Link

Social

Embed

Disable autoplay on embedded content?

Download

Download
Download Transcript


[00:01:17]

JESUS HIS NAME.

AMEN.

AMEN.

GOOD

[A. Meeting Opening]

EVENING, BOARD PRESIDENT LANIS SCHOOL BOARD MEMBERS, SUPERINTENDENT NORTHEAST CITIZENS AND FRIENDS OF EAST BATON ROUGE PARISH SCHOOL DISTRICT.

I'M LIEUTENANT COLONEL, RETIRED SHIRLEY SUTTON, AND I'M THE SENIOR ARMY INSTRUCTOR AT NORTHEAST HIGH SCHOOL WHERE I HAVE THE PLEASURE OF SERVING, UM, UNDER THE AWESOME LEADERSHIP OF OUR HEAD, VIKING.

MS. SHAANA ROSS.

I'M ELATED TO INTRODUCE NORTHEAST HIGH SCHOOL TOP CADET AND THIS YEAR'S CADET BATTALION COMMANDER.

SHE IS THE HIGHEST RANKING CADET IN THE VIKING BATTALION.

OUR CADET IS THE DAUGHTER OF MR. JESSE AND MS. EMMA BATES OF BATON ROUGE.

DURING THE FOUR YEARS I HAVE KNOWN THIS CADET, SHE HAS DISTINGUISHED HERSELF AS AN ORGANIZED AND TASK ORIENTED LEADER ACADEMICALLY.

SHE HAS DISTINGUISHED HERSELF BY ACHIEVING A 4.3 GRADE POINT AVERAGE RANKING IN THE TOP 10% OF HER CLASS.

AND SHE'S ENUMERATED ON THE A HONOR ROLL ACADEMIC EXCELLENCE LIST.

SHE EXEMPLIFIES THE HIGHEST VALUES AND CAN ALWAYS BE COUNTED ON.

TO SET THE EXAMPLE, THIS PAST YEAR, SHE SERVED AS A MEMBER OF THE STUDENT GOVERNMENT ASSOCIATION, THE HONOR GUARD TEAM, AND WAS ELECTED BY HER PEERS TO SERVE AS MISS J R O T C.

SHE'S ALSO SERVED AS A MEMBER OF THE MAYOR'S BATON ROUGE U UH, YOUTH COALITION.

AND SHE IS ALWAYS SELFLESS IN HER ACTIONS AND DEEDS.

SHE HAS VOLUNTEERED AND ACHIEVED OVER 180 HOURS DURING THE PAST TWO, THE PAST TWO YEARS.

THIS IS MOST, MOST, UH, HOURS OF ALL OF OUR CADETS.

HER FAVORITE VOLUNTEER SERVICE IS SERVING AS A MENTOR WITH JUNIOR ACHIEVEMENT.

THIS SUMMER, SHE COMPLETED A TWO WEEK WOMEN IN STEMS PROGRAM AT DILLARD UNIVERSITY.

THIS DI DILIGENT, RESILIENT, AND WELL-MANNERED CADET IS UNDECIDED ABOUT WHICH LOUISIANA H B C U.

SHE WILL ATTEND NEXT YEAR.

HER GOAL IS TO BECOME A SOCIAL WORKER.

LADIES AND GENTLEMEN, IT IS WITH GREAT PRIDE AND RESPECT THAT I INTRODUCED TO YOU CADET MAJOR JASMINE BATES.

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

MS. BATES, MS. BATES, MS. BATES, FIRST AND FOREMOST, CONGRATULATIONS ON ALL YOUR ACADEMIC ACHIEVEMENTS.

WE THANK YOU ON BEHALF OF OUR BOARD AND ALSO ON BEHALF OF OUR SUPERINTENDENT.

WE ASK THAT YOU PLEASE ACCEPT THIS MATTER OF EXCELLENCE FOR ALL OF YOUR HARD WORK.

CONTINUE TO BE GREAT IN EVERYTHING THAT YOU DO.

THANK YOU.

THANK YOU.

OKAY, MOVING RIGHT ALONG.

NEXT WE'LL MOVE ON TO ITEM A TWO.

CALL TO ORDER AND ROLL.

CALL.

MADAM SECRETARY, DISTRICT TWO, PRESIDENT LANIS.

PRESENT.

DISTRICT THREE, VICE PRESIDENT POWELL LEWIS.

[00:05:02]

DISTRICT ONE.

MR. BLUE HERE.

DISTRICT FOUR.

MS. STEWART, PRESENT.

DISTRICT FIVE.

MR. LEWIS.

PRESENT.

DISTRICT SIX.

MR. RUSS? PRESENT.

DISTRICT SEVEN.

MR. GODDE.

HERE.

DISTRICT EIGHT.

MS. KINISON.

HERE.

DISTRICT NINE.

MR. MARTIN.

HERE WE HAVE A QUORUM.

THANK YOU MA'AM.

MOVING RIGHT ALONG.

WE'LL NOW GO TO ITEM

[B. Meeting Minutes]

B ONE.

MEETING MINUTES, APPROVE OF THE FOLLOWING, FOLLOWING SCHOOL BOARD MINUTES A JUNE 15TH, 2023.

REGULAR MEETING B.

JULY 6TH, 2023.

SPECIAL MEETING C.

JULY 6TH, 2023.

COMMITTEE AS A WHOLE D JULY 13TH, 2023 SPECIAL MEETING AS PUBLISHED IN THE OFFICIAL JOURNAL.

CAN I GET A MOTION MOVE BY SCHOOL BOARD MEMBER SHOSHONE STEWART.

SECONDED BY SCHOOL BOARD MEMBER NATHAN RUSS.

OKAY.

AT THIS TIME, WE'LL NOW COME TO OUR BOARD FOR COMMENTS ON THIS ITEM.

SEEING NO NAME IN THE QUEUE AT THIS TIME, WE'LL NOW GO TO THE PUBLIC SEEING NO PUBLIC COMMENT CARDS.

AT THIS TIME, WE'LL COME BACK TO OUR BOARD SEEING NO NAMES INSIDE OF THE QUEUE AT THIS TIME.

MADAM SECRETARY, PLEASE CALL FOR THE VOTE.

PLEASE VOTE.

WE DO A ROLL CALL.

PRESIDENT LA YES, PLEASE.

DISTRICT ONE, MR. BLUE? YES.

DISTRICT TWO PRESIDENT LANTIS.

YAY.

DISTRICT FOUR, MS. STEWART.

YAY.

DISTRICT FIVE.

MR. LEWIS.

YAY.

DISTRICT SIX.

MR. RUSS.

YAY.

DISTRICT SEVEN, MR. GODDE.

YAY.

DISTRICT EIGHT.

MS. KENON.

YAY.

DISTRICT NINE, MR. MARTIN.

YAY.

MOTION CARRIES.

THANK YOU MADAM SECRETARY.

NEXT WE'LL MOVE ON TO

[C. Information Only]

ITEM ITEMS C ONE THROUGH C THREE.

THIS IS FOR INFORMATION ONLY AND THIS IS, UH, ITEM I'LL BRING TO OUR BOARD.

DOES ANY BOARD MEMBER HAVE ANY QUESTIONS CONCERNING ITEM C? ONE MONTHLY FINANCIAL REPORT.

ALL RIGHT.

SEEING NO NAMES IN THE QUEUE.

I'M SORRY.

I JUST SAW IT.

WE HAVE, OKAY.

UH, WE'LL MOVE RIGHT ALONG.

UH, C TWO PERSONNEL CHANGES.

AND I SEE SCHOOL BOARD MEMBER MICHAEL, GO THERE INSIDE OF THE QUEUE.

YES.

UM, I WOULD LIKE TO ASK, I THINK I SAW MS. HALL COME IN.

HEY, HOW YOU DOING THERE? UM, I WOULD LIKE TO ASK, THE REPORT THAT WE GET IS A PERSONNEL CHANGES REPORT.

AND THAT HAS NEVER CHANGED SINCE THE SEVEN YEARS I'VE BEEN ON THE BOARD.

AND I THINK IT WAS IN PLACE MANY YEARS BEFORE THAT.

AND I THINK IT GOES BACK TO A TIME WHEN BOARD MEMBERS WERE UNFORTUNATELY MAY MAYBE MUCH MORE INVOLVED IN WHO GOT WHICH JOBS AND WHERE AND THINGS LIKE THAT.

UH, THAT'S INTERESTING DATA, BUT IT REALLY IS AN INFORMATION I WOULD LIKE TO SEE IF OVER THE NEXT COUPLE MONTHS YOU COULD WORK ON BRINGING US A REPORT THAT TALKS ABOUT VACANCIES BY REGION AND BY GRADE LEVELS AND, AND THINGS LIKE THAT.

THINGS THAT REALLY, AND TRANSPORTATION AND CAFETERIA AND THINGS LIKE THAT TO, TO GIVE US AS A BOARD SOMETHING MORE OF A VIEW OF WHAT, WHAT IS IN OUR ROLE TO PROVIDE RESOURCES INSTEAD OF JUST A LIST OF PEOPLE.

BECAUSE, YOU KNOW, READING THROUGH 20 PAGES, SOME OF IT'S INTERESTING, BUT I REALLY WOULD LIKE, AND THIS IS NO CUT ON YOU, YOU'RE JUST DOING EXACTLY WHAT WAS THERE BEFORE.

BUT I THINK IT'S TIME FOR US TO MAKE A CHANGE SO THAT WE GET SOMETHING THAT'S MUCH MORE INFORMATIVE TO US AS A POLICY BOARD AS OPPOSED TO JUST A LIST OF NAMES AS IT GOES THROUGH.

SO WE HAVE THAT.

SO I CAN OKAY.

DO THAT INTERNALLY FOR CHARLES.

OKAY.

SO I MEAN, SO JUST THINK ABOUT WHAT WE WOULD NEED TO SEE AS A POLICY BOARD AS OPPOSED TO JUST A LIST OF NAMES.

AND, YOU KNOW, YOU CAN CONTINUE SAYING A LIST OF NAMES.

I'LL SKIMM IT SOMETIMES, SOMETIMES I DON'T.

BUT I WOULD REALLY LIKE TO SEE VACANCIES POSITIONS FILLED, NEW HIRES, ALL THOSE KINDS OF THINGS IN A, IN A WAY THAT IS MEANINGFUL TO US WHO AREN'T IN THE INSIDE JARGON.

OKAY.

THANK YOU VERY MUCH.

THANK YOU.

SCHOOL BOARD MEMBER MICHAEL GOEY.

NEXT WE HAVE SCHOOL BOARD MEMBER PATRICK MARTIN.

UH, THANK YOU.

I THINK THAT'S A GREAT IDEA.

I LIKE THE IDEA OF ADDITIONAL INFORMATION, BUT I DID WANT TO EMPHASIZE THE POINT THEY MADE IS YOU CAN CONTINUE TO SENDING US THE NAMES AS WELL.

