001just kind of walk up to the front and uh stand beside each other and and we'll go from there. And so um our elementary student of the year is Mr. Cohen Foster. So Cohen is from um Cypress Elementary and we're we're proud of him and know he'll do great things at the next level. Um our middle school student of the year is Mrs. Kasia Stewart. IS FROM AE Phillips and uh she's our middle school student of the year. Um and she is uh she's the delight to to get to meet and speak with. So, and then uh this next individual is uh no stranger. She's been here a couple of times. Um she's from Russ High School. Mrs. Melissa Lee is our high SCHOOL BOARD. I'm going to open it up to you if y'all
002have any comments or anything. >> I would just, you know, they all turned their backs to us. Glad y'all did. I would love for you if you would, first of all, tell us who are your guests with you tonight. We'd love to hear if you have parent or teachers or anybody like that with you tonight. I'll start with you. Yes, sir. >> Uh, I have my parents here today >> and their names are >> Steph and Brian Foster. >> You're the man. Good job. Thank you. >> I have my mother Grace Joseph here and I have my friends Melissa's family and my friends Mia Lee Van my honorary sister I have my mom and dad sly my little sister Mia and then Ka's mom we were sharing Anybody? >> I know we're all proud of
003y'all. It's good to see camaraderie between other schools and other grades. Good to see that, especially having a good mentor for you for the for the future. But anyway, we're proud of these awards that y'all get gotten. And I know it's a not just some given to you lately. It's something achieved and we're proud of that for each of y'all. Make it quick. One, two, and three. We'll do it. >> All right, we're done. Thank you. >> Thank y'all. Students and parents, if y'all squeeze in tight and ready to go, you're more than welcome to to leave if y'all would like. Um, we're gonna move on to our teachers of the year. Um, of course to have excellent students, you have to have excellent teachers um to to teach and lead these students. Um, this
004teacher process once again is it's a long process. Uh, they have completed portfolio and it's a lot of work and uh, we do a little bit of it here at the district level. When they move on to a state level, they have to do a whole video and it's it's a whole thing. And so, um, we're excited to be able to recognize these teachers this evening. Um there's a few things that we look forward and that's instructional excellence, uh leadership, professional professionalism, um and innovation and uh continuing in improvement throughout the throughout the school years. And so um once again, every year, uh schools represent a teacher to represent their school and um we pick one from um each grade level to to move on to the next level. Uh the first that we'll recognize
005this evening is our early elementary teacher of the year. Uh early ele um early early grades um and that is Mrs. Rachel Brown. Our next will be our elementary teacher of the year and this is going to be our K through five grades. Um and that is Miss LAURA HALL. I DON'T KNOW WHERE TO STAND. >> She chose to save >> uh Rachel is from Elpec of course. And then uh Miss Hall is from Glen Keep Elementary. Uh and then our middle school uh teacher of the year is from A Phillips, Mrs. Jennifer Williams. And then finally, last but not least, our high school teacher of the year, and that's Mrs. Caitlyn Mercer and board. We'll do the same format here. If y'all have any comments or anything, feel free to do so. Well, first
006of all, I got to say that I love Miss Laura because we've been neighbors and friends for a long long long long time. Her family and our family. But anyway, if you have any guests we would love, you can recognize. If you have anybody with you, please feel free to give a shout out. >> Hey, I have my mom, Michelle Brown. I have the honor to get to teach right across the hall from her. I have >> and my husband David and my sweet principal >> Jordan Blushe who drove all the way home to Menon found out it was tonight and drove all the way back. So sweet. But that's how good he is. I have my husband. I have my daughter and my parents. We're from Farmerville. Um, I have my mom, Mary Mercer,
007and she, fun fact about her, retired after teaching school for a few years. >> So, I'm happy to have her here. And then our principal, Miss, >> I just want to say that keep continuing to do what you do. The biggest push is to move these kids forward every time you walk in the classroom. And when they succeed, you succeed. 90% of the players is seeing them be successful in life and whatever they do. And it takes a lot of patience and dedication to move from that. I was there 25 years and greatest time of my life. Say hello. We all appreciate the hard work represented here and appreciate the spousal and family support too because I know you need that. Can't do it all by yourself. Appreciate y'all. >> Um I I like to
008pick with her. She taught for 50 years in Parish and um when my cancer came back a second time was when she retired but I like to joke with her if all of that hadn't happened she'd probably still be I don't think I have that many inless >> congratulations ALL All right, last but not least, I will say that Melissa Lee whispered in my ear a while ago. She brought with her also, including her two sets of parents and Taylor Mitchell are here from Russ with her. U so we have great students, we have great teachers, and we have to have great principles to help lead uh those schools. Um, of course they need to uh have a great school culture and climate. Um, good organizational and operational skills. And every year we choose a
