR WRITING CENTER, UH, ADDITIONAL PIECES OF FOUNDATIONAL READING SUPPORT THROUGH WORDS STUDIO, UH, IN ACHIEVE LITERACY.

THIS IS SOMETHING YOU ALREADY HAVE.

AND THIS GIVES US ASSISTANCE IN FOUNDATIONAL SKILLS.

SO IF YOU HAVE A STUDENT THAT'S IN SIX THROUGH EIGHT, RIGHT? AND THEY'RE STILL STRUGGLING MAYBE WITH OUR CONTROL VOWELS OR, UH, SOUNDING OUT WORDS OR PHONEMIC AWARENESS, THIS PROGRAM IS FOR THEM.

WE HAVE ALSO BEEN USING IT WITH OUR ELEMENTARY AS WELL.

IT'S A LITTLE WORKAROUND TO IT, BUT YOU CAN GET TO THOSE PARTICULAR ACTIVITIES FOR THEM.

THERE'S A TEACHER DATA DASHBOARD AND SKILLS PROGRESSION THERE.

NOW WE'RE ALREADY TO HIGH SCHOOL, BUT WE ARE BUILDING AS WE GO.

SO WE STARTED WITH SMARTY ANTS.

WE WENT TO ACHIEVE AN ELEMENTARY AND MIDDLE.

AND NOW FOR HIGH SCHOOL, WHAT WE'VE ADDED AS A PIECE THERE IS THE CAREER CENTER AND WORKFORCE DEVELOPMENT.

AND THAT IS A HUGE PIECE FOR US, HUGE PIECE FOR US.

UH, WE'VE HAD A CHANCE TO SHARE THAT ACROSS THE DISTRICT WITH HIGH SCHOOLS AND WITH, UH, OUR SCHOOLS THERE.

AND EVEN PARTICIPATED IN YOUR ASPIRE FAIR TO SHOW THOSE THINGS TO STUDENTS, TO GIVE THEM ACCESS TO DIFFERENT CAREERS, UH, COLLEGE AND CAREER, AND HELP THEM TO GET READY FOR THAT THROUGH THIS SYSTEM.

AND THEN THERE ARE CUSTOM ACTIVITIES THERE FOR THEM TO COMPLETE.

AND WE ALSO ADD A WHOLE LOT OF WORK THERE AROUND LEAP 2025 ASSESSMENT.

ASSESSMENT.

SO THERE ARE EMBEDDED TECHNOLOGY ENHANCED QUESTIONS WITHIN THE PLATFORM THAT ASSIST OUR STUDENTS, UH, IN PREPARING FOR TESTING.

YOU CAN GO TO THE NEXT ONE.

OH, I CAN.

OKAY.

GOOD.

GREAT.

ALRIGHT.

SO HOW DO WE GET THIS DONE? HOW DO WE GET THIS DONE? WE ARE DOING THIS BY ADDING TO OUR STAKEHOLDER ENGAGEMENT PROGRESS MONITORING.

THAT'S WHAT GIVES US THE IMPLEMENTATION FIDELITY THAT WE WANT ACROSS THE BOARD, US AS PARTNERS WORKING TOGETHER TO GET THIS DONE.

AND SO EVERY WEEK IN THE BACKGROUND OF THIS PROGRAM RUNNING, WE WERE MEETING WITH THE DEPARTMENT OF ACADEMICS AND GOING OVER DATA AND MAKING SURE, UH, THAT WE WERE PROVIDING SUPPORT BASED ON THE DATA THAT WE WERE RECEIVING.

IN ADDITION TO THAT, WE WERE WORKING SIDE BY SIDE WITH SCHOOL SITE CAMPUSES.

UH, MANY TIMES I WAS IN THE CLASSROOM MYSELF TEACHING WITH THE TEACHERS, SHOWING THEM HOW TO IMPLEMENT THIS INTO THEIR CLASSROOMS. AND THEN A HUGE DI DYNAMIC OF WHAT WE HAVE DONE HERE HAS BEEN OUR PARENT AND FAMILY COMMUNITY INTEGRATION AND ENGAGEMENT, WHICH WE LOVE SO, SO MUCH.

EVEN BEFORE THE END OF THE YEAR, WE WORKED ALONG WITH OUR PARENTS AND PROVIDED SESSIONS FOR THEM SO THAT THEY WOULD KNOW HOW TO USE IT OVER THE SUMMER BECAUSE WE PROVIDED UNINTERRUPTED SUMMER ACCESS FOR STUDENTS IN ORDER TO PREVENT ALL OF THAT SUMMER LEARNING SLIDE THAT WE HAVE.

AND THEN WE PROGRESS MONITOR.

I'VE ALREADY MENTIONED TO YOU THAT WE MEET WEEKLY.

I WAS MEETING WITH DEPARTMENT OF ACADEMICS AND GOING OVER DATA WITH THEM.

UH, THEY'VE WORKED SIDE BY SIDE WITH ME THE ENTIRE TIME.