I THINK THAT'S A VALUE, VERY VALUABLE PUBLIC RECORD THAT I KNOW MANY TIMES I'VE GOTTEN COMMENTS FROM THE PUBLIC, UM, UH, ABOUT INFORMATION THAT WAS REAL REVEAL IN THERE.

SO I JUST WANNA MAKE SURE WE CONTINUE PROVIDE THAT AS WELL.

BUT I, I LIKE THE IDEA OF THE STRATEGIC INFORMATION VERY MUCH.

THANK YOU.

THANK YOU.

ALRIGHT, MOVING RIGHT, WE HIT, NEXT WE HAVE ITEM C THREE.

IS THERE ANY, UH, BOARD QUESTIONS OR CONCERNS AROUND PUBLIC RECORDS REQUESTS FOR A MONTHLY REPORT? OKAY.

SEEING NO NAMES AT THIS TIME, WE'LL KEEP MOVING RIGHT ALONG WITH OUR, UH, AGENDA.

NEXT WE HAVE ITEM D, WHICH IS RECEIVE AS INFORMATION ONLY.

FIRST STEP IS ITEM

[D.1. Update from Superintendent]

D ONE, UPDATE FROM THE SUPERINTENDENT, DR.

ER ESE.

UH, THANK

[00:10:01]

YOU PRESIDENT ALANIS.

UM, SO FIRST WANTED TO JUST SAY, UH, AS YOU'LL HEAR TONIGHT, WE WILL, UM, UH, PRESENT OUR, UM, TRANSPORTATION PLAN FOR, UM, SHORT-TERM AND LONG-TERM GOALS AS WE'VE BEEN WORKING FEVERISHLY FOR THE LAST COUPLE OF DAYS, TRYING TO, UM, MAKE SURE WE GET, UH, SOME SOLUTIONS AND ALSO WORKING WITH GOVERNMENT OFFICIALS TO HELP US IN THAT PROCESS.

AND SO I WON'T GET INTO DETAIL INTO THAT RIGHT NOW, BUT WHEN WE GET TO THAT ITEM, WE'LL, UH, SHARE OUR PLAN.

UH, JUST ON, UH, I TELL, UH, I DO WANNA JUST BRING UP A COUPLE OF THINGS 'CAUSE WE DO HAVE A LOT OF KIDS IN SCHOOL.

UM, AND JUST WANTED TO SHARE THAT.

UM, UH, WE ARE EXCITED ABOUT, UM, UH, THE FIRST FEW DAYS WE, UH, JUST WATCHING TEACHERS.

WE WANNA THANK ALL OF OUR TEACHERS FOR ALL THEIR HARD WORK THAT THEY'RE DOING.

'CAUSE A LOT OF KIDS ARE ACTUALLY IN CLASSES THAT ARE LEARNING.

SO WE'VE SEEN THAT GO WELL YESTERDAY.

UH, WE, UM, PARTICIPATED WITH BATON ROUGE COMMUNITY COLLEGE.

I DUNNO IF THERE'S ANYBODY HERE REPRESENTED FROM THERE, BUT WE WANTED TO THANK CHANCELLOR, UM, CHANCELLOR SMITH AND DR.

SARAH BARLOW AND THEIR ENTIRE STAFF.

WE WERE APPROVED TO DO A DUAL ENROLLMENT PROGRAM, BEING THE FIRST IN THE STATE OF LOUISIANA, WHERE, UH, HIGH SCHOOL STUDENTS WERE GONNA GET THE OPPORTUNITY TO BECOME, UH, LPNS.

UH, WE GAVE OVER 25 WHITE COATS, UH, TO YOUNG PEOPLE WHO ARE GOING RIGHT INTO THE PROGRAM.

AND SO WE WANTED TO THANK OCHSNER, UH, OUR LADY OF LA AND ALSO, UM, ALL OF THE PARTNERS IN THE NURSING SCHOOL, UH, TO, UH, TO BEGIN TO DO THAT.

AND SO, UH, WE WERE REALLY EXCITED ABOUT THAT, THAT PIPELINE.

AND THEN THE LAST THING I JUST, UM, I WOULD SAY BEFORE I ALLOW US TO GIVE AN UPDATE ON DUAL ENROLLMENT IS, UH, THIS MORNING WE WANT TO THANK ALL OF THE, UH, UH, 30 PLUS BUSINESS PARTNERS THAT WERE THERE THIS MORNING AT CTEC, WHERE WE'RE PROVIDING ALL OF OUR KIDS WITH INTERNSHIPS.

AS YOU KNOW, A PART OF OUR PATHWAYS TO BRIGHT FUTURE WORK, UH, IS A PART WHERE, UH, STUDENTS GET INTERNSHIPS, UH, TO LEARN IN THE PROFESSION AND PATHWAY THAT THEY WANT TO BECOME.

AND WE WERE VERY EXCITED ABOUT THAT.

AND SO WE WANT TO THANK THE 30 PARTNERS AS THEY WERE DOING THEIR ORIENTATION, UH, THIS MORNING.

UH, THAT INCLUDE NOT ONLY PRO, UH, FOR-PROFIT PARTNERS, BUT ALSO NON-PROFIT PARTNERS THAT WERE THERE TO HAVE THE, UM, MANY, UH, STUDENTS THAT'LL BE DOING INTERNSHIPS, UH, THIS YEAR.

UH, AND WE'RE EXCITED ABOUT THAT AS WE CONTINUE TO GROW THAT PROGRAM.

UH, LAST I WANTED TO GIVE WAS

[D.2. Dual Enrollment Report]

AN UPDATE ON JUST ON DUAL ENROLLMENT.

AS YOU KNOW, WE, UM, HAVE BEEN DOING DUAL ENROLLMENT WITHIN OUR PATHWAYS WORK, AND I JUST WANTED OUR TEAM TO JUST GIVE A LITTLE BIT OF AN UPDATE TO THE BOARD AND THE PUBLIC.

SO I'LL ASK FOR, UH, MR. LA LEINO AND SEG MAYWEATHER TO COME UP AT THIS TIME, UH, TO GIVE THAT UPDATE.

OKAY.

GOOD EVENING.

BOARD PRESIDENT LANTIS, VICE PRESIDENT POWELL LEWIS, MEMBERS OF THE BOARD, AND DR.

CE.

UH, WE ARE GONNA GIVE YOU GUYS AN UPDATE ON WHAT'S GOING ON WITH THE DUAL ENROLLMENT PROGRAMS WITHIN THE DISTRICT.

UM, AND BEFORE WAITING FOR THEM TO QUEUE THAT UP.

THERE WE GO.

ALL RIGHT.

IT'S LIKE RIGHT THERE, .

ALL RIGHT.

SO AS WE START THIS, WE WANNA, IT'S IN RESPONSE TO A REQUEST FROM THE BOARD, UH, TO LOOK AT THE DUAL ENROLLMENT NUMBERS THROUGHOUT THE DISTRICT.

AND IN DOING SO, WE DO WANT TO ACKNOWLEDGE, AS DR.

NARCI SAID, DUAL ENROLLMENT IS ONE OF THE OPTIONS WITHIN THE, UH, PATHWAYS PROGRAM.

HOWEVER, IT'S NOT THE ONLY OPTION STILL IN ALL BASED ON YOUR REQUEST.

WE'RE GONNA GO THROUGH THE DUAL ENROLLMENT DATA, BUT WE'RE ALSO GONNA INCLUDE THE DUAL ENROLLMENT DATA FOR GRADES NINE THROUGH 12.

SO THAT IS INCLUSIVE OF THE PATHWAYS GROUP, BUT IT IS ALSO INCLUSIVE OF OUR UPPERCLASSMEN AS WELL, WHO HAVE BEEN PARTICIPATING IN DUAL ENROLLMENT FOR OVER FIVE YEARS.

WITH THAT BEING SAID, WE JUST WANTED TO REMIND YOU, 'CAUSE WE RECOGNIZE THAT AS THIS PROGRAM, AS PATHWAYS OF BRIGHT FUTURES ROLLED OUT, IT WAS NEW, UM, TO THIS BOARD.

SO IT IS EMBEDDED IN OUR SIX KEYS TO SUCCESS.

IF YOU LOOK AT THE LAST TWO KEYS, IT'S ABOUT ACCELERATING, UH, THE NUMBER OF STUDENTS EARNING IBCS AS WELL AS IN ACCELERATING KEY SIX, THE NUMBER OF STUDENTS GRADUATING ON TIME WITH EITHER AN ASSOCIATE'S DEGREE, STATEWIDE, IBCS, OR BEING TOPS ELIGIBLE.

WITH THAT BEING SAID, AS I STATED BEFORE, OUR PATHWAYS DIVIDE, RIGHT FUTURES PROGRAM INCLUDES FOUR OPTIONS FOR STUDENTS.

SO THE ONES THAT WE'RE GONNA FOCUS ON TONIGHT ARE OPTIONS ONE AND THREE.

UH, JUST AS A QUICK REVIEW, OPTION ONE IS YOUR ASSOCIATE DEGREE THAT TRANSFERABLE LOUISIANA ASSOCIATE'S DEGREE.

YOU HAVE OPTION TWO, WHICH IS YOUR ADVANCED PLACEMENT OPTION THREE DUAL ENROLLMENT COURSEWORK.

UH, INDEPENDENTLY IT IS STILL ADDING TOWARDS SOMETHING, BUT IT'S NOT THE STUDENT THAT'S GOING FOR THAT ENTIRE PACKAGE OF DUAL ENROLLMENT COURSEWORK.

AND THEN OPTION FOUR IS YOUR INDUSTRY-BASED CERTIFICATIONS.

ALL RIGHT, SO THE FIRST THING THAT YOU ARE LOOKING AT IS IN RESPONSE TO THE QUESTION ON EIGHT THREE, HOW MANY STUDENTS, LIKE ACTUAL STUDENTS DID WE HAVE PARTICIPATING IN DUAL ENROLLMENT? SO WHAT YOU SEE ON THIS CHART, IS IT BY GRADE LEVEL, BY SCHOOL? UM, WE HAVE THE NUMBER OF INDEPENDENT STUDENTS, AND I'M EX, UM, STRESSING

[00:15:01]

THAT INDEPENDENT STUDENT COUNTS BECAUSE REMEMBER, THIS ONE IS SHOWING YOU HOW MANY KIDS PARTICIPATED, NOT HOW MANY COURSES THEY PARTICIPATED IN.

WE HAVE THAT INFORMATION AT A LATER SLIDE OR AFTER THIS PIECE.

BUT, SO THAT YOU'LL SEE HOW MANY STUDENTS WE'RE LOOKING AT AND THEN WHAT THAT IS PERCENTAGE-WISE FOR THE ENTIRE GROUP OF GRADE LEVEL STUDENTS FOR THAT SITE, AS WELL AS FOR THE DISTRICT.

SO IN THE ANSWER TO THIS ONE, THIS IS INCLUSIVE AGAIN OF GRADES NINE THROUGH 12, SO THAT YOUR PATHWAYS STUDENTS AS WELL AS YOUR CTEC STUDENTS, BECAUSE STUDENTS AT THE CAREER AND TECHNICAL S DO ALSO PARTICIPATE IN DUAL ENROLLMENT.