009principal that represents that um to be our district principal of the year. Uh, this year we have chosen a um young lady from the big town of Sinsboro, Louisiana, Big Metropolis, uh, Mrs. Lacy Hulcom. Mom, did you get >> um I'm so incredibly honored to receive this award. So, I just it wouldn't be possible without have an amazing faculty, staff, and students. I'm so very proud of them. Uh it's their hard work that also got us an A rating this year. So, I'm just incredibly proud to be a part of Sboro and to be a part of Lincoln Bridge. I'm so proud of Miss Mercer. Um, and I have my parents here with me tonight, too. Um, so my mom, my stepdad, and my dad. >> Well, congratulations. Congratulations. I know you do a great
010job. >> I know you want to say something. >> Yeah, I do want to say so Lacy came on, we kind of came on together because I came on the board the same year she stepped in as principal at Sinsboro. And so it's just been good to see the growth and like she said where we've come and making an a school. So I think she's doing good things and putting the right people in place. So proud of >> you. Um Miss Bers from um Mike Johnson's office was not able to be here tonight. She she regretted that she was wanting to be here. Um but they will be receiving a a certificate from from Senator Mike Johnson um for their awards as well. So, we'll be getting that to y'all. >> That's all I got.
011>> Thank you very much. Okay, all of y'all are welcome to stay and watch all this, but if y'all made so feel free to step out. Congratulations. All right. >> Thank you, Mr. President. During last month's board meeting, you education of students with exceptionalities. I CC cameras and special education classrooms JA for education opportunities and JD recommendations that the board approves these revisions. We have a recommendation that we approve these. Do I have a motion that we approve these? >> Some move. >> So move and a second. >> Any questions for the board or any comments from the audience? Seeing none, hearing none. All in favor say I. >> Any opposed say no. >> Thank you. Those are approved. Okay, we'll move to the reports section. I believe that's the only item we have for
012for voting tonight. So, we'll bring up item 7.1, beginning of the year 2025 literacy screen report. Dr. Lily Williams. Dr. Hearn. We will start with looking at the um K3 screener. We give this assessment three times a year. beginning of the year when we open schools in August, middle of the year, we actually started yesterday and then end the year. But the data we want to compare and share this with you all um from beginning of the year to 2024. So this year, beginning of the year, you all know that we uh implemented the program with um block. So just briefly we'll go over this and this was shared um in November was when the state department released this data and this was already shared with the media. So you all may have already seen
013this for the district um grades K through kindergarten overall. And I'll tell you that the um the district data is the dark and the state data is the the gray numbers and the flexes. We can see that overall beginning of the year 2024 last year we had 45.7% um proficiency rate and proficiency means students are scoring on grade level or above grade level with their reading and this year we increased um throughout all grades by 4.7% which is points up to 50.4% proficient. So then we do a breakdown and we look at kindergarten and you can see that last year and this year we there was no change the students proficiency rate was 24.6% that mean that they come to us before we give any instruction to them at at this proficiency um level saying
014that they're on grade level and you can see that there's no change. So that says that they're coming to us pretty much at the same level uh for the past two years. So then we look at um first grade last year compared to first grade this year and um last year they were at 48.6 48.8% proficiency. This year we increased that by 11.9 percentage points. These would have been these first graders this year would have been our last year kindergarteners which would have been um the group of students that like I said benefited from you. We moved to second grade. Second grade last year, which are our um which were first graders last year, they entered the school year 56.9% proficient. And this year um the this group of second graders this year entered at
01560 um% proficient, which is 3.1 percentage points increase. And then last for our oldest grade, our third graders that were um that that currently they were they were second graders last year when we looked at the stat. But either way, our third graders last year entered at 50.4% proficient and you can see this year's group entered third grade at 60.6% um proficient, which was an increase of 10.2 percentage points. Now, lastly, I at the beginning we started out with students in grades K through three overall, but we just wanted to to pull the kindergarten out and look at the list of students who we have had an, you know, influence on um last year from kindergarten um up through that second grade group. And you can see the overall group increased from 52% sub to