ALL OF YOUR CONTENT TRAINERS AND YOUR SUPERVISORS OF CONTENT HAVE BEEN AWARE OF EVERYTHING THAT WE'RE DOING ACROSS THE BOARD.

WE ANALYZE OUR DATA DURING THE FALL IN THE WINTER AND THEN THE SPRING LEVEL FOR THE POST-TEST.

AND THEN WE COMPLETED A DATA SHARE AGREEMENT SO THAT, UH, WE COULD HAVE CORRELATIONS TO LEAP DATA.

NOW OF COURSE, THE DATA HAS NOT POPULATED YET FOR THIS YEAR.

UH, BUT WE ARE DOING THAT.

AND WE ARE ALSO IN THE PROCESS OF TRIANGULATING OUR DATA WITH ANET AS WELL, SO THAT YOU CAN SEE HOW IT WORKS ACROSS THE BOARD.

AND BECAUSE OF THAT, WE GET TO WHAT WE CALL IMPLEMENTATION FIDELITY.

SO OUR GOALS GOING FORWARD, AS THEY ALWAYS HAVE BEEN, IS FOR OUR GRADES THREE TO 12 TO MEET OR EXCEED THAT ACTUAL LEXILE GROWTH OKAY.

FOR THEM TO MOVE FORWARD.

AND THAT OUR DEMOGRAPHIC SUBGROUPS WHERE WE REALLY GET DOWN TO THE BRASS TACK OF IT AND CHANGE THE NARRATIVE OF WHAT ABR IS VIEWED TO BE IN THE AREA OF LITERACY.

WE WANNA SEE GROWTH THERE ABOVE AND BEYOND THE EXPECTED LEXILE GROWTH.

AND ALSO THAT ALL OUR THIRD THROUGH 12TH STUDENTS USING ACHIEVE WITH FIDELITY ARE GONNA MEET OR EXCEED WHAT IS HAPPENING ACROSS THE STATE OF LOUISIANA.

AND JUST FOR YOUR, YOUR KNOWLEDGE, WHAT WE CONSIDER HIGH FIDELITY, THAT WOULD BE STUDENTS THAT ARE, UH, THEY'RE SCORING 75% OR HIGHER ON THEIR FIRST TRY SCORE.

OKAY? ALL RIGHT.

OKAY.

AND THIS IS HOW WE DID THIS ON CAMPUS.

SO WE HAD SOME QUESTIONS IN THE PAST ABOUT, UH, PROFESSIONAL DEVELOPMENT AND WHAT THAT LOOKS LIKE.

SO THIS KIND OF GIVES YOU A BREAKDOWN OF WHAT WE HAVE DONE BECAUSE WE DO REALIZE THAT BUILDING CAPACITY AND TEACHERS IS GOING TO BUILD CAPACITY

[00:40:01]

IN STUDENTS.

OKAY? AND SO WE'VE DONE THINGS ON CAMPUSES.

UH, I MENTIONED TO YOU EARLIER, IT'S NOT A SIT AND GET.

ALSO BUILDING STUDENT CAPACITY, MAKING SURE THAT WE BUILD PARENT CAPACITY.

WE'VE, UH, MET ON THE DISTRICT LEVEL, ALSO ON DISTRICT INITIATIVES, AND THEN IMPLEMENTATION PLANNING MEETINGS.

SO THAT HAPPENS AT THE BEGINNING OF THE YEAR.

AND THIS IS WHAT THIS LOOKS LIKE DATA WISE.

ALL RIGHT? SO OVERALL DISTRICT, WHAT WE, WHAT WE'RE LOOKING AT HERE ARE ELEMENTARY SCHOOL STUDENTS WHO WERE, UH, SCORING AT HIGH FIDELITY.

THEY GREW TWO TIMES THE EXPECTED GROWTH, OKAY? MIDDLE SCHOOL STUDENTS, 2.5 TIMES THE EXPECTED GROWTH, AND THEN HIGH SCHOOL STUDENTS, 2.9 TIMES EXPECTED GROWTH.

SO YOU'LL SEE, UH, THE GREATER THE USAGE, THE GREATER THE FIDELITY, THE HIGHER THE SCORES.

CAN YOU JUST EXPLAIN 2.5 THE GROWTH OF, OF THEIR LEXILE, THE ORIGINAL LEXILE GROWTH WHEN THEY, UH, SCORED ORIGINALLY THEIR ACTUAL GROWTH.

ALL RIGHT? AND THIS IS US UP AGAINST THE STATE OF LOUISIANA.

OKAY? SO EAST BATON ROUGE, YOU'LL SEE IN EVERY AREA IN EVERY SCHOOL LEVEL, EXCEEDED THE GROWTH OF THE STATE OF LOUISIANA AS A WHOLE.

ALL RIGHT? AND YOU'VE SEEN THIS, THIS SLIDE A MILLION TIMES.

I WON'T BELABOR THAT POINT.