AND ANY OF YOUR 10TH, 11TH, AND 12TH GRADE STUDENTS THAT ARE PARTICIPATING IN DUAL ENROLLMENT AS WELL.

YES, SIR.

THIS IS, I'M SORRY, SCHOOL YEAR 2223.

THIS IS LAST YEAR.

AND MR. GODA, IT IS LISTED DOWN AT THE BOTTOM IN THE NOTES IF YOU NEED TO SEE EXACTLY WHAT SEMESTER.

OKAY, NO PROBLEM.

OH, I DO APOLOGIZE AS WELL.

THIS IS THE FALL SEMESTER.

SO WE DID BREAK IT UP INTO FALL AND SPRING BECAUSE THERE IS A DIFFERENCE IN THE NUMBERS AND THE TYPES OF ENGAGEMENT.

AND SO WE WANTED TO BE AS SPECIFIC AS WE COULD BE AS WE'RE GOING THROUGH THIS INFORMATION.

AND JUST TO PIGGYBACK ON MS. LEVITT REAL QUICKLY, UM, BECAUSE I KNOW, UH, BOARD MEMBER LEWIS, YOU ARE THE ONE WHO ASKED, UH, SPECIFICALLY FOR THIS INFORMATION.

OKAY.

THE REASON WE'RE CLARIFYING THAT THIS IS STUDENT PARTICIPATION VERSUS ENGAGEMENT IS KEEP IN MIND THAT SOME STUDENTS TAKE MORE THAN ONE DUAL ENROLLMENT COURSE AT A TIME.

AND THAT'S WHY THERE'S A NUMBER OF STUDENTS VERSUS A NUMBER OF ENGAGEMENTS.

THOSE ARE TWO DIFFERENT THINGS.

AND WE HAVE THE NUMBER OF ENGAGEMENTS ON A LATER SLIDE.

EXCUSE REAL, REAL QUICK.

ALSO JUST POINT OF ORDER.

ARE, UH, HAS THIS BEEN UPLOADED TO BOARD DOCS OR WILL IT BE UPLOADED TO BOARD DOCS SO THE PUBLIC CAN ACCESS IT? UH, IT SHOULD BE UPLOADED APRIL.

I DON'T SEE, I, I'LL ACCESS THE, THANK YOU.

ALRIGHT.

SO ANOTHER QUESTION THAT WAS ASKED, UH, DURING THE CAL WAS ABOUT THE NUMBER OF STUDENTS THAT DROPPED, AND I THINK IT WAS IN CONJUNCTION WITH WITHDRAWAL.

SO WE WANTED TO MAKE SURE THAT WE SPECIFY THAT THERE IS A DIFFERENCE BETWEEN A DROP AND A WITHDRAWAL.

SO JUST TO KIND OF GIVE YOU A QUICK LITTLE NOTE HERE.

WHEN WE'RE DEALING WITH DROPS, IT OCCURS WHEN A STUDENT EXITS THE COURSE PRIOR TO THE START DATE OR DURING A SCHEDULE ADJUSTMENT PERIOD.

SO THE SAME AS WHEN WE START COURSES, UM, IN REGULAR HIGH SCHOOL SETTINGS AND THERE'S A SCHEDULE CHANGE OPPORTUNITY FOR THOSE STUDENTS WITHIN THE FIRST 10 DAYS, COLLEGES DO THE SAME THING.

SO THERE ISN'T A MARK THAT EXISTS ON A STUDENT RECORD AFTER A DROP.

IT'S JUST A PERIOD.

WE CHANGE THE COURSE, WE MOVE FORWARD.

SO WHAT WE WANTED YOU TO SEE IS WHEN A STUDENT DROPS THAT DE COURSE IN HOW WE'VE HANDLED THIS FOR THIS YEAR, THEY ARE TRANSFERRED TO AN EQUIVALENT COURSE AND THEY RETAIN THE SEAT TIME THAT THEY EARN WHILE IN THAT DE COURSE.

BECAUSE AS YOU KNOW, DE COURSES DO START A LITTLE LATER THAN OUR HIGH SCHOOL COURSES.

SO IN ORDER FOR THEM TO RETAIN THE SEAT TIME THAT THEY EARN WHILE THEY'RE, AND THE COURSE PROGRESS GRADE THAT THEY EARN, WE TRANSFER THEM INTO AN EQUIVALENT COURSE.

AND WE HAVE AN EXAMPLE OF WHAT THAT THAT IS ON THE NEXT SLIDE.

IN TERMS OF WITHDRAWALS.

WITHDRAWALS ARE A LITTLE DIFFERENT BECAUSE THEY TYPICALLY OCCUR WHEN A STUDENT EXITS AFTER THE DROP PERIOD.

SO THAT COULD LITERALLY BE THE VERY NEXT DAY IF THE DROP PERIOD ENDS.

IN THIS PARTICULAR CASE, FOR US IT WAS ABOUT SEPTEMBER 8TH, UM, FOR THE FALL SEMESTER.

SO IF I DROPPED ON THE NINTH, THAT IS NOT A DROP, IT IS A WITHDRAWAL.

IF I DROPPED NOVEMBER 1ST, THAT IS A WITHDRAWAL.

SO THERE IS A PERIOD IN WHICH THEY CAN DO THAT, AND THEY WOULD RECEIVE A W ON THEIR TRANSCRIPT, THEIR COLLEGE TRANSCRIPT FOR THOSE WITHDRAWALS.

A W IS NOT A GRADED MARK, HOWEVER, IT IS A MARK.

UM, SO WE WANNA MAKE SURE WE INDICATE THAT AND WE'LL SHOW YOU WHAT HAPPENED WITH THOSE WITHDRAWAL STUDENTS AS WELL.

POINT OF INFORMATION.

YES, SIR.

JUST FOR THE CLARIFICATION, FOR ANYBODY THAT'S LISTENING, ANY STUDENT THAT IS IN OR ENROLLED IN DUAL ENROLLMENT MM-HMM.

, IF THEY GET A DROP, IT DOES NOT CARRY OVER ONTO THEIR TRANSCRIPT.

IT DOES, IT DOES NOT.

CORRECT.

SO PRESIDENT LAN MM-HMM.

, YOU PROBABLY ALREADY KNOW THIS, BUT FOR THE GOOD OF THE BOARD.

OH, YES MA'AM.

I GOT QUITE A FEW W'S WHEN I WAS IN COLLEGE THERE.

, GO AHEAD.

THERE ARE NO DUAL ENROLLMENT COURSES THAT E B R OFFERS THAT IN OUR PORTFOLIO THAT DO NOT ALIGN TO A HIGH SCHOOL COURSE THAT A STUDENT WOULD NEED FOR GRADUATION.

GOTCHA.

SO THERE IS NO HARM IN THE, IN THE DROP MM-HMM.

, BECAUSE WHAT HAPPENS IS THE COURSE CODE GETS CHANGED TO THE ALIGNED HIGH SCHOOL COURSE THAT THE STUDENT HAS ALREADY BEEN RECEIVING, YOU KNOW, SUPPORT FOR.

YES, MA'AM.

THANK YOU.

SO THAT'S, AS WE MENTIONED, IS ON A LATER SLIDE.

THIS IS THE SLIDE WE'RE LOOKING AT NOW.

SO IF YOU LOOK AT THE CENTER OF THIS PIECE AS MS. MAYWEATHER REFERENCE, WE USE THE MASTER COURSE ARTICULATION MATRIX, WHICH IS JUST A REALLY LONG WAY OF SAYING THE COURSES THAT WE SELECT ARE TRANSFERRABLE AMONGST THE PUBLIC INSTITUTIONS.

SO IF I'M TAKING MATH 10 0 1 AT ONE INSTITUTION, THAT MAY BE EQUIVALENT TO MATH 10 13 AT ANOTHER INSTITUTION, AND THERE IS A HIGH SCHOOL CREDIT COURSE THAT'S ALSO AN EQUIVALENT FOR THAT COURSE.

SO IN THE CASE OF HERE, IF A KID DROPPED FROM, LET'S SAY, INTRODUCTION TO VISUAL ARTS DE, AND WE DID HAVE STUDENTS TAKING A VARIETY OF COURSEWORK THAT INCLUDED THE ARTS AND INCLUDED YOUR HUMANITIES AND SOME SOCIAL SCIENCES AS WELL, WOULD THAT BEING THE CASE? IF A STUDENT DROPPED FROM INTRODUCTION TO VISUAL ARTS, THEY WOULD BE SCHEDULED INTO ART ONE, WHICH WAS THE COURSE EQUIVALENT FOR THAT.

THEREBY THE STUDENT WOULD BE ABLE TO MAINTAIN THEIR PROGRESS THAT THEY EARNED IN

[00:20:01]

THE INTRODUCTION OF VISUAL VISUAL ARTS DE COURSE, AS WELL AS CONTINUE TOWARDS THEIR MATRICULATION FOR GRADUATION.

SO WE'RE NOT INTERRUPTING THOSE PIECES.

SO THEN THE OTHER QUESTION THAT COMES UP IS, OKAY, WHY DO STUDENTS DROP BECAUSE OF THE FACT THAT IT'S NOT A MARK THAT'S SHOWN ON THEIR TRANSCRIPT IN ANY WAY BECAUSE OF THE FACT THAT IT'S A SIMPLE SCHEDULE CHANGE AT THIS POINT IN TIME.

YOU HAVE SOME REASONS THAT, REMEMBER WE DO SCHEDULING AT THE HIGH SCHOOL AREA IN MAY OF THE YEAR BEFORE, OR EVEN IN JUNE AS STUDENTS COME IN FOR ORIENTATION OR JULY AND THEY REQUEST THINGS.

THEN AUGUST COMES AROUND AND SOMETIMES STUDENTS CHANGE THEIR MINDS.

I I MIGHT WANNA PARTICIPATE IN CTEC, OR MAYBE I WANNA GET OUT EARLY 'CAUSE I WANNA DO SOMETHING ELSE.

SO THERE'S A PLETHORA OF REASONS WHY THAT HAPPENS.

BUT YOU ALSO HAVE THE STUDENTS MOVE BETWEEN THE SCHOOLS, LIKE THEY TRANSFER, THEY MOVED.

SO THEY, THEY WENT SOMEWHERE AND MAYBE I WAS GONNA TAKE SPEECH ONE DE OVER HERE, BUT IT'S NOT AVAILABLE AT THIS PARTICULAR SITE, SO I HAD TO SWITCH TO SOMETHING ELSE.

OR THE NUMBERS ARE RECORDED BASED ON WHAT APPEARS ON THE STUDENT'S SCHEDULE.

SO DO REMEMBER THE STUDENTS ALSO HAVE TO COMPLETE AN APPLICATION FOR THE COLLEGE.

SO IF A STUDENT IS SCHEDULED INTO THE CLASS BUT DID NOT COMPLETE THE COLLEGE APPLICATION, THEN THEY CANNOT PARTICIPATE IN THE COURSE, IN WHICH CASE THEY WOULD BE REMOVED AT THAT POINT TOO.