0166% which is an increase of 8.4 percentage points. So uh it seems like the students and the teachers are working hard and the programs that we're implementing um strategies are working. I have a question. So the students are coming 24.6 24.6 on the kindergart level. Those are two different sets of students right? >> Yes. >> Okay. So why at the beginning of the year, what type of interventions are we doing at the prek level that can help increase that 24.6 for two years? We're saying that they're coming to us at this level, right? So are we you talking about area daycarees, area child care? >> Yes. As well as the students who do not attend those. So that's all with the students from um children from from the district. Um so they're part of them
017coming out out our prepaid programs lack and our teams have preaid programs. Um but then some of these are coming from from daycare kickstart um other other programs prek programs and some of the students coming from home but now so this is how they're coming to us. So, um, to answer that question, restore would you like to speak to what we're doing at LPEC and our prek programs that we have control over? >> So, our prek program um at LPEC, we've implemented um awareness curriculum starting this year called Heggerity. So, and that's like the first phase of phonics with uh with young learners. So, we've implemented that and then toward the end of the school year when they've had enough of that he and the phmic awareness instruction, we start um a little bit of
018UFI. So, we we take uh there's some getting ready lessons in UFI that they're going to experience in kindergarten. Well, we go ahead in the last nine weeks, we start exposing them to that curriculum and the expectations and that sort of thing um for that last nine weeks to help get them ready for when they start kindergarten. But again, as she said, these a lot of our students that we have enrolled in kindergarten, the majority of them didn't go through our prek program. >> So, what type of relationship do we have with the children coalition? the children's coalition like I I'm not part of that. >> So Lincoln Parish is not do we work with the ch children coalition because if we it's something that you're saying we can't control like what what's what's the
019relationship because at the end of the day the same kids are going to feed into our school system. So we need to start be you know build a relationship network with the area early childhoods because those are our kids and looking at that that's 24.6 that's an area that of opportunity that we definitely to work on. So what type of relationship are we looking to build with the children coalition? Uh, I'm not the early childhood coordinator, so I don't work with the children's coalition, so I can't answer your question related to that. >> I can't answer that one. So that either um you'll see at the end of the next presentation. There there are some evaluation programs that the state has in place um that that look different, but as far as our early childhood
020I haven't followed that. So I'm not aware of that, but there is a state department that does have um just like we have performance ratings, they do have that as opposed to programs outside. I would just like request that we try to research and look at some opportunities to engage before students get can hit kindergart because with the 24.6 seats and the game has changed with our state accountability and so just making sure our kids like every student even though they're not part of ELAC or Head Start something that we could start networking and working together with the others because those kids are I mean they're going to be our kids in kindergarten. I would like to point out though if you if you look at the beginning of the year kindergarten 24.6 and you
021go diagonally to the beginning of the year first grade, we move them from 24.6 to 60.7% proficient. >> So that's that cohort of kids. So that is significant growth from kindergarten to first grade. So, I would like to point that out that yes, they're coming to us low. We know we need to work on that and we're trying to address that, but we are growing kids from where we started to the beginning of first grade. >> And the reason why I'm bringing that up is because I've been researching like the school systems like one through nine or ahead of us. And so what they do is they network at the before preK with the early childhood centers and things like that. So I was just asking what are we doing by that? So it's just
022a air opportunity. I'm just asking in the future like what are we doing to to bridge that that gap? >> Makes sense. The earlier we get started the better off we are >> right. samples. >> What percent of those first year kindergarten? How what percent of those actually come from prek? And do we have any data that shows prek helps them? >> I would I don't have the other. >> I was at the last meeting. In order to know where to go, you need to see what you need to do to get there. And if you can't compare and contrast kids that didn't go to prek, that went to prek, you can find out where you need to go, what you need to do. You just can't assume everybody at home can teach them reading,
023math, anything, you know. But I think with the this reading program getting better, they can teach reading. That's why I asked 15 years ago, you go back, if those kids in their 15 years past couldn't read, how teach reading to the to the kids. You know, you can't do lineage programs here in Richmond have standards. They have experience >> system for all the prek I'm talking not talking about but just centers we have >> and that that data is available. I'll also share that um calendar. Um it has a link where you can actually go and see all the centers >> with the advancements made on your presentation. How do you affect the subgroup? Have you pulled this right now? The state is not giving us that stuff. >> They're not giving us that stuff.