YOU ALREADY KNOW, UH, WHAT THE DEMOGRAPHICS OF OUR, UH, BASIC COMMUNITY ARE.

BUT EVEN AT THAT, THIS IS WHAT WE HAVE BEEN ABLE TO DO.

AND I DEFINITELY WANNA CALL THIS OUT.

ALL RIGHT? SO NOT JUST IN MAGNET SCHOOLS, NOT JUST IN HIGH PERFORMING SCHOOLS, NOT JUST, UH, ONE DEMOGRAPHIC OR REGIONAL AREA.

WE ARE SEEING SUBSTANTIAL GROWTH IN OUR SUBGROUPS, WHICH IS SUPER, SUPER IMPORTANT.

AND THAT SHIFTS THE NARRATIVE THAT WE HAVE HERE.

SO I WANNA CALL OUT FOR YOU, UH, JUST FROM THIS SIDE, THAT HISPANIC AND LATINX STUDENTS, THE AVERAGE LEXILE GROWTH EXCEEDED THAT OF THEIR WHITE COUNTERPARTS.

BLACK STUDENTS HAVE CLOSED THE GAP WITHIN SIX POINTS OR SO WITH THEIR WHITE COUNTERPARTS.

THOSE WHO ARE SCORING AT HIGH FIDELITY.

AND THEN OUR SPED STUDENTS INCREASED BY 10%.

AND THAT IS LARGELY DUE, UH, TO THE FACT THAT WE WERE VERY INTENTIONAL ABOUT TRAINING IN THE EXCEPTIONAL STUDENT SERVICE DEPARTMENT.

WE CAME, BECAME A PART OF THEIR, UH, R T I AND MTSS SYSTEMS AS WELL IN ORDER TO TRAIN COUNSELORS.

EVEN OUR HOMEBOUND STUDENTS WERE USING THIS PROGRAM.

THEN THIS IS HOW IT LOOKS BY REGION.

AND THIS IS ONLY HIGHLIGHTED SO THAT I CAN SHOW YOU, UH, EXACTLY WHAT WAS HAPPENING THERE.

THIS IS THE NORTH REGION THAT'S, UH, HIGHLIGHTED OR CALLED OUT THERE.

BUT YOU'LL SEE THAT IN EACH AREA WE DID IMPROVE IN OUR REGIONS, OKAY? AND THAT HIGH FIDELITY GROWTH, AGAIN, IMPROVING, SCORING 75% OR HIGHER ON THAT FIRST TRI SCORE, UH, AND DOING 40 ACTIVITIES IN PER SEMESTER.

THIS IS WHERE WE ARE GETTING THIS GROWTH FROM.

SO THE MORE THE USAGE, THE BETTER THE SCORING.

OKAY? AND ALSO, WHEN I HEARD THIS MENTIONED, TARA GOT, UH, MENTIONED EARLIER, UM, ON THAT SECOND PAGE, YOU HAVE IT IN YOUR SLIDE DECK, REGION NINE, I THINK THAT'S, UM, MR. MARTIN'S DISTRICT THERE, UH, TOWARDS THE END, THE HIGH SCHOOL THAT EXISTS IN HIS DISTRICT TERROR HIGH, UH, IMPROVED 314 LEXILE POINTS.

SO I WANNA MAKE SURE THAT I CALL THAT OUT AS WELL.

ALL RIGHT? YOU'VE SEEN THAT SLIDE BEFORE AS WE TALKED ABOUT SMARTY ANTS AND OUR HIGHER STUDENTS.

WERE MOVING THERE.

AND THIS IS JUST A BRIEF LOOK AT HOW THAT LOOKS IN COMPARISON TO THE STATE OF LOUISIANA.

SO OUR USE THIS SUMMARY HERE, WE HAVE GROWN MORE THAN THE, THE STATE OF LOUISIANA IN OUR USAGE, AND NOT JUST IN OUR USAGE, BUT ALSO IN THE COMPLETION OF OUR ACTIVITIES.

AND THAT'S WHERE IT REALLY COUNTS, BECAUSE AS THE STUDENTS COMPLETE THOSE ACTIVITIES, WE ARE LITERALLY HANDING THEM OVER RIGHT? TO THEIR THIRD GRADE TEACHERS READY, UH, FOR CLASS.

AND THEN FINALLY, JUST A COUPLE OF THINGS HERE.

UH, I WANT YOU TO KNOW THAT EVERYTHING THAT WE HAVE DONE IN THIS DISTRICT, BASED ON COMMUNITY, BASED ON OUR PARTNERSHIP, IT'S NOT, THERE WE GO.

ALL RIGHT? BASED ON OUR COMMUNITY PARTNERSHIP WITH YOU HAS BEEN AMAZING.

WE LOOK FORWARD TO CONTINUING THIS WORK.