SO THE NUMBERS THAT YOU'RE LOOKING AT ARE THERE, THEY'RE ALSO CALLED NON-PARTICIPATION DROPS.

WHEN STUDENTS DO NOT SUBMIT WORK WITHIN A CERTAIN TIME PERIOD, THEY WOULD BE DROPPED FROM THAT PARTICULAR COLLEGE COURSE.

ALL RIGHT? NOW AGAIN, WE EMPHASIZED THAT WE WERE LOOKING AT THE NUMBER OF STUDENTS IN THE FIRST ONE FOR THE FALL.

THIS CHART IS THE NUMBER OF COURSE ENGAGEMENTS.

SO YOU'LL SEE THERE'S A SLIGHT VARIANCE AT SOME SCHOOLS BECAUSE MAYBE A STUDENT WAS ONLY TAKING ONE DE COURSE.

SO THAT NUMBER THAT YOU SEE FOR THE NUMBER OF STUDENTS MAY MATCH THE NUMBER OF COURSE ENGAGEMENTS.

BUT IN SOME SITUATIONS, THE STUDENTS MAY HAVE BEEN TAKING TWO OR THREE.

SO AT THAT SITE YOU'LL SEE SOME VARIANCE THERE.

WHAT WE PUT ON THIS SLIDE WAS SO THAT YOU COULD SEE, UH, AS AT PER EACH GRADE LEVEL, PER EACH SCHOOL AT SEPTEMBER 5TH, WHICH IS BEFORE THE DROP DATE, THERE'S A NUMBER OF STUDENTS THAT ARE THE NUMBER OF ENGAGEMENTS, SORRY, COURSE ENGAGEMENTS FOR THAT PARTICULAR SITE VERSUS HOW MANY COURSE ENGAGEMENTS WERE MARKED AS FINISHED THAT EARNED A GRADE.

AND SO YOU CAN KIND OF SEE THE DIFFERENCE THERE.

THERE'S A CHART AT THE BOTTOM THAT KIND OF COUNTS OUT THE DIFFERENCES FOR YOU.

AND WE'LL TALK THROUGH WHAT HAPPENED WITH EACH OF THOSE AS WE GO THROUGH.

SO AGAIN, UNLIKE THE PREVIOUSLY DISPLAYED CHART, THIS IS NOT PER STUDENT, THIS IS PER COURSE ENGAGEMENT.

ALRIGHT? OKAY.

SO AGAIN, MR. LEWIS, YOU HAD A QUESTION ABOUT WITHDRAWALS, UH, FOR THAT PIECE.

SO WE KIND OF TALKED ABOUT WHAT THE DIFFERENCE BETWEEN THE DROPS AND THE WITHDRAWALS WERE.

UH, SINCE WITHDRAWALS OCCUR LATER IN THE SEMESTER, THERE IS STILL AN OPPORTUNITY TO PUT A KID IN AN EQUIVALENT COURSE THOUGH.

SO WE, WE ARE GONNA EXERCISE THAT EACH TIME BE, THAT'S THE PURPOSE OF CHOOSING A COURSE THAT CAN STILL GO TOWARDS GRADUATION THAT WE HAVE AN EQUIVALENT TRADITIONAL COURSE FOR.

SO THAT'S WHAT HAPPENS THERE.

NOW, THIS DATA IS SPECIFIC TO OUR PATHWAYS STUDENTS, PRIMARILY BECAUSE AS WE ARE ROLLING OUT THIS INFORMATION, WE'RE PUTTING IN PLACE SOME PROCEDURES FOR THE UNDERCLASSMEN STUDENTS OR THE PATHWAYS PARTICIPANTS THAT WERE NOT NECESSARILY IN PLACE FOR THE UPPERCLASSMEN STUDENTS.

BUT WE WILL BE IMPLEMENTING THOSE THIS YEAR AS WE SEE THAT THOSE PROCEDURES WORK.

SO IN TERMS OF BEING ABLE TO MONITOR WHAT'S HAPPENING WITH THE WITHDRAWALS, WHY IT'S HAPPENING, WHAT THOSE INTERVENTIONS HAVE BEEN BEFORE THAT, HOW MANY PHONE CALLS HAVE HAPPENED, HOW MANY OPPORTUNITIES FOR REMEDIATION HAVE HAPPENED.

SO IN DOING THAT IN THE FALL, WE DID HAVE 177 WITHDRAWALS.

THAT'S NOT 177 STUDENTS.

THAT'S 126 STUDENTS WITH 177 WITHDRAWALS STILL IN.

ALL WITHIN THOSE ONE HUNDRED AND TWENTY SIX FIFTY ONE, I'M SORRY, WITHIN THOSE 1 77, 50 1% OF THOSE WITHDRAWALS WERE RELATED TO CHRONIC ABSENTEEISM.

ESSENTIALLY, IF THE STUDENT'S NOT HERE, IT'S VERY DIFFICULT ON THAT TIMELINE TO TRY TO GET THEM TO MAKE UP.

SO SOME OF THEM MADE THE CHOICE TO WITHDRAW.

THEN YOU HAVE 69% OF THEM THAT DESPITE THE WITHDRAWAL, THEY STILL WENT ON TO COMPLETE THEIR SEMESTER COURSE, WHICH MEANS THEY EARNED THE CREDIT THAT THEY WOULD HAVE EARNED HAD THEY NOT BEEN IN A DE ENGAGEMENT ANYWAY.

SO THEY STILL EARNED, 'CAUSE EVERY SEMESTER WE CAN EARN FOUR CREDITS FOR THE SECOND SEMESTER AS WELL.

SO THEY STILL WENT ON TO EARN THE SEMESTER CREDIT THAT THEY WOULD'VE EARNED HAD THEY NOT BEEN INDEED.

OKAY.

UH, THE SCREENSHOT ON THE SIDE IS JUST TO KIND OF GIVE YOU GUYS A SAMPLE.

, SORRY, TO GIVE YOU GUYS A SAMPLE OF WHAT OUR WITHDRAWAL CRITERIA LOOKS LIKE IN TERMS OF HOW WE COUNSEL THE STUDENTS, UM, TO, TO GIVE THEM AN IDEA OF WHAT WE'RE LOOKING FOR, TO SEE HOW THEY'RE MOVING FORWARD TO THOSE PLACES.

ALL RIGHT.

SO THEN YOUR GRADE DISTRIBUTION, AGAIN PER YOUR REQUEST, HERE'S THE GRADE DISTRIBUTION PER SITE.

UM, AND AGAIN, THIS IS BY GRADES PER COURSES, NOT STUDENTS.

BECAUSE IF I WERE TO GIVE YOU THE ONE PER STUDENT, YOU WOULD HAVE KIDS APPEARING IN BOTH CATEGORIES AND THAT WOULD BE A LITTLE TOO, I'M GOING TO GENERAL COUNSEL THERE, STUDENT SPECIFIC.

YOU'D BE ABLE TO IDENTIFY SOME THINGS.

SO WE HAVE TO GIVE YOU THE NUMBERS THERE.

UM, STILL IN ALL, WE HAD 26% OF OUR GRADES THAT WERE A'S 27% THAT WERE BS 27% AGAIN, THAT WERE C'S.

AND THEN WE HAD 20% IN THE DSS

[00:25:01]

AND F CATEGORIES AND 14% IN THE WITHDRAWAL CATEGORY FOR THE FALL SEMESTER.

YES, SIR.

SO MR. LEWIS, THAT'S 80%.

FIRST.

I HAVE, I'M GIMME ONE SECOND.

THE SEE BETTER.

UH, FIRST I HAVE SCHOOL BOARD A MEMBER PATRICK MARTIN IN THE QUEUE.

THANK YOU PRESIDENT LEWIS.

I JUST HAD A QUESTION ABOUT THE, KINDA THE ORDER OF DISCUSSION.

UM, IS, IS THE INTENT TO, UM, TO TALK ABOUT TRANSPORTATION ISSUES, WHICH THE, UH, THE SUPERINTENDENT TOUCHED ON IN HIS UPDATE, UH, UH, WHEN WE HAVE THE, ONE OF THE TWO AGENDA ITEMS? OR, OR SHOULD WE ASK, YOU KNOW, KIND OF GENERAL TRANSPORTATION ISSUES NOW? I HAVE A FEW QUESTIONS.

DON'T HAVE ANYTHING TO DO WITH THE, THE, THE, THE SPECIFIC ENGINE ITEMS. I WAS GONNA SAY WHEN WE GET TO THE ITEMS, 'CAUSE WHAT WE'RE, WHAT I'M GONNA DO IS I'M GONNA ASK THE BOARD TO ALLOW ME TO MOVE THOSE ITEMS UP OKAY.

AFTER WE, BEFORE WE GO INTO, UH, THE CONSENT AGENDA.

OKAY.

SO WE WILL BE, THAT'S GONNA BE THE FIRST ITEMS. I JUST WANNA MAKE SURE I DIDN'T, I WANT DIDN'T WANT YOU TO SAY MY COMMENTS OR MY QUESTIONS WEREN'T GERMANE AT THAT TIME.

NO, I GOTCHA.

DIRECTLY RELATE TO THE NO, YOU'RE GOOD.

, YOU'RE GOOD.

OKAY.

THANK YOU SIR.

OKAY, THANK YOU.

NEXT, IN THE QUEUE WE HAVE, UH, SCHOOL MEMO MICHAEL GODDE.

YEAH.

COULD I, I'M A DATA GEEK.

I'M SORRY.

UH, JUST TRYING TO LOOK AT THE DATA ON THE GRADE DISTRIBUTION.

YES, SIR.

AND I'M LOOKING AT MCKINLEY HIGH SINCE THAT'S IN MY DISTRICT.

AND WHEN I READ ACROSS THE GRADE DISTRIBUTION, I HAVE 124 GRADES.

BUT WHEN I LOOK AT THE INDIVIDUAL STUDENT COUNT OVER HERE, UH, I HAVE, UH, 102 HUNDRED 28.

SO I DON'T UNDERSTAND THE CHART WITH THE STUDENT PARTICIPATION MATCHING UP AT THE START FOR THE CHART FOR THE GRADE DISTRIBUTION.

I'LL HAVE TO LOOK AT THAT ONE SPECIFICALLY.

'CAUSE I'M, I'M GONNA HAVE TO GO IN BETWEEN THE TWO SLIDES.

BUT DO REMEMBER THAT THE STUDENT COUNT AND THE GRADE DISTRIBUTION WILL NOT BE THE SAME FOR KIDS THAT WITHDREW? 'CAUSE THEY DON'T GET A GRADE.

THEY WOULD GET A W SO THERE MAY BE A PERCENTAGE OF THEM THAT ARE THERE.

OKAY.

BUT I DON'T WANNA LIKE, YOU KNOW, ASSUME, BUT I CAN LOOK SPECIFICALLY AT THIS.

THANK YOU.