024>> Is it for this or you talking about for this one? >> No, for this questionn? No, but I would like to say that is awesome. That's really good and I think everybody in this room is certainly proud to see the green green green green and I think everybody should be commended for that. you know, from Lindy Manning and all their folks from tag down how we've incorporated and put it to practice and the teachers have bought in and now they're seeing results of their hard work. That's only encouraging more and more of the next several years. And I think that's what we should expect. We may not see drastic increases over the next several years because we've moved them pretty far, but we should continue to see improvement and that's exciting. >> So, congratulations
025to y'all for that. And it's just pointed out if you follow the heart. >> Here we go. Okay. questions coming. >> But that's just the question you're talking these are just the boys at the beginning of the year end of year. What was the actual end of year because it probably has it was more increased then right from one year to the next right at the same time. >> So end of year >> they increased already right? >> Yes. Okay. >> So, we're looking now if you >> sound like a large jump because they're already there at the end of the year they've increased too, right? >> Yes, they increased and then this is what they retained or any fall off from the summer and where they begin. And um if you remember last year
026when we did the presentation, this assessment is not the same. It changes by grade level. So, what's expected at the end of kindergarten? there's a different assessment when they walk into first grade. Same thing for first grade to second grade. The um the sub test that's in the test, it changes and expectation changes. So yes, this this is a reflection of some of this growth that we saw from the end of year last year. But also um this also shows that the end of year first rate test is a lower level of expectation than the beginning of second grade that makes so so there was some difficulty um now we will move into um district performance Um we're proud that Lincoln Parish is the A district again this year and we will move through the
027um we will move through this presentation. We will focus on the the overall district even though each school gets a school performance score. We're going to focus on the district. You all do have information in your folders and then for the public it is available on LE for this, you know, the breakdown for the specific schools. Um you can see that in across the state of Louisiana there are 70 districts and 12 of those 70 districts earn um earn performance scores of eight with Parish ranking number 10 and um the state department when they share they only give the top 10 but um Vermillion and St. choice I think they deserve recognition too. So we're in the top 17.1% um of districts across the state. Only 17.1% of the district um of school. Okay. So
028then we look at top achieving K8 schools and we can see that one of our schools u is here tied for numbers for third uh AES 119.2 too and they continue to um to score well with their students and a we have four um schools in the district who are a schools uh as Miss Ham uh mentioned Simsboro joined the ranks this year so we're really proud of them so our A schools are the three high schools high school high school Simsboro High School and um AE school um along Along with um these these rankings, we have the schools that not just the A schools, we have schools who earn honorary um badges and we have students who earn um top gains. These are the nine schools. Um all you can see all of these
029earn top gains and these are the students who earned an assessment index of A in their progress index. And just reminder what the progress index is that limits the students leave schools from the prior year and it sets a target for them to grow for the next year. And so if they meet their growth target or show um substantial amount of growth then we earn points for those and that is how the progress index is calculated. So all nine of these schools earned a rating of eight for that progress index and these schools also have to make sure they don't have any urgent intervention required labels. Then we have two schools that earn the opportunities honorary badge and these are schools that ranked in the top 90th percentile for subgroups which u those subs being
030special education the English learners and economically disadvantaged and also these schools um cannot have any intervention required um labels on them either. All of these schools have badges um that the state department um gives and they're allowed to put those badges on their websites and any correspondences that they correspondence that they send out. Okay. Now, like I said, we're going to focus on the on the district, but I did um this is in your folders. Um and you have each school and their their um overall school performance score as well as each of the indices. Great arrows indicate increases in an index. A red um arrow pointing down in uh indicates a decrease uh in that index. And then the three blue dots indicate that there's no change. So, like I said, tonight this report
031is going to focus on the district performance score, but you do have the data there for each of the schools that you can look at. Um, like I said, board members, you have that in your packet and probably that is accessible on LDOE website and I'll share that with you all later. Okay. Um, moving into schools that have comprehensive or urgent intervention labels. These are labels that um schools receive when they are performing. Um the students in the subgroup are not performing as well as they need to be. Uh we don't have any for discipline. Um we also can get some of those for discipline but we we've worked um with our students not to um so that our out of school suspension rates are not you know not we are required to do interventions.