AND I WANT TO THANK YOU ALL OF YOU, EVEN THOSE, UH, EDUCATORS WHO ARE IN THE AUDIENCE THAT WE HAVE WORKED WITH FOR MAKING US A PART OF WHAT YOU'VE DONE BECAUSE WE DO PARTNER WITH YOU.

SO BEING A PART OF THE COMMUNITY ENGAGEMENT, THE POETRY SLAM, YOUR SPELLING BEE, YOUR ASPIRE CAREER FAIR, THE LEAP IN THAT YOU'LL SEE THERE.

WE'VE BEEN AT EVERYTHING.

IF YOU INVITE US, WE'RE THERE.

AND WE WANT TO CONTINUE THIS WORK AS WE GO FORWARD.

CUZ THE MORE WE DO IT, THE MORE WE'LL GROW.

THANK YOU SO MUCH.

THANK YOU.

WE APPRECIATE YOUR ACHIEVED 8,000, SEEING NO NAMES INSIDE OF THE QUEUE.

THANK YOU AGAIN FOR YOUR AMAZING PRESENTATION.

WE APPRECIATE YOU.

NEXT UP WE HAVE, UH, ITEM F THREE, ANNETTE PRESENTATION

[F3. ANET]

ITEM.

YOU

[00:45:01]

COACH, I'M SORRY, I'M SORRY.

ONE SECOND.

BEFORE ANNETTE COMES UP.

WE HAVE, UH, SOME SLIGHT TECHNICAL DIFFICULTIES.

WE HAVE A QUESTION ON THE FLOOR FROM SCHOOL BOARD MEMBER CLIFF LEWIS FOR ACHIEVE 3000.

YOU GOT IT, COACH LEWIS.

NO, YOU GO FIRST.

SHE .

PUT THAT LEWIS IN THERE.

THANK YOU, SIR.

GREAT PRESENTATION.

UM, YOU TALKED A LOT ABOUT COMPLETIONS AND, AND, AND, AND THINGS OF THAT SORT AND HOW WE'RE PERFORMING AROUND THE STATE.

BUT I, I DIDN'T HEAR YOU SAY ANYTHING ABOUT HOW THIS HAS HELPED OUR KIDS WITH LEAP TESTING BECAUSE THE STATE, IN MY OPINION, THIS IS MY MM-HMM.

COULD PROBABLY CARE LESS ABOUT THIS.

THEY WANNA KNOW HOW OUR KIDS ARE DOING ON THE LEAP.

OKAY? POST COVID, WE WERE AT 42% E L A, THEN YOU HAD THAT YEAR, THAT WAS A WASH, RIGHT? OKAY.

2021 WE DIPPED TO 34, 21, 22.

WE WERE STAGNANT AT 34.

MM-HMM.

.

BUT THAT WAS AN 8% DECREASE.

AN 8% DECREASE.

SO HOW DOES, HOW DOES THAT WORK? I MEAN, WHAT ABOUT THE LEAP TEST? HOW ARE OUR KIDS DOING ON THE LEAP TEST? UH, ACCORDING TO WHAT WE PROVIDED YOU WITH BEFORE, AND AGAIN, THIS IS ALL, THIS IS CORRELATION.

THERE'S NO CAUSATION IN, WE CAN'T SAY THAT ACHIEVE IS CAUSING THE STUDENTS TO DO THAT.

WE CAN ONLY SAY THAT IT'S IMPACTED.

SO I WANNA MAKE SURE I'M CLEAR ON THAT.

BUT AS THE CORRELATED DATA, UH, STATED IN THE, THE LAST PRESENTATION THAT YOU HAD WITH THE SLIDES, WITH THE GRAY AND THE BLUE, UH, OUR STUDENTS WHO SCORED AT LEAST AT UH, 91% AS A CUTOFF, OKAY, ON THEIR AVERAGE PERCENTILE SCORES, THEY SCORE SCORED BASIC OR ABOVE.

IF THEY HAD COMPLETED ABOUT ONE THROUGH 39, UH, ACTIVITIES, AND STUDENTS WHO DID 40 OR MORE ACTIVITIES WERE AT THE 99TH PERCENTILE LESS.

AND I'M, I HATE TO BE LATE.

I WAS LATE FOR THE MEETING.

SO I'M REALLY NOT AS PREPARED AS I LIKE TO BE.

IT'S OKAY.

LESSONS COMPLETED.

MM-HMM.

, HOW DOES THAT CORRELATE? WHAT DOES THAT, WHAT DOES THAT SAY? SO THE CORRELATION THERE WAS COMPLETED OR WERE THEY GRADED? WERE THEY SCORED? OH, YES, YES, YES, YES.

ALL OF THEM ARE SCORED IN THERE IN THE SYSTEM BASED ON THE, HOW THE STUDENTS ARE PERFORMING.

BUT THE HIGH FIDELITY USAGE, WHAT WE'RE SHOOTING FOR, UH, IT'S 75% ON THE FIRST TRY.

OKAY.