I'LL NOTE THAT MR. GOEY FIRST TO GO BACK AND CHECK.

THANK YOU.

THAT MAKES SENSE THEN.

THANK YOU.

OKAY.

ALL RIGHT.

SO IN TERMS, SORRY, I HAVE ONE MORE PERSON IN THE QUEUE.

MY APOLOGIES HAVE SCHOOL MEMBER KATIE KINISON.

UH, I DUNNO IF WE CAN GO BACK TO THE, THE LAST SLIDE.

SO JUST SO I'M CLEAR ON, ON THE TOP, THAT'S TOTALS RIGHT? YES.

FOR ONE SEMESTER.

SO BETWEEN D, F AND WS, UM, I DON'T CONSIDER A C LIKE A GREAT, A GREAT START.

SO THAT'S A RED FOR FOR ME.

BUT, SO THAT'S ROUGHLY 700, UH, PERMANENT MARKS ON A TRANSCRIPT, PERMANENT NEGATIVE MARKS ON A TRANSCRIPT IN ONE SEMESTER.

IS THAT, SO WE DON'T CONSIDER THE C A NEGATIVE MARK.

THE REASON IT IS COLORED GREEN IS NOT NECESSARILY BECAUSE OF THE GRADE ITSELF.

IT'S BECAUSE IT'S COLLEGE CREDIT.

WOULD YOU LIKE TO START YOUR COLLEGE CAREER WITH A C ON YOUR TRANSCRIPT? WOULD THAT BE CONSIDERED A GREEN FLIGHT? IT'S COLLEGE.

WE'RE COUNTING COLLEGE CREDIT FOR THOSE.

THAT'S THE REASON THAT WE'RE TRACKING IT IN THAT WAY.

GOTCHA.

THANK YOU.

SO, I'M SORRY, POINT OF INFORMATION.

SO JUST FOR CLARITY, YOU'RE TRACKING IT THAT WAY BECAUSE IF YOU GET RE IF YOU RECEIVE A D, R AND F, YOU DON'T RECEIVE THE COLLEGE CREDIT.

IF YOU'RE TAKING DUAL ENROLLMENT, YOU DO NOT RECEIVE THE COLLEGE CREDIT.

NO, SIR.

OKAY.

SO IT IS HAS NOTHING TO DO WITH, UH, WHETHER OR NOT THAT GRADE IS DEEMED AS GOOD OR BAD.

IT'S NOT ABOUT THE G P A.

NO, SIR.

AND I'M JUST ASKING THAT JUST FOR ABSOLUTE CLARITY BECAUSE OBVIOUSLY THE PUBLIC IS WATCHING TONIGHT.

WE JUST WANNA MAKE SURE WE GET EVERYTHING RIGHT ON THE RECORD.

ABSOLUTELY.

THANK YOU.

COLLEGE TRANSCRIPTS ARE, THE GRADES ARE IMPORTANT.

AND ALSO JUST FOR A FURTHER POINT OF CLARITY, UH, PRESIDENT LANIS, ALTHOUGH THE D AND THE F ARE CONSIDERED MI MARGINAL SUCCESS, A D ALSO EARNS THE STUDENT AN ENTIRE YEAR OF HIGH SCHOOL CREDIT.

ALTHOUGH THAT'S NOT A A A GRADE THAT WE WOULD WANNA SEE ON THE TRANSCRIPT.

AND THAT'S ACTUALLY COVERED ON THE NEXT SLIDE.

SO AS WE'RE LOOKING AT THE MARGINAL AND UNSUCCESSFUL MARKS, SO WE DID HAVE TO GO THROUGH AND THEN ANALYZE AND AGAIN, RESPONSE TO THE REQUEST.

WHAT BECAME OF THE STUDENTS WITH THE D'S AND THE F'S AND THE WOULD BE GIVING YOU THE WITHDRAWAL ONES.

ALREADY THERE WERE 130 D GRADES IN THE FALL THAT ACCOUNTED FOR 120 KIDS.

THAT BEING THE CASE, WE LOOK AT THE NUMBER OF STUDENTS ON THIS ONE.

SO 88% OF THOSE STUDENTS STILL EARN THREE CREDITS OR MORE, WHICH MEANS THAT THEY'RE ON TRACK FOR GRADUATION OR ON TRACK TO MATRICULATE TO THE NEXT GRADE LEVEL.

THEN YOU HAVE 84% OF THAT, WHICH IS 1 0 1 OUT OF ONE 20 THAT OPTED TO CONTINUE IN A DIFFERENT DE CLASS.

SO DESPITE HAVING EARNED THE D THE DE COURSES ARE DIFFERENT, JUST THE SAME AS ANY OTHER IMPLEMENTATION.

LIKE I MAYBE I DO REALLY WELL IN ENGLISH AND NOT SO WELL IN MATH.

WELL, IF I'M TAKING A HISTORY COURSE AT FIRST, BUT THEN I GO INTO A GEOGRAPHY COURSE THAT'S A HUMANITIES VERSUS A SOCIAL SCIENCE, IT'S A DIFFERENT PIECE OF LEARNING THERE.

SO THE STUDENTS DID, 84% OF THEM DECIDED TO CONTINUE ON AND DO A DIFFERENT COURSE.

UH, THEN YOU HAVE 90 STUDENTS THAT DID EARN AN F DURING, I'M SORRY, 90 FSS ACCOUNTS FOR 81 STUDENTS.

OF THOSE 81, 60 2% STILL WENT ON TO EARN THEIR THREE CREDITS.

SO THEY'RE ON TRACK FOR GRADUATION.

65%.

I'M 65% CHOSE TO CONTINUE IN A DE COURSEWORK, UH, DE

[00:30:01]

COURSE ENGAGEMENT DESPITE WHAT HAPPENED, UH, DURING THEIR FIRST SEMESTER.

SO AGAIN, AS WE'RE GETTING INTO THE SPRING SEMESTER, I DO WANNA LOOK AT THE FACT THAT WE ARE NOTATING THIS INFORMATION SO THAT WE CAN MAKE CHANGES AS WE GO INTO THE SPRING.

AND WE'VE INCLUDED DOWN AT THE BOTTOM, BECAUSE WE'RE TALKING ABOUT PATHWAYS STUDENTS SPECIFICALLY.

'CAUSE THAT'S THE ONES WE'RE TRACKING THIS DATA THIS DEEPLY FOR, WE WILL BE MOVING INTO DOING THAT FOR THE UPPERCLASSMEN THIS SCHOOL YEAR.

UM, BUT THERE ARE POLICIES THAT WE WANTED TO POINT OUT FOR THESE KIDS.

SO AS WE'RE CONCERNED WITH THE COLLEGE TRANSCRIPT, PLEASE NOTE THAT THERE IS A POLICY WITH OUR PARTNER INSTITUTION THAT A STUDENT THAT CAN REPLACE AN EARLIER GRADE EARNED WITH THE LATER GRADE.

SO IF I DECIDE TO RETAKE A COURSE THAT I EARNED A D IN, I CAN'T REPLACE IT WITH THE LATER GRADE THAT I EARNED FOR THAT.

OKAY.

SO QUESTION, THAT'S THE QUESTION THAT I ACTUALLY WAS GONNA ASK YOU WAS, DOES REPEAT AND DELETE, UH, IS IT AN OPTION FOR THESE STUDENTS? BECAUSE TECHNICALLY THEY ARE COLLEGE STUDENTS BECAUSE THEY'RE RECEIVING COLLEGE CREDIT WHILE IN HIGH SCHOOL.

SO CAN THEY, UH, UTILIZE THE REPEAT AND DELETE, UH, UH, I'M SORRY, OPTION FOR THEIR COLLEGE TRANSCRIPT? YES.

BECAUSE THEY ARE WORKING WITH B R C C FOR THIS PARTICULAR ENGAGEMENT.

MM-HMM.

.

YES, SIR.

OKAY, THANK YOU.

ALL RIGHT.

SO THE SPRING, WE DID HAVE STUDENTS ENGAGED IN THE SPRING COURSES.

AGAIN, THIS IS DEALING WITH YOUR NUMBER OF STUDENTS.

SO I'M NOT GONNA SPEND AN EXTENSIVE AMOUNT OF TIME ON THIS ONE.

IT'S VERY SIMILAR.

THEY'RE GONNA FOLLOW THE SAME PATTERN AS WHAT WE DID FOR THE FALL SPREAD, UH, SLIDES.

BUT THIS IS INCLUSIVE OF YOUR P B F STUDENTS AS WELL AS YOUR CTEC STUDENTS AND YOUR NINE THROUGH 12 GROUPS.

SO THEN YOU GO INTO THE SLIDE THAT WE WERE LOOKING AT BEFORE WHEN WE TALKED ABOUT DROPS VERSUS WITHDRAWALS.

AND WHAT WE ENDED WITH, WE DID THE SAME THING.

BUT YOU WILL NOTICE IN THE SPRING THAT YOU SEE MORE BLACK IN THE DIFFERENCES.

IN THE FIRST SLIDE FOR THE FALL, WE HAD STUDENTS THAT WERE EITHER DROPPING OR WITHDRAWING IN THE SPRING.

WE PICKED UP KIDS AFTER THE DROP DATES OR AROUND THAT DROP PERIOD.

SO WE HAD KIDS THAT DIDN'T START OFF SAYING, HEY, I WANNA DO THIS DE UH, COURSE, BUT THEN DECIDED TO DO SO, UH, LATER IN.

SO YOU SEE THAT IN THE FRESHMAN YEAR AND THE, I'M SORRY, THE FRESHMAN GROUP AND THE SENIOR GROUP.

AND THEN HERE'S OUR SPRING GRADE DISTRIBUTION LOOKING A LOT BETTER.

UH, THERE WERE ONLY 39 WITHDRAWALS IN THE SPRING.

53 F'S STILL A FAIR NUMBER OF D'S, BUT LOWER THAN BEFORE.

BUT OUR A'S ARE AT 3 0 2, OUR B'S ARE AT 2 77.

OUR C'S ARE AT 2 59, WHICH GAVE US AN OVERALL OF 85% FOR THAT ONE.

ALL RIGHT, SO IN TERMS OF OUR SPRING WITHDRAWALS AND UNSUCCESSFUL OR MARGINAL AND UNSUCCESSFUL MARKS, THAT'S OUR DS AND OUR W DFS AND WS, THERE WERE ONLY 39 WITHDRAWALS IN THE SPRING.

18 OF THE 39 STUDENTS STILL WENT ON TO EARN THEIR, THEIR SEMESTER CREDIT, KEEPING THEM ON TRACK WITH THEIR PEERS TO BE PROMOTED TO THE 10TH GRADE.

26TH OF THE 39 OR 67% OF THE WITHDRAWALS WERE RELATED TO CHRONIC ABSENTEEISM.

SO WE STILL HAD THAT HAPPENING.

BUT AT A SMALLER RATE, UH, THE MOST COMMONLY CITED REASON FOR WITHDRAWALS WAS ACTUALLY A LACK OF PROGRESS BY THE EIGHTH OR 10TH WEEK MARK.