032So to look at these, we have Dubot and you can see for the black African-American subgroup, they have a uh urgent intervention needed label. And that means that um for urgent intervention needed, that means that the school earned the score for one or more um subgroups of students that equivalent to a D or an F. And you can see um with that with the sub data um that's that's on eligibility what what that score was there. Okay. IA Lewis they have um four um intervention urgent intervention need well three urgent intervention needed and one urgent intervention required labels for the subgroups um for black African-American disadvantaged Hispanic Latinos and student with disabilities once again this is because they earn um a a D or F rating for these stu um for these students and res
033junior high. Um they have overall the school of comprehension comprehensive intervention required label and the way you get a comprehensive or the way they um end up with this label is that they were identified um with a a subgroup that had um that that had been three consecutive years of DF rating and once again you'll be able to that's going to be with the students with disability once again more information is available through the LE site if you want to take a little bit deeper, but these are our labels that we need to pay attention to and we have already started the work um and and with the schools and plans on what we've done with these. >> I would I would like to point out um that I Lewis was CIR um and they
034with their exponential growth last year, they're on track to exit. When do you anticipate that exit posit? >> As long as they get the same kind of results two years in a row. Now the the thing is anytime you have labels UI UI, that's something that you watch because they they can escalate into a CIR, but it it's a system that the state gives us say, hey, let's pay attention to these subgroups. >> What are we doing to pay attention to these subgroups? We have we have um last year at I Lewis they began interventions in class but also pull out interventions where um students have the opportunity to go work with a content strong teacher math or ELA depending on which need is greater and that was really successful and we have started that
035at the junior high. Mr. Did you add anything? >> Actually, glad you asked. Um, yeah, we so we're did some um probably sped best practices. We were part of a cohort group, a cohort of folks who met last year, brought some of those practices back. Those are the things we implemented last year, kind of a pilot, saw great results. uh actually got on the call was it yesterday I believe with that same group of folks uh for them to kind of come support us continue to support us at I Lewis definitely uh but but but expand that supporting the work that we're doing at the junior high so that's kind of one bucket of work uh in addition to that they were able to to double block some classes this year uh extra time to
036learn is is a a real good component of work that we've done we did at I Lewis last So that double blocking at the junior high this year has given us more time to spend those 15 months. So couple of different things that we're working on. Uh we we recognize that that's a a place we've really got to dig in. And to be honest with you, we're talking a little bit about trying to get out ahead of some of that. We we noticed a bit of a cohort of kids that we we've really got to spend some extra time. So trying to get out ahead of that as they get ready to transition to high school. That's that's the work that we're doing. So even when you say the cohort kids like even I Lewis
037at the Hispanic with the I'm just looking at overall the Hispanic we're struggling with that. What what are we doing with Hispanics because that's group they're going to move to the junior high and that's an F. you talking about for so just when we say that to them >> because you just said that that y'all I Lewis is moving out like they're on track >> to exit the CI >> that was that was for their students with disabilities label so it's that students with disabilities cohort of kids that we've seen kind of across time and we we could really go back in time and look at um Cyper Springs and Rustin Elementary um wasn't too long ago that they had labels uh and it's that same group of kids kind of So if we're talking
038about students with disabilities, yes, that's that's how we've got the CL label is for that students with disabilities for the kids. Now, Hispanics are a little bit if we're just looking at that subgroup of kids. Um that's a little bit more challenging because what we want to do is we want to say, well, that's that's our English language kids. And that's not entirely true. Yes, it's it's a it's a big part of them. Um those EL kids are a part of that co that cohort, but it's it's really bigger than that. Um we are doing some things around our EL kids accountability is really important that we targeted those kids. We are doing some things there as well. Um but I mean it's definitely we need to pay attention to >> and this same group
039they're so they're at the junior high and if we're struggling at the junior high that's going to get us too right. >> You're talking about the >> this wholearter kid cohort. >> Exactly. Um, yes, but that that is so that's another adjust if you want to kind of dive into that forward as well. That's another adjustment that we've made. Uh, we actually recognized that there was a need. We're going to start the high school uh where we've kind of reorganized some of the way that we support those kids. Uh, some built-in course work. We're actually doing some stuff through some things through um advisory to to meet meet those kids needs. uh we we kind of pilot some of these things to see if it actually moves to deal with kids before we really go
040full board. Uh but we were able to do some more targeted things, set aside some uh more specific time for those kids at the junior high. I think next year um some of these things we kind of worked out over time. Uh but next year we need to take a similar approach to what we did at Russ High School this past year uh to support those kids at home. That's that's my intent is to have those conversations as we're getting ready for next year because some of it is about scheduling that master schedule. >> And I remember when I first came on the board um some of the subgroups we didn't even have enough to calculate. >> That's >> so now it's 15. >> Exactly. We're increasing the number of subgroups in the area and
041even interventions starting at the elementary level. I mean, it's it's just going to grow. So, >> you say it's going to grow >> like it's going to it's going to continue to increase. Three two three years ago, we didn't even have enough to even count the students in the subgroup. And then now it seemed like looking at this year we have enough to count. So it's just going to continue to increase the number of students the population of students. >> So that so to me that's something I paid attention to especially uh from last year to this >> that our el and I'm I'm speaking to L's so it's again that's a complex deal if we're talking about um Hispanic Latino versus L. But I know our L population is has actually stayed really flat.