40 ACTIVITIES IN THE FALL.

ANOTHER 40 IN THE SPRING THAT'LL GIVE YOU 80, UH, WHICH IS WHAT'S GONNA GIVE US THE BIG GROWTH.

NOW, OF COURSE, EVERYBODY'S NOT DOING THAT.

WE KNOW THAT.

BUT THE ONES WHO ARE, THAT WE'VE DISCUSSED, THEY ARE GROWING TO THE DEGREE OF THAT SLIDE THAT WE SHOWED, 2.5% GROWTH AND THOSE KIND OF THINGS.

AND I PROBABLY MISSPOKE WHEN I SAID THE STATE COULD CARE LESS.

I'M SURE THEY CARE A GREAT DEAL.

YEAH.

OKAY.

THEY CARE A GREAT DEAL.

UM, THE STATE'S CONCERNED ABOUT HOW OUR KIDS DO MM-HMM.

MM-HMM.

.

AND I GUESS WHAT I'M ASKING, I NEED TO KNOW WHAT THIS DOES, WHAT THIS PROGRAM DOES TO ACCELERATE HOW WE DO ON LEAP.

AND YOU'RE NOT TELLING ME THAT.

YOU'RE JUST, YOU'RE GIVING ME A LOT OF NUMBERS.

MM-HMM.

, A LOT OF COMPLETIONS, TEACHER LOGINS, ALL THAT STUFF.

BUT I WANNA KNOW HOW THEY'RE DOING ON THE LEAP TEST.

HOW IS ALL THIS TRANSLATED INTO SUCCESS ON THE LEAP TEST? CAUSE THOSE ARE THE THINGS THAT ARE GOING TO HELP THIS DISTRICT MOVE FORWARD, RIGHT? NOT SO MUCH HOW MANY LOGS OR TEST COMPLETIONS OR PRE-TEST OR POST-TEST.

AND IT'S MOST SIM SIMPLISTIC FORM, PLEASE DO IT.

DO WAY THAT I CAN SAY THIS IS IMPROVEMENT IN READING WILL IMPROVE EVERYTHING YOU READ, TO DO EVERYTHING.

SO YOU READ IN ELA, THEY'RE GONNA READ IN SOCIAL STUDIES, THEY READ IN SCIENCE, ALL OF THOSE LEVELS.

SO IF WE ARE IMPROVING LEXI LEVELS, IF WE'RE INCREASING THE LEVEL OF RIGOR AND NOT JUST FLUENCY, RIGHT? NOT JUST, I CAN CALL WORDS ON THE PAGE, BUT WHEN I READ IT, I CAN COMPREHEND THAT'S WHAT'S MEASURED IN THOSE QUESTIONS, THOSE ACTIVITIES THAT YOU'RE ASKING ABOUT.

THAT'S WHAT'S MEASURED THERE.

THAT COMPREHENSION.

I WAS LOOKING AT SOME STATE DATA A COUPLE WEEKS AGO, AND THERE'S ROUGHLY 1,089 CHILDREN YES.

STILL READING AT BELOW LEVEL.

EXACTLY.

IN THIS DISTRICT.

EXACTLY.

RIGHT.

CAN, CAN I JUST ADD TO THAT, UH, BOARD MEMBER, UH, LEWIS, UM, WE HAVE TO REMEMBER THAT, UH, THERE IS A SENSE OF WHEN KIDS WALK INTO SCHOOL, THEY HAVE TWO SETS

[00:50:01]

OF GAPS, RIGHT? THEY HAVE TO ONE, YOU HAVE, I DON'T KNOW IF YOU REMEMBER, THERE WAS A PHONEMIC AWARENESS AND WHOLE LANGUAGE DAYS WHERE THERE WAS A DEBATE AROUND HOW KIDS WOULD READ IN SCHOOLS.

WELL, IN EVERY PROGRAM THAT YOU DO TO HELP A CHILD UNDERSTAND COMPREHENSION READING, THAT TAKES TIME.

RIGHT? SO THE WAY THAT THE PROGRAMS ARE SET UP IS IF YOU GET THEM TO LEARN AND READ AT A CERTAIN GRADE LEVEL, THEN WHEN THEY GO READ A PARAGRAPH OR ANYTHING LIKE THAT, THEIR COMPREHENSION LEVEL GETS BETTER SO THEY CAN ANSWER THE QUESTION THAT NEEDS TO BE ANSWERED.

AND THAT TRANSLATES OVER TIME, RIGHT? SO WHEN WE BEGAN TO PUT PROGRAMS LIKE THIS AND BENCHMARK THEM ACROSS THE ENTIRE SYSTEM, AS YOU CAN IMAGINE, THEY WERE VARI VARIANCE LEVELS, RIGHT? I ALWAYS THINK ABOUT THE FIRST YEAR I CAME TO EAST BATON ROUGE, DIFFERENT SCHOOLS WERE DOING DIFFERENT PROGRAMS AND WE DID NOT HAVE AN ALIGNMENT OF THAT FROM EVERY GRADE LEVEL.