AND SO WE JUST WANTED TO LET YOU KNOW WE ARE TRACKING THOSE AT THOSE MARKS.

THE FOUR WEEK, THE EIGHT WEEK, THE 10TH WEEK, THE 12TH WEEK.

UM, SO THAT WE CAN KEEP STUDENTS INFORMED AND FAMILIES INFORMED AS WE'RE GOING THROUGH THAT.

THEN YOU HAD THE 141 D AND FS THAT ONLY ACCOUNTED FOR 102 STUDENTS, NOT THE FULL 1 41.

I'M SORRY, MS. LINO.

I'M SORRY.

I'M SORRY.

I HAD SOME NAMES IN THE QUEUE, SO I DIDN'T WANT TO GET YOU TO GO TOO FAR.

I WAS.

AND THEY FORGET THEIR QUESTIONS THEY WANT TO ASK.

SO NEXT WE HAVE IN THE QUEUE SCHOOL OF MEMBER PATRICK MARTIN.

UH, THANK YOU PRESIDENT LAN.

I JUST, I JUST WANNA MAKE ABSOLUTELY SURE I UNDERSTOOD YOUR ANSWER TO PRESIDENT LANIS EARLIER.

IF THE, IF THE STUDENT GETS EITHER A D OR AN F, THEY DON'T GET COLLEGE CREDIT.

BUT NO NEGATIVE MARK APPEARS ON THEIR COLLEGE TRANSCRIPT.

THAT'S NOT NO SIR.

THEIR COLLEGE, IF YOU HAVE A GRADE, THE GRADE IS ON YOUR COLLEGE TRANSCRIPT.

WHAT WE WERE SPEAKING TO WAS THE POLICY THAT WE LISTED DOWN AT THE BOTTOM THAT IF A STUDENT CHOOSES TO REPEAT THAT COURSE, THE LATER GRADE IS WHAT'S RECORDED ON THE COLLEGE TRANSCRIPT.

RIGHT.

BUT IF THEY, IF THEY DON'T REPEAT THE COURSE, THEN, THEN DO THEY HAVE A D OR AN F ON THEIR COLLEGE TRANSCRIPT THE SAME AS YOU WOULD FOR A HIGH SCHOOL TRANSCRIPT? YES, SIR.

SO, SO, SO YOU COULD TRY TO TAKE THE DUAL ENROLLMENT.

IF YOU, IF YOU FAIL, THEN, THEN THAT'S PERMANENTLY REFLECTED ON YOUR COLLEGE TRANSCRIPT THAT WOULD FOLLOW YOU WHEREVER YOU GO, UNLESS YOU CHOOSE TO WITH TAKE RETAKE THE COURSE, WHICH IS STILL AN OPPORTUNITY FOR THOSE STUDENTS.

NOW, THIS IS ALSO WHY FOR THE WITHDRAWAL PIECE, WITHDRAWALS HAVE COME WITH THEIR OWN MARK THAT W MARK.

BUT AS I WAS STATING, THIS IS WHY WE DO THAT FOUR WEEK, THAT EIGHT WEEK, THAT 10 WEEK, THAT 12TH WEEK.

SO THOSE STUDENTS AND THEIR FAMILIES CHOSE TO STAY ENGAGED IN THAT PARTICULAR COURSE.

SO THEY HAVE AN OPPORTUNITY TO COME OUT AND DO THE W PIECE, BUT WE'RE GONNA TRY TO MAKE SURE WE GIVE 'EM AS MANY OPPORTUNITIES TO TRY TO FIX WHAT THEY HAVE GOING ON.

AND THEN A LOT OF THEM WERE, WERE BECAUSE OF ABSENCES.

SO I'M NOT HERE.

IT'S DIFFICULT TO DO IT.

SO TO ANSWER YOUR QUESTION, YES, IT IS A TRANSCRIPT MARK, BUT THERE IS AN OPPORTUNITY TO REMEDIATE IT.

IT'S A COLLEGE TRANSCRIPT.

YES.

NOT JUST TO MARK HERE.

IT'S A COLLEGE TRANSCRIPT MARK THAT IS, THAT'S DUAL.

YES, SIR.

THAT'S DUAL ENROLLMENT.

THANK YOU.

THANK YOU.

AND BEFORE I MOVE ALONG, I'LL JUST SAY THAT THAT IS A COMMONLY USED OPTION

[00:35:01]

FOR ALL FRESHMEN AND SOPHOMORE STUDENTS WHEN THEY'RE IN COLLEGES TO REPEAT AND DELETE IF YOU FAIL THE COURSE.

SO NEXT THING YOU HAVE IN THE QUEUE, SCHOOL BOARD MEMBER CLIFF LEWIS, THANK YOU.

ON THE DUAL ENROLLMENT, MARGINAL AND UNSUCCESSFUL MARCH OF THE FALL OF 22, THE FALL.

YES, SIR.

UH, THE 62%.

JUST FOR A POINT OF CLARITY, THOSE KIDS, EVEN THOUGH THEY FAIL THE DUAL ENROLLMENT, THEY TRANSITION TO THAT EQUIVALENT EQUIVALENT COURSE COACH.

IF YOU SEE A WITHDRAWAL, THEN THEY DID NOT FAIL THE COLLEGE COURSE.

THANK YOU.

THEY WERE WITHDRAWN.

SO WHAT THEY PASSED OR WHAT THEY WERE ABLE TO SUCCEED IN IS THE EQUIVALENT HIGH SCHOOL COURT.

THAT'S, THAT'S COURSE.

RIGHT.

SO THEY DON'T, DON'T HAVE THAT GRADE ON THEIR COLLEGE TRANSCRIPT.

THEY MOVED IT OVER TO THE HIGH SCHOOL ENGAGEMENT, WHICH THEN COLLEGE, THEY EARNED THE HIGH SCHOOL HIGH SCHOOL CREDIT.

YES.

OKAY.

JUST WANTED TO MAKE SURE.

THANK YOU.

THANK YOU.

COACH CONCLUDES YOUR QUESTION.

OH, YES, SIR.

OKAY.

THANK YOU.

NIXON Q WE HAVE SCHOOL MEMBER KATIE KENERSON.

UH, JUST SO I'M CLEAR, IF, IF THEY COMPLETE THE DUAL ENROLLMENT COURSE AND RECEIVE A D OR F, UM, THEY STILL RECEIVE HIGH SCHOOL CREDIT FOR A D FOR A D A FULL YEAR OF HIGH SCHOOL CREDIT, NOT THE SEMESTER CREDIT THAT THEY WOULD'VE NORMALLY RECEIVED A FULL YEAR CREDIT.

THEY WOULD RECEIVE, RECEIVE A FULL CREDIT, ONE CREDIT NOT A HALF.

THAT MAKES SENSE WHY WE SEE THOSE READINESS, NINTH GRADE READINESS NUMBERS.

OKAY.

AND IT'S ALL COMING TOGETHER NOW? NOT NECESSARILY.

'CAUSE WE DON'T HAVE THAT MANY D'S.

AND REMEMBER, WHEN WE'RE TALKING ABOUT NINTH GRADE READINESS NUMBERS, WE'RE TALKING ABOUT THE ENTIRE 2000 GROUP OF NINTH GRADE STUDENTS.

AND THIS DOESN'T ENCOMPASS THE WHOLE 2000.

WE'RE JUST LOOKING AT THE DUAL ENROLLMENT GROUP.

THERE'S JUST MAIN PIECES MISSING THAT I'M TRYING TO PUT TOGETHER.

BUT, SO IF YOU GET A, IF YOU GET A D, AND I'M GONNA JUST SAY IT AGAIN.

IF YOU GET A D IN A DUAL ENROLLMENT CLASS, YOU'RE CLEARED WITH HIGH SCHOOL CREDIT, UH, AND YOU MOVE ON TO THE NEXT, THAT WOULD BE THE SAME FOR ANY HIGH SCHOOL COURSE THOUGH.

SO IF I GET A D IN ENGLISH ONE, I STILL MOVE ON.

I HAVE A CREDIT IN ENGLISH ONE.

AND IF YOU GET AN F I DO NOT GET CREDIT.

YOU DON'T.

AND THEN, OKAY.

ALL RIGHT.

ENOUGH FOR NOW.

THANK YOU.

SO I THINK FOR CLARITY, THE SEQUENCING IS EQUIVALENT OR ALIGNED TO HIGH SCHOOL.

YES, SIR.

UH, TO THE HIGH SCHOOL SCHEDULE, CORRECT? YES, SIR.

OKAY.

SO I, I'M USING ENGLISH ONE AS THE EXAMPLE FOR A TRADITIONAL COURSE I GOT, BUT THERE IS NO DE ENGLISH ONE.

GOTCHA.

OKAY.

UH, NEXT WE HAVE SCHOOL BOARD MEMBER, VICE PRESIDENT, MS. CARLA POWELL, LEWIS.

GOOD EVENING.

UM, OKAY, SO MY QUESTION IN REGARDS TO, YOU MENTIONED THAT IF THEY GET A D, AND OF COURSE IT'S, IT'S ALSO THE SAME THING OF, OF BEING THEIR HIGH SCHOOL GRADE OR WHAT HAVE YOU MM-HMM.

, DO THE STUDENTS HAVE THE OPPORTUNITY, NUMBER ONE, TO RETAKE THAT CLASS? IF THEY WANTED TO RETAKE IT IN, LET'S SAY HYPOTHETICALLY AS ENGLISH ONE? THEY COULD, THEIR PARENTS OPT IN FOR THEM TO, TO RETAKE ENGLISH ONE AND WORK ON HAVING A HIGHER GRADE, JUST AS A HIGH SCHOOL CLASS.

IF THEY FAIL, IF THEY MAKE THAT, UH, THAT D AND THAT DUAL ENROLLMENT.

SO LEMME MAKE SURE I'M UNDERSTANDING YOUR QUESTION.

I'M GONNA GET AWAY FROM ENGLISH ONE 'CAUSE THERE ISN'T A DUAL ENROLLMENT FOR THAT.

OKAY.

SO LET'S TAKE SPEECH.

OKAY? YES.

SPEECH ONE HAS A DUAL ENROLLMENT PIECE.

SO I'M A STUDENT, I TOOK SPEECH ONE, I GOT A D IN SPEECH ONE.

MM-HMM.

DE MM-HMM.

.

AND SO THEN WHAT YOU'RE ASKING IS, COULD THE STUDENT THEN GO BACK AND TAKE TRADITIONAL SPEECH YES.

AND EARN MAYBE A B OR SOMETHING? YES.

THAT COULD BE A POSSIBILITY.

YES.

THE, THE ONLY THING IS WHAT WE TRY TO DO IS MAKE SURE THAT WE'RE NOT REPEATING COURSE CREDITS WHERE WE DON'T HAVE TO.

BUT OF COURSE, IF A STUDENT CHOOSES TO DO THAT, THAT'S ALWAYS AN OPTION.

THAT WOULD BE THE SAME AS IF I WANTED TO RETAKE HEALTH BECAUSE I GOT A D THIS TIME.