042Um there for a little while we were we're working again this is last year's data and so we were receiving more kids coming into the system. Uh but that has that number has really flattened off. Uh and for the last couple years it's hovered around it's roughly 160 L is what we see across the district. So it's and but then you get into specific schools which I know this whole thing is here and we had some great conversations with her about about the needs there that is a a high demographic there. Um but the schools are are kind of different and and we see more kids. The junior high is a place where we've got a lot of kids. High school is a place where we've got a lot of kids. Um this it's interesting
043to me that I Lewis has enough kids uh that demographic to uh to have a subgroup score. We know that those kids have those kids are sitting at junior high right now. So that's why we've done the things that we've done. But I do think again we started at the high school. We're working our way and our elementary plugin for them, right? They do a great job with with our L's with our those those non-native speakers. Uh they do a phenomenal job. We move those kids. I I think right now to really hammer down on the best best language used, but to really tighten up on what we're doing with 35 and then this tells us we really need to believe that secondary all the way down. So we're doing some of that work. It's
044just, you know, but I do think it's worth pointing out like that's that's definitely moving along. Uh now we you're going to get a lot of several graphics here and you're going to look at um the index various um indices here and you have a um an estimator calculator in your folders. This is also available um this is also available on LOE. I'm not going to go through this but I do want you to know that that's there. Um, I know we get into asking questions about, you know, how many points. I know we get into asking questions about, well, how many points do you get from this and that? This is a breakdown of, you know, a student score at at um at basic or at certain levels, you get 80 points um and
045a little bit higher. For mastery, they get 100. For advanced, they get 150. So like I said, I'm not going to go through this calculator, but you can see how points are earned by each student based on their scores or their progress. Okay? And you have it in your folder and that is also available on LE. Okay. So let's move forward. This is the overall um school performance, the district performance score, the state performance score. The red line and the red numbers is the district data and the blue line is the state. So overall this year once again we are in the A um coming in at 92.3 for the district performance score and the state is at 80.9. So this data you receive will run from to 2025. So you have five years of
046that. Okay. Um for our K8 assessment index this is based on the LEAP scores um for basically our you know our third graders start with LEAP. So this is three through um through grades 3 through eight. This this is the leap score. You can see that we increased here from um 68.8 to 70.8 uh for that assessment and for that um index in the in the school performance score formula and you can see the state is at 61 for um K8 progress. Once again, this is where you look at students scores from the prior year on NE and then set a goal for them to grow for the next year. So you would look at the third grade scores um and with those students in fourth grade, you say, "Okay, well this is where this
047child scored in third grade." So in fourth grade, you should move the needle here and we earn um points for that. And once again, we had schools that ear that earn um badges for having aids in this in this progress index. You can see we moved up from um from 88 to 89.1. I know we kind of tangled in with the state department. Once again, redistric was the state department. Okay. Our high school assessment index. This normally this includes six assessments. Um this year this includes um seven as we phase out US history and phase in civics. So these are the score this is based on the scores of those students that took English one English two algebra one geometry biology US history and again this year's um last starting last year civics and you
048can see that our our assessment index went down here um still above the state but we did go down some saw some decrease with that um of course the progress index which is based in those scores we saw um a slight decrease here from 103.2 2 to 102.1 >> for our ACC index. Um you can see this based on the student score they earn for the points that you can see in the calculator make a little bit more sense to you all probably it's a district ACT average is um is 19.56 and this is for all students who took the took the assessment. These are the students who plan to go to college and students who plan to go to work and students who plan to go to technical school. So this is for all
049students. This is not just our collegebound students. Okay. Um this is our strength of diploma and the strength of diploma is based off of students who do dual enrollment industry based certifications. They earn all of that to say okay well you earn the diploma. What does your diploma do to prepare you for your next step in life? So you see we have an increase here from 116.7 to 117.9. Um I would like to say here let me back up in the past grant cohort ran a year behind. So in the past so for last year or um 2024 when we looked at 2024 the group of students we actually looked at was the students who graduated the class of 2023. as we transition into a new accountability model, we will no longer run a year