AND YOU KNOW, WE HAVE STUDENTS THAT GO FROM ONE SCHOOL TO ANOTHER SCHOOL TO ANOTHER SCHOOL, RIGHT? WHAT YOU'RE SEEING IN TERMS OF PROGRESSION, IF YOU HAVE, I KNOW WE HAVE, UH, DR.

ABERNATHY WHO'S HERE, UH, SHE CAN TELL YOU FROM PRINCIPAL'S PERSPECTIVE CAUSE SHE, SHE DID THE SAME WORK AT VILDER RE IS THAT THE PROGRESSION ON CHILDREN'S COMPREHENSION OF NOT JUST READING A WORD, BUT TRYING TO MAKE SURE THEY MAKE AND MAKE MEANING OF IT IS WHERE THEIR ACTUAL GAPS ARE WHEN THEY GO TAKE THE LEAP TEST.

AND YOU SEE THAT BY SUBGROUPS, YOU SEE THAT BY POVERTY LEVELS.

YOU SEE THAT ALL THOSE CHALLENGES AND A COMBINATION OF ALL THAT IS WHAT HELPS THEM TO PERFORM BETTER ON THE STATE ASSESSMENT.

AND, AND SO WHAT I, WHAT THE REASON I'M BRINGING THIS UP IS BECAUSE WHAT I DON'T WANT US TO GET INTO IS THERE'S NOT JUST THIS ONE MAGIC BULLET.

YOU DO THIS PROGRAM AND THAT SOLVES THAT.

SO THERE'S A COMBINATION OF PRACTICES THAT HAPPEN IN DR.

ABNER WHO'S, UM, YOU GUYS KNOW DR.

ABNEY WAS PRINCIPAL OF THE YEAR IN THE COUNTRY FOR A MAGNET SCHOOL.

BUT SHE CAN GIVE YOU EVEN MORE CONTEXT CUZ SHE WORKS FOR OUR LITERACY.

NOW YOU WANNA PROVIDE ANY MORE CONTEXT TO THAT? YES.

GOOD EVENING.

SO WHAT WE DO IS WE LOOK AT, UM, AS DR.

BROWN MENTIONED THE USAGE OF ACHIEVE 3000, WHICH ACTUALLY ENCOMPASSES THE SCIENCE OF READING THAT WE KNOW IF KIDS ARE INTRODUCED TO THAT.

AND IF THEY ARE ENGAGED IN THAT TYPE OF UM, PROTOCOL, THEN THE MORE THEY READ, THE BETTER THEY BECOME.

AND THEN THE PROGRAM ACTUALLY LOOKS AT HOW THEY ARE PROGRESSING.

AND SO OF COURSE USAGE IS A BIG PIECE OF THAT BECAUSE THE MORE THEY READ, THE MORE THEY ENGAGE WITH THE PROGRAM, OF COURSE THE MORE THEIR READING LEVELS WILL GO UP.

SO I THINK THAT'S WHY SHE SPENT A, A BIG PORTION OF THE TIME TALKING ABOUT THE USAGE, THE NUMBER OF LOGINS, LOOKING AT, UM, THE SUBGROUPS AND LOOKING AT THE LEXILE LEVELS BECAUSE THAT'S A GOOD INDICATOR TO LET US KNOW HOW WELL THE STUDENTS ARE GRASPING THE CONCEPT OF READING HOW WELL THEY ARE PROGRESSING, UM, THROUGH THOSE PROTOCOLS THAT THEY HAVE BUILT IN THE PROGRAM.

WHAT ABOUT, I MEAN, AND THIS PROGRAM'S GONNA COST OVER A MILLION DOLLARS.

OKAY.

CORRECT.

HOW ABOUT TAKING SOME OF THAT MILLION DOLLARS AND INVESTING IN TAKING OUT, MAKING OUR TEACHERS FROM GOOD TO GREAT? BECAUSE YOU CAN HAVE EVERY PROGRAM IN THE WORLD IF YOU DON'T HAVE A GREAT TEACHER STANDING IN FRONT OF THEM.

IT'S JUST A PROGRAM.

I ABSOLUTELY AGREE WITH YOU.

AND SO THE TEACHERS WHO ARE PART OF WHAT ACHIEVE HAS SET OUT, UM, TO DO, UM, IF THEY ARE TRAINED AND IF THEY'RE IMPLEMENTING THEIR PORTION, THEN THEY CAN ACTUALLY WORK AT A FASTER RATE TO HELP OUR KIDS BECOME BETTER READERS.

SO THERE IS A PART, THE OPTUM WORD IN YOUR SENTENCE IS IF CORRECT.

OKAY.

AND I'M NOT SURE IF THAT'S WHAT'S TAKING PLACE.

CAUSE I'VE TALKED TO TEACHERS ALL OVER THIS DISTRICT WHO, UM, BASICALLY DON'T BELIEVE IN ACHIEVE 3000 AND THEY HAVE TO USE IT IN THEIR CLASSROOMS, BUT THEY'RE NOT A HUNDRED PERCENT SOLD ON IT.