AND SO I RETOOK IT IN THE SUMMER AND GOT A B.

OKAY.

AND I, I WOULD ALSO LIKE TO ASK TOO AS WELL, WITH, UM, THE COMMUNICATION BETWEEN THE SCHOOL, BETWEEN THE HIGH SCHOOLS AND STUDENTS AND FAMILIES, UH, ARE THERE ANY MECHANISMS PUT IN PLACE THAT, THAT REQUIRE MAYBE SCHOOL COUNSELORS, GRADUATION COACHES, WHOMEVER IS OVER DE FOR THAT SCHOOL TO STAY IN CONTACT WITH THE PARENTS TO LET THEM KNOW THESE ARE YOUR CHILD'S OPTIONS BEFORE WE GET TO THE D N F STAGE? THESE ARE YOUR CHILD'S OPTIONS.

DROP THE CLASS, WITHDRAW, WHAT HAVE YOU, WHAT HAVE YOU.

ABSOLUTELY.

THAT'S ACTUALLY WHY WE PICTURED THAT SCREENSHOT OF WHAT THAT WITHDRAWAL CRITERIA LOOKS LIKE TO SHOW YOU THE INDICATORS THAT ARE HAPPENING.

AND THERE'S PERSONNEL DEDICATED TO MAKING SURE WE ARE GETTING AT THE DISTRICT LEVEL GRADE REPORTS FROM STUDENTS ON A REGULAR.

MS. MAYWEATHER ACTUALLY HAS ACCESS TO ALL OF THE CANVAS COURSES AS WELL.

SO SHE CAN GO IN AND VIEW THAT INFORMATION.

AND SO WE SEND DIRECTIONS WHETHER IF WE NEED TO DO THAT.

BUT THERE'S PERSONNEL ON EVERY SITE WHO THEIR RESPONSIBILITY IS TO CONTACT PARENTS, WORK WITH STUDENTS ON A REGULAR BASIS.

SO IT'S NOT LIKE THEY'RE ON THEIR OWN.

NO MA'AM.

UNTIL THE END.

AND THEN THEY DISCOVER THEY HAVE A DNR.

NO, AND MS. POWELL, DON'T FORGET, MS. POWELL.

LEWIS'S FINE.

DON'S DON'T FORGET THAT.

UM, DUAL ENROLLMENT IS ONE OF THE ONLY COURSES WHERE YOU ACTUALLY HAVE TWO TEACHERS OF RECORD, RIGHT? CORRECT.

YOU HAVE CORRECT.

A COLLEGE PROFESSOR AND YOU HAVE AS WELL AS THE HIGH SCHOOL FACILITATOR ON CAMPUS.

SO YOU REALLY HAVE MORE SUPPORT, MORE MONITORING THAN IN ANY OTHER ENGAGEMENT IN, IN HIGH SCHOOL.

[00:40:01]

WE'RE TRYING TO GET THROUGH THIS.

'CAUSE I KNOW YOU GUYS HAVE LOTS OF THINGS TO DEAL WITH, BUT THANK YOU.

SHE, SHE GOT ME EXCITED.

SO I MENTIONING YOU ASKED THAT QUESTION, THERE ARE COUNTLESS NUMBERS OF LIKE, ACTIVITIES THAT WE'VE LOGGED THAT HAVE WHAT THE INTERVENTIONS WERE FOR STUDENTS AS BEFORE THEY GET TO THAT POINT, BECAUSE NO ONE WANTS THE STUDENT TO GET TO THAT POINT TO WHERE THEY HAVE THE D THE F OR HAVE TO WITHDRAW.

SO WE HAVE PLENTY OF ACTIVITIES THAT HAPPEN BEFORE THAT.

OKAY.

THANK YOU.

ALL RIGHT.

SO THEN THIS IS JUST KIND OF A SUMMATION, PUTTING IT ALL TOGETHER, WHAT THE END OF THE YEAR LOOKED LIKE WITH WHAT YOU JUST SAW ON THE LAST SLIDE.

SO IT'S NOT VERY DIFFERENT, IT'S JUST WHAT YOU ALREADY HAD PUT IN ONE PLACE.

WE HAD 28% A'S 28% B'S, 27% C'S.

WE HAD 10% OF THEM WERE D'S, 7% WERE F'S.

AND AGAIN, BECAUSE THE WITHDRAWAL RATE, THE SPRING SEMESTER WAS SO MUCH LOWER 'CAUSE WE LEARNED SO MUCH DURING THE FALL, WE HAD A 9%, UH, WITHDRAWAL RATE FOR THE FULL YEAR, GIVING US 83% OF OUR ENROLLMENTS EARNED COLLEGE CREDIT.

AND THEN PURSUANT TO THE LAST REQUEST, MR. LEWIS, UM, SO WE'VE LOOKED AT THE LEAP DATA AS REQUESTED.

WE CHOSE THE ENGLISH ONE LEAP DATA FOR SPECIFICALLY PATHWAY STUDENTS AT THE PARTICULAR SCHOOLS THAT PARTICIPATED.

UM, AND CHOSE TO LOOK AT THE A, B, C RATE ONLY BECAUSE IF YOU GO IN OUR PUPIL PROGRESSION PLAN, TYPICALLY YOU KIND OF SEE WHERE THE C WOULD BE AS A GRADE MARK.

IT'S TYPICALLY AROUND IN THAT BASIC AREA.

THERE'S A LITTLE BIT THAT GOES A LITTLE BIT IN THE APPROACHING TO, BUT IT'S IN THAT BASIC AREA.

SO WE LOOKED AT BASIC AND ABOVE COMPARED TO AN A, B, C RATE FOR EACH SCHOOL.

NOW AGAIN, THIS WAS THE REQUEST, UH, BUT WHAT WE ARE LOOKING AT AND WHAT WE'RE PULLING FROM IT IS OUR A, B, C RATE EXCEEDED OUR, UH, BASIC AND ABOVE RATE IN MOST CASES.

THE REASON FOR THAT IS, I THINK WHAT MS. MAYWEATHER HAS SAID CONTINUOUSLY ON A REGULAR BASIS IS THE FACT THAT THE LEAPS ASSESSMENT MEASURES A DIFFERENT SET OF SKILLS THAN WHAT IS NECESSARY FOR A STUDENT TO BE SUCCESSFUL IN DUAL ENROLLMENT.

SO, AND I DON'T KNOW IF YOU WANNA ADD TO, YEAH.

SO, UM, COACH, ONE OF THE THINGS THAT WE HAVE ALWAYS TALKED ABOUT IN OUR DEPARTMENT, AND, AND I THINK, YOU KNOW, I'VE HAD THIS CONVERSATION WITH SEVERAL BOARD MEMBERS, IS, UM, I DON'T KNOW HOW MANY OF US IN HERE ARE DEGREED OR TO WHAT LEVEL, RIGHT? UM, BACHELOR'S, MASTER'S, PHD, AND EVEN JUST A A, I DON'T MEAN TO SAY JUST A, BUT EVEN A HIGH SCHOOL DIPLOMA, IT ISN'T ALWAYS ABOUT INTELLIGENCE OR ASSESSMENT, RIGHT? PERFORMING WELL IN THOSE CLASSES AND SUCCEEDING IS ABOUT A SET OF HABITS.

AND THAT'S REALLY WHAT DUAL ENROLLMENT IS ABOUT.

DO YOU SHOW UP EVERY DAY? DO YOU LOG INTO THE CANVAS PLATFORM? DO YOU DO THAT ON TIME WHEN YOU LOG IN? ARE YOU ABLE TO TAKE THAT SYLLABUS AND BREAK IT DOWN INTO A TIMELINE? DO YOU MEET THE SCHEDULING OF THAT TIMELINE? DO YOU MEET YOUR DEADLINES? DUAL ENROLLMENT AND COLLEGE COURSEWORK IN GENERAL IS ABOUT HABITS.

SO THAT DOES NOT ALIGN, IN MY OPINION, TO THE ASSESSMENTS THAT, YOU KNOW, I, I THINK I HEARD YOU SAY ONE TIME, WE CAN'T, WE CAN'T, UH, COMPARE APPLES AND ORANGES, RIGHT? UM, AND SO THE TESTED SUBJECTS ARE NOT THE ONES THAT ARE SUPPORTED BY DUAL ENROLLMENT COURSEWORK.

SO IT'S REALLY HARD TO MAKE THAT ALIGNMENT.

THERE IS NO, AGAIN, THERE'S NO ENGLISH ONE DE COURSE THAT WE ENGAGE IN.

THERE'S NO ENGLISH TWO DE COURSE THAT WE ENGAGE IN.

THERE'S NO ALGEBRA ONE DE COURSE THAT WE ENGAGE IN.

THERE'S NO GEOMETRY.

SO WHAT YOU'RE SEEING, ALTHOUGH WE, YOU KNOW, WE, WE WANNA GIVE YOU THE RATES THAT YOU'RE ASKING FOR.

YES.

IT DOES NOT ACTUALLY ALIGN.

SO WE PICKED THE ONE THAT WOULD BE SIMILAR TO HUMANITIES, I GUESS, DEALT WITH AT LEAST 17.

WE HAVE SCUBA MARK BLUE IN THE QUEUE.

THANK YOU.

REAL QUICK, JUST ONE THING THAT STOOD OUT TO ME WAS TARA HIGH SCHOOL.

AND FROM THE FALL TO THE SPRING, THEIR RESULTS IMPROVED DRAMATICALLY.

YES, IT DID.

DO DO WE HAVE A, HAVE WE PINNED DOWN WHY THAT WAS AND IT'S, IS IT SOMETHING WE CAN REPLICATE AT OTHER SCHOOLS? REPLICATE? HE'S SHOUTING AT RICHARD.

OKAY.

SO, UH, MR. BALLOU, THIS KIND OF GOES BACK TO WHAT MS. MAYWEATHER WAS SAYING AS WELL.

I THINK I KIND OF MENTIONED A LITTLE BIT BEFORE THEIR COURSE ENGAGEMENTS SWITCH FROM YEAR TO YEAR.

LIKE, SO A HIGH SCHOOL COURSE IS A FULL YEAR.

SO SOME COURSES THEY MAY HAVE TAKEN IN THE FALL, THEY MAY NOT HAVE BEEN AS INTERESTED IN AS THEY WERE IN THE ONES IN THE SPRING.

SO THERE'S A LOT OF DIFFERENT FACTORS THAT COULD BE INVOLVED IN THAT.

BUT WE CAN ALSO SAY THAT THE THINGS THAT WE NOTICED ABOUT THE DUAL ENROLLMENT PROGRAMS THAT WORK IS THAT IF YOU HAVE STRONG, UM, SUPPORT FROM YOUR ADMINISTRATION, STRONG SUPPORT FROM YOUR, UH, CAMPUS LEVEL PERSONNEL THAT'S WORKING WITH THOSE STUDENTS, THAT YOU CAN BUILD A SUPPORT STRUCTURE.