050behind with this. So, we had to do a catchup year. So, the data that you're looking at for 2025 instead of this just being one class, which was um the students from the class of 2024, this is for the graduating classes of 2024 and 2025. Like I said, moving forward, this um this part of of accountability will no longer one year behind. It will be a year. >> That's right. >> Yes. How much does that jump start the play in that calculation? >> Okay. Now in this calculation up here um they state department looked at the students and in um we have that data that that can't be shared because we had student names in it but I can explain that to you. What happens with that is students all students in 11th grade have
051to take the ACT assessment and then other students can take if they on that jump start they can or they don't have to do jump start they take the work assessment the state department looks at those scores and they give credit for the highest earned score. So if a student had an ACT and and the work keys come in silver, gold platinum, you earn so many points for each of those that's in your your packet on your calculator. And so the state department looks and it says, okay, um based off of the ACT and the work keys, which one of these scores is going to be the highest score for this child? And then that's average. Now, so to answer your question, you can say no, the work keys is here and here with the
052ACT, but that is why we um included let me go back to the ACT. That is why we included here or I here that our average ACT score and this is for all students that 19.56 has nothing to do with work. That is all students who took that assessment. Like I said, that's the one every child, every child, no matter what their plans are after high school, um our district average 19.5 okay now um back to this like I said this is the strength of diploma and this is not working at ACT. the students who took PL who took dual enrollment who did the industry based certification um the things that they did beyond meeting just meeting the requirement to earn a high school diploma. This is what we did actually prepare them for life
053after high school. Okay. Um our graduation rate once again we're not running um two running a year behind. This includes the class of 2024 as well as the class of 2025. Once again, um they calculate they they um you know change this over to points, but down here at the bottom to give you our actual graduation rate. The combined classes in 2024 and 2025, we had a 96.3% graduation rate. That means when they enter high school, they have four years to graduate. And so 96.3% of students earn their diplomas within four years. The state actual graduation rate for the combined classes in 2024 and 2025 is 84.2%. I tried to give you all a little bit of the percentage data and the ACT so it makes sense. It's something you know everybody can actually understand.
054Okay. Um we have five identified subgroups in the district and we've talked about you know some of this earlier in our presentation and conversation um same shared over here. So we look at these five groups and look at where they are. Now with this that would be all of those indices we looked at. If you took the subgroup and calculated the U SPS school performance score based on this subgroup for all of those indices then this is where we are. You can see that um for our white students that their subgroup index their school performance score based on all of those indices would be 105.8. Hispanic students will be 83.7. Um, black African-American will be 77.1. Economically disadvantaged will be 80.7. And students with disabilities will be 63.6. Uh, as you can see in this
055result, we do know and recognize that we have work to do. Um, and we always want to be better than the state. Not saying that, you know, that that is what we, you know, we say, you know, we did better than the state, but we're not just satisfied with that. We want to make sure that we grow our students and provide them with with the best education that we can provide. But those are the numbers. Okay. Looking at this data over time, you can see um the purple line at the top. This is from 2022. In 2022, I know everything else is running in 21. 2022 was when the state department started giving us this data for subgroups. starting in 2022. You can see uh how these subgroups are tracking here with uh at the
056top the purple line is for white students. Um the next blue line is for the Hispanic students. The orange kind of reddish line is for students with uh economically disadvantaged students. The green line is our black African-American students and the dark blue line at the bottom is our students with disabilities. And this is just tracking what those performance scores for those. And this is at a proficiency, right? Right. This is um all of those indices that we looked at earlier from assessment indexes progress um to and I didn't go over the CIA to shrimp and duma um all of those all those pieces those small NC's that that's used in that collection that would be performance for you if you did for white students this is what it students disag But do we have it
057broken down? >> The state department didn't give us um that based off proficiency. Now we can look at um the state department has proficiency by group. No, but we do have more data on each one of these. So you can see And like I said, more data um is available on the LPLE. And then of course, if you have questions and want to follow up, we'll be more than happy to answer and follow up with you, to answer any questions, give you more. Okay. Okay. Um we've talked about our K through 12. Now, we're going to look at the um the early childhood um sites. I told you all earlier when we were talking about the um the literacy screening from you know the DOI data. The state department um they also have a um