SO, I MEAN, AND THERE'S A LOT OF PROGRAMS OUT THERE THAT HAVE BEEN AROUND FOR A LONG TIME, READ 180 THINGS OF THAT SORT THAT I'M SURE COLLECTING DUST IN DIFFERENT SCHOOLS.

AND IT'S, CAUSE WE, AT ONE TIME WE DID USE IT AND I LOVE WHAT THE, UH, SUPERINTENDENT'S DOING AS FAR AS TRYING TO GET SOME UNIFORMITY AROUND WHAT WE ARE DOING.

AND WE ALL KNOW THAT UNIFORMITY WORKS AND IT, IT, IT ADDS TO IT.

BUT, UM, AGAIN, I'M, I'M STILL NOT A HUNDRED PERCENT SOLD ON IT.

UM, BECAUSE I THINK WE HAVE TO LOOK AT WHERE WE ARE WITH THE STATE.

ABSOLUTELY AGREED.

THANK YOU.

OKAY.

AND CONGRATULATIONS ON YOUR BEING NAMED, UH, COUNSEL.

[00:55:01]

OKAY.

THANK YOU.

OKAY.

I HAVE, UH, ENTERED THE QUEUE AS WELL.

I HAVE A QUESTION ALSO.

MY QUESTION IS IN REGARDS TO SLIDES 10, 10, 11 AND 10, 11 AND 12 MM-HMM.

.

UM, AND I WANTED TO FIND OUT, I SEE THAT THERE ARE REGIONS THAT ARE MENTIONED HERE, UM, REGION TWO, REGION SIX, AND THEN EVEN WITH SMARTY ANN'S FOR THE DATE FOR 20 22, 20 23.

THERE SHOW THERE'S SOME GROWTH THAT'S SHOWN.

I'M JUST CURIOUS TO KNOW LIKE WHAT SCHOOLS DOES THIS POSSIBLY APPLY TO? UH, AND I GUESS MY, MY QUESTIONS KIND OF STEM OR, OR KIND OF RELATE TO COACHES AS WELL, YOU KNOW, AND UNDERSTANDING, YOU KNOW, THAT THERE ARE SOME, UH, SCHOOLS AND SOME TEACHERS WHO HAVE SAID THAT THAT, UM, ACHIEVE 3000 HAS NOT BEEN AS EFFECTIVE FOR THEM.

SO I'M JUST CURIOUS TO KNOW MAYBE WHAT THE, WHAT SCHOOLS THIS DATA MAY APPLY TO.

SO ALL THE SCHOOLS IN EACH REGION WERE SEPARATED.

I WAS ABLE TO PUT THEM, YOU KNOW, IN UM, REGIONS THAT WAY.

UM, ARE YOU MORE CONCERNED ABOUT THE SCHOOLS WHO ARE NOT PARTICIPATING? I CAN TELL YOU A COUPLE OF SCHOOLS OFF THE TOP THAT JUST NEVER DID.

UH, BUT THEY'RE HIGH PERFORMING SCHOOLS.

SCHOOLS, SO BATON ROUGE, UH, MAGNET NEVER LOGGED IN.

OKAY.

OKAY.

UM, AND THEN AT LIBERTY, THE DATA THAT YOU'RE LOOKING AT IN THE DISTRICT THAT, UH, THAT'S IN, IT'S ACTUALLY JUST THEIR NINTH GRADE ACADEMY THAT USES, SO THAT KIND OF SKEWS THE DATA A LITTLE BIT THERE.

OKAY.

MM-HMM.

.

SO I KNOW YOU MENTIONED THAT REGION TWO IS NORTH BATON ROUGE AREA? YES.

THAT'S, UM, OKAY.

YEAH.

THAT'S OUR SCHOOL BOARD DISTRICT.

YES.

YES, YES, YES.

OKAY.

ALRIGHT.

SO THOSE, THOSE ARE MY QUESTIONS.

YES MA'AM.

IN REGARDS TO POSSIBLY DISTRICT THREE OR THE NORTH BATON ROUGE REGION, THAT WOULD BE IN THE, THE SCOTLANDVILLE.

MM-HMM.

, POSSIBLY STREAMER, HIGH AREA, CLEVELAND, WARREN, THOSE SCHOOLS.

MM-HMM.

.

OKAY.

SO, SO DO YOU HAVE A LIST OF THOSE SCHOOLS AS WELL AS TO WHETHER OR NOT THEY PARTICIPATED? OH, YES.

ALL OF THOSE SCHOOLS DID.

WE WERE ON THOSE CAMPUSES ALL THE TIME.

SO ONLY THE, THE ONLY TWO THAT I KNOW ABOUT SPECIFICALLY THAT, YOU KNOW, HAD DIFFERENT IMPLEMENTATION PLANS, CUZ WE DID ONE WITH EACH SCHOOL WOULD BE, UH, BATON ROUGE MAGNET.