AND I THINK THERE, LIKE WE SAID ABOUT OUR FALL VERSUS SPRING COURSEWORK, THEY FIGURED IT OUT.

AND SO THEY WERE ABLE TO LOOK IN AND SEE OKAY, WHERE STUDENTS WERE STUMBLING.

LIKE WE HAD THE MIDTERMS THAT CAME UP AND YOU WANTED TO MAKE SURE THAT THAT WASN'T SCHEDULED AT THE TIME AS SOMETHING ELSE HAPPENING ON CAMPUS.

SO THERE WERE A COUPLE OF SITES THAT HAD LIKE DRASTIC TURNS FROM FALL TO SPRING.

BUT YES, UH, TARA WAS ONE OF THEM.

AND I, I

[00:45:01]

DO BELIEVE THAT IT WAS THE COURSE ENGAGEMENT ALSO THAT THEY ENJOYED IN THE SPRING SEMESTER.

THANK YOU.

OH, OKAY.

I'M SORRY.

AND THE LAST THING HAS, UH, NOTHING TO DO WITH DUAL ENROLLMENT, BUT MR. GODDE ASKED FOR THE I V C AND AP DATA, UM, AND I APOLOGIZE FOR THE TYPO UP THERE.

IT SAYS P C, BUT IT'S AP DATA.

SO, UM, AGAIN, WE TAKE COURSE EQUIVALENCE.

SO IF WE ARE, ACCORDING TO OUR SEQUENCE AS, UH, PRESIDENT LANIS MENTIONED, NINTH GRADE STUDENTS TAKE WORLD GEOGRAPHY.

UH, SO IN THE DE VERSION THAT WOULD BE CULTURAL GEOGRAPHY IN THE AP WORLD, THAT WOULD BE AP HUMAN GEOGRAPHY.

AND SO WITH THIS, WE HAD ABOUT 1,281 STUDENTS THAT ENGAGED IN AP.

SO ONLY 690 TESTS CAME BACK FROM COLLEGE BOARD.

NOW, I WILL ADMIT, THIS IS A FLUKE.

THIS HAS NEVER HAPPENED WITH COLLEGE BOARD BEFORE.

WE ARE MISSING 262 SCORES FROM WOODLAWN.

THEY WERE SUPPOSED TO BE POSTED AUGUST 15TH.

WE DID CHECK BACK WITH THE SITE.

SOMETHING'S GOING ON WITH COLLEGE BOARD.

OF COURSE, ONCE WE GET THAT INFORMATION WE'LL SEND IT TO YOU.

SO, BUT THIS IS WHAT WE HAVE FOR NOW.

IT JUST DID NOT COME BACK FOR THAT.

WE ARE STILL MISSING SOME OTHER ENGAGEMENTS.

'CAUSE SOME STUDENTS, THEY'RE IN THE COURSE BUT DID NOT TAKE THE ASSESSMENT.

THAT IS NOT THE GOAL.

UM, OBVIOUSLY IF THE GOAL IS FOR AN ADVANCED COURSE TO YIELD SOMETHING AFTER HIGH SCHOOL, THEN THERE NEEDS TO BE SOMETHING AFTER HIGH SCHOOL.

SO THAT SOMETHING WE'LL WORK ON.

BUT AS THE FOCUS OF THIS IS DUAL ENROLLMENT, WE COULD GO INTO A WHOLE DISCUSSION ABOUT THAT.

BUT HERE IS WHAT YOU HAVE FOR THAT.

60% OF THE TESTERS WERE 1 54, UH, 5.4% TWOS, AND THEN KIND OF GOING INTO WHAT YOUR THREE AND ABOVE WAS, I BELIEVE IT'S 34.6% HAD THE THREE OR ABOVE, WHICH IS THE, UH, COLLEGE READINESS MARK.

WE WILL ALSO NOTE THAT THE AP HUMAN GEOGRAPHY TEST, OUT OF ALL OF THE HU HISTORY AND SOCIAL SCIENCE TESTS ACTUALLY RANKS AS THE SECOND MOST DIFFICULT IN, UH, MAY OF 2022, WHICH OF COURSE WE DON'T HAVE THE 23 DATA YET, WE JUST TOOK IT.

SO THE COLLEGE BOARD LISTED THIS INFORMATION FOR US.

SO THAT IS SOMETHING WE HAVE TO LOOK AT.

BUT WE ARE DEALING WITH EQUIVALENT, SO WE WANNA MAKE SURE THE SEQUENCE IS EQUAL ALL THE WAY ACROSS.

AND THEN FOR OUR INDUSTRY BASED CERTIFICATIONS, WE HAD 197 EARNED BY PATHWAYS STUDENTS.

OKAY.

WE HAVE A FEW MORE, A FEW MORE NAMES IN THE QUEUE.

UH, SCHOOL MEMBER CLIFF LEWIS, THANK YOU FOR A VERY INFORMATIVE, AMAZING, THE OVER INFORMATION.

NO, NO, I MEAN REALLY.

BUT THE ONE THING THAT, UM, YOU WERE TALKING ABOUT THE ABCS AND THE, THE, THE LEAP.

A LOT OF KIDS THAT ARE REALLY GOOD STUDENTS ABSOLUTELY JUST DON'T TEST VERY WELL.

YEAH.

SO, UH, I'M NOT A GREAT PROPONENT OF STANDARDIZED TESTING, BUT I THINK THAT IF A, IF A KID CAN DO THE, DO THE CLASSWORK, THEY CAN BE SUCCESSFUL IN HIGH SCHOOL AND THEY CAN BE SUCCESSFUL IN COLLEGE BECAUSE LIKE YOU SAID, IT'S ABOUT HABITS, KNOWING HOW TO STUDY.

UM, BUT WE ALL KNOW ABOUT TEST ANXIETY.

WE ALL KNOW ABOUT THE LEAP TEST.

SO I WAS NOT SURPRISED TO SEE THAT GRAPHIC THAT KIDS DID WELL IN THE COURSEWORK AND MAYBE DIPPED A LITTLE BIT ON THE LEAP TEST AND COACH.

IF I COULD, CAN, IF I, IF I COULD JUST ADD SOME, IF I COULD TAKE A POINT OF PRIVILEGE.

ALSO, JUST TO ADD SOMETHING TO WHAT YOU'RE SAYING, THE HABIT SET THAT WE'RE TALKING ABOUT THAT'S GAINED FROM DUAL ENROLLMENT IS EXACTLY WHAT EMPLOYERS ARE LOOKING FOR.

DO YOU COME TO WORK? DO YOU SHOW UP? DO YOU SHOW UP ON TIME? CAN YOU CHECK OFF A LIST OF THINGS? CAN YOU FOLLOW A SCHEDULE? SO IT'S NOT JUST FOR US, IT'S NOT JUST ABOUT THE ADVANCED COURSEWORK, IT'S ABOUT THE HABITS THAT THEY'RE BUILDING THAT WILL CARRY THEM THROUGH THEIR COURSEWORK.

NOT JUST DUAL ENROLLMENT, BUT SUCCESS THROUGH HIGH SCHOOL GRADUATING ON TIME AND THEN BEING ABLE TO EITHER TRANSITION TO A POST-SECONDARY OR TO THE WORKFORCE.

BECAUSE THOSE SAME HABITS WILL TELL AN EMPLOYER, THAT'S IT, THAT YOU'RE TRAINABLE, YOU'RE GOING TO BE HERE ON TIME, YOU'RE GOING TO DO WHAT YOU HAVE TO DO.

BECAUSE I DON'T THINK THEY ASK ANYBODY FOR THEIR, FOR THEIR LEAP SCORES OR THE E O C SCORES WHEN THEY GO APPLY FOR A JOB.

I HATE TO SAY THIS BECAUSE I'M TELLING 'EM MYSELF, BUT 75% OF WHAT I NEED TO WORK IN MY JOB, I LEARN ON THE JOB, ON THE JOB.

THE REASON PEOPLE HIRE ME IS BECAUSE I HAVE A CREDENTIAL THAT SAYS, OH, SHE COMPLETED SOMETHING.

SHE'S ABLE TO FOLLOW SOMETHING.

RIGHT.

I AGREE.

THANK YOU.

SO THANK YOU.

EXCELLENT PRESENTATION.

IF I COULD JUST ADD TO, I ALWAYS WANT TO, UH, MAKE SURE EVERYONE IS AWARE WHEN WE DESIGNED THIS PROGRAM, WE DID IT IN COLLABORATION WITH L S U SOUTHERN UNIVERSITY AND B R C C.

UH, THEY ARE ACTUALLY ALL IN A ROOM TOGETHER WITH US TO DESIGN THIS TO ACCELERATE FOR KIDS ACROSS OUR CITY.

AND I WANTED TO THANK THOSE INSTITUTIONS, UH, TO BE IN THERE BECAUSE THEY DID THE COURSE SEQUENCING.

WE TALK THROUGH ALL THOSE THINGS.

SO ANYTHING THAT KIDS TAKE IS THROUGH THAT COURSE.

AND THESE, THOSE ARE ACTUALLY THE THREE COLLEGES OF MAJORITY OF OUR KIDS IN THE ENTIRE PARISH GO TO NEXT.

WE HAVE SCHOOL BOARD MEMBER MICHAEL GODDE.

THANK YOU.

UH, THANK YOU FOR THE PRESENTATION.

IT'S GREAT.

I JUST WANTED TO MAKE SURE I WAS GETTING SOMETHING CORRECT.

[00:50:01]

IF I LOOK AT THE SPRING GRADE DISTRIBUTION, IT SAYS THAT 82% OF OUR KIDS TAKING THE SPRING CLASSES GAIN COLLEGE CREDIT.

AND THAT'S COMPARED TO ONLY 44 OR 34% OF THE PEOPLE WHO TOOK AP CLASSES GAINED CREDIT.

YES.

YES, SIR.

THAT IS CORRECT.

SO, YEAH.

YES, SIR.

AND DON'T, DON'T FORGET MR. GODDE INSTITUTIONS, POST-SECONDARY INSTITUTIONS SET WHAT THEIR MARK IS.

OH, I UNDERSTAND.

SO IT COULD, THEY DON'T NECESSARILY HAVE TO ACCEPT THE 300.

WELL, I, I TOTALLY UNDERSTAND THAT.

BUT THEY ALSO DON'T HAVE TO ACCEPT THE DUAL ENROLLMENT.

SO I'M JUST COMPARING APPLES TO APPLES.

I UNDERSTAND A LOT OF TOP UNIVERSITIES DON'T ACCEPT AP, BUT WE HAVE AN 82% COLLEGE CREDIT IN DUAL ENROLLMENT AND A 44% COLLEGE, 45% COLLEGE CREDIT IN AP CLASSES.

83 AND OVERALL FOR DUAL ENROLLMENT AND 34 FOR AP.

YES SIR.

THANK YOU.

OKAY.

THANK YOU.

SCHOOL MEMBER MICHAEL GOEY, SEEING NO OTHER NAMES INSIDE OF THE QUEUE.

THANK YOU AGAIN,