AND THEN, UM, LIBERTY IS JUST USING FOR NINTH GRADE ACADEMY.

SO ALL THE ELEMENTARY MM-HMM.

, MIDDLE AND HIGH SCHOOLS IN THE INNER CITY AREA FOR THE MOST PART.

PARTICIPATE? YES, MA'AM.

AND THAT'S, THAT'S SHOWN IN OUR PRETEST DATA.

96%.

OKAY.

YEAH.

OKAY.

THANK YOU.

OF COURSE.

MR. MARTIN.

THANK YOU.

OKAY.

, TURN YOUR MIC ON.

THANK YOU.

GOT A PHOBIA ABOUT THAT NOW.

BUT , WE'RE ALL FAMILY.

UM, UM, COULD, COULD SOMEBODY PUT UP THE SLIDE, UH, ONE OF THE SLIDES THAT MS UH, PALO IS TALKING ABOUT WHAT IMPACT HAS ACHIEVED 3000 HAD ON STUDENTS BY REGION AND MM-HMM.

, PULL UP THE SLIDE.

I'LL USE MY REGION NINE AS AS AN EXAMPLE.

I JUST WANNA MAKE SURE I UNDERSTAND.

SURE.

WHAT I'M SEEING, SO WE LOOK AT REGION NINE, WE LOOK AT ELEMENTARY, UM, SCHOOL GROUP, RIGHT? AND IT SAYS, EXPECTED GROWTH 111 LEXILES, ACTUAL GROWTH 1 29 LEXILES AND HIGH FIDELITY GROWTH 100 2198 LEXILES MM-HMM.

.

RIGHT.

SO WHAT, WHAT, TELL ME FIRST EXPLAIN TO ME WHAT IS EXPECTED GROWTH? IS THAT, YOU KNOW, EXPLAIN THAT TO ME.

GOOD QUESTION.

SO EXPECTED GROWTH IS BASED ON HOW THE STUDENTS SCORED INITIALLY.

SO WHEN THEY TAKE THAT LEVEL SAID, THE ALGORITHM DECIDES, OKAY, BASED ON HOW THIS PERCENTAGE OF STUDENTS SCORED, THIS IS WHAT WE EXPECT THEM TO GROW.

OKAY.

BY THE END OF THE YEAR.

OKAY.

RIGHT.

AND SO THEN THE ACTUAL GROWTH IS WHAT REALLY HAPPENED TO, AND NOW IS THAT THE STUDENTS FOR, IS THAT THE AVERAGE OF THE LEXILE GROWTH FOR ALL THE STUDENTS IN, IN THAT REGION? YES.

IN ELEMENTARY SCHOOL.

MM-HMM.

.

OKAY.

SO, SO, UM, UM, YOU KNOW, WE SEE, LIKE LOOKING AT MIDDLE SCHOOL FOR NINTH GRADE MM-HMM.

, WE SEE THAT THEY EXPECT TO GROW 87 LEXILES.

RIGHT.

BUT IN FACT, THEY ONLY GREW 60 LEXILES.

RIGHT? RIGHT.

SO THEY DID NOT PERFORM VERY WELL.

CORRECT.

THEY DID NOT, THEY DID NOT EXCEED THAT EXPECTED GROWTH.

CORRECT.

THEY, THEY, THEY CAME IN SHORT.

YES, ABSOLUTELY.

ALL RIGHT.

AND THEN, THEN WE LOOK AT HIGH FIDELITY GROWTH.

NOW I'M PRESUMING THAT THAT MEANS THAT THE STUDENTS WHO ACTUALLY DID THE WORK, PUT IN THE WORK ON IT, THEN THEY DID.

WELL THEN THEY, THOSE STUDENTS WHO WERE ACTUALLY WORKING IN THE PLATFORM DOING THOSE ACTIVITIES PER WEEK AT THE 75% FOR THE HIGH FIDELITY STUDENTS.

RIGHT.

THEY INCREASED THAT MUCH.

SO I THINK ONE OF THE QUESTIONS OR CONCERNS THAT I, THAT I, THAT I HAVE IS TO, YOU KNOW, ONE OF THE COMPLAINTS THAT WE'VE HEARD MM-HMM.

FROM SOME FOLKS ABOUT THIS IS THAT SOME, THIS IS SOMETIMES PERCEIVED AS MAKE WORK.

MM-HMM.

, IT'S NOT ACTUALLY HELPING US MAKE WORK.

THEY GOTTA STRUGGLE THROUGH IT AND THEY JUST DON'T BOTHER, RIGHT? MM-HMM.

[01:00:01]

OR THE STUDENTS, INDIVIDUAL STUDENTS FIND IT BORING.

MM-HMM.

, YOU KNOW, AND JUST DON'T DO IT.

SO, SO THEN WE WOULD GENERALLY KIND OF TEND TO EXPECT BY HUMAN