058they they have a rating and and um evaluation scale for our early childhood centers. And if you go I just included here these the schools that are under Lincoln Parish which is our early childhood center here in Rustin. And then these are if you know we have programs in the community outline schools do and elementary and these are our this is our prek programs. These are prek students. You can see the number of students that are enrolled in each one of those sites. The overall performance for Dub and Simsboro earn excellent ratings and children and um El Childhood Center earn high proficient ratings and it tells you uh which your score range here is based off of their the class is what they use to um to rate those centers. Um each each school has
059an emotional um support score and you can see that all students earn an excellent a classroom organization score. Uh all schools earn excellent and then instructional support score we have um at Dubach proficient at Simsboro High proficient and at elementary and parish early childhood center. You can see we have approaching proficient. you have a copy that gives you a little bit more information in your folder with um source and once again this is also available on LTE and um I didn't include it spread across the screen I didn't want to make it so small that you can see it but in addition you see that um for assessment ratings in all of our teachers we have goal for teacher child ratio um we have goal and for prek curriculum policy rating then we earn gold
060at all. Okay. Um as we wrap up here for anyone who may be interested in grabbing more data looking at it all of this um is available just all this is available l and You can come down in the data library and you can see that we have school performance scores, district performance scores and the early childhood performance scores and it gives you more data both and you can also go into um you know elementary and middle reason for the LPC without English learners, high school ACT and graduation rates. all in bed or anybody know what else and then we'll wrap up once again. Um we are we are very proud of the hard work that our students out with our students, our teachers, our parents um and and the community as well with our
061students. We once again are one of um 12 districts in the state of Louisiana, top 17.1% of districts that have Thank you. All right. Thank you very much. I left my agenda over there. I see what's going on. All right. Uh so we're going to go to personnel. Dr. question. One faculty recommendation, one child nutrition termination, and one child nutrition recommendation. >> Thank you very much. One, I'm going to let you have the next three items. >> Sales tax report for November, we are down about 1.5% compared to November last year. Overall for the year we are in sales tax collections uh six six and a quart% for monthly financials for the general fund we collected approximately um earned approximately 27% of general fund revenues we've expended about 25% of the expenditure budget in the
062general fund in our special revenue funds uh we have collected approximately 13.7 revenues. We expended about 21% of the expenditure budgeted in those for our health fund. um for the month of October through the month of October um we have total claims actually it's kind of dropped off a little bit but mainly because of receiving a late drug rebate from the second quarter of 2025 that's $342,000 so total mankind expenses including that drug rebate in the month of October is 78 89,385 compared to our monthly average of claim expenditures is about $172,000. So um we're glad to see that that occurs every quarter now that total change in net assets for the month of October of $316,816 and total change in net assets. Thank you. >> Thank you very much. All right, Mr. Superintendent. >>
063Yes, sir. Just quick reminder, uh we do have professional professional development training December 10th. Uh kids will be virtual that day. Uh teachers will be in trainings. Um December 19th, we will close school and recognition BMA district as a reward to our students, uh teachers, administrators, uh and all of our staff. Just a little thank you to everybody and for their hard work. So that would start Christmas holidays a day earlier. We would end on the 18th and then of course we're continuing with everything and basketball as all our schools is going. So soccer, football is a semi-final game this Friday night. So looking for an event to go to plenty of that has Christmas carols takes coming up. So lot going on right here before we get out for the Christmas holidays. But um
064I think overall our schools were great and I appreciate the hard work that our students and parents did with that and a lot of schools grew. Um some fell back a little bit but uh really some strong growth in a lot of schools that we're really proud of. >> Excellent. >> Thank you. Uh before we adjourn I would like to point out in front of you you have a packet of pecans. Thank you. support. Thank you for that. Would you like to say anything because you brought us gifts? >> We we just want to say that we appreciate y'all and want you to have a very happy new year and very merry Christmas. >> So, thank you very much. >> Thank you. Say not just the bond, but y'all always giving us a holiday special
065gift that's really >> We really do appreciate you all. I mean, we really do appreciate being a team with y'all and and um the the the team that we have and being, you know, using the facilities to bring some great programs to um our youth and uh children of Lincoln Parish and working together with you all. We're just very appreciative of it. So, we just want y'all to know that. >> Thank you. Anyone else? Anyone else? Merry Christmas. Thank you all. Uh, do I have a motion to >> adjourn? I have a second. >> All right. Oh, well that's I'm going Nothing. I always say I live near Disneyland in case people are not there. Yes. Well, you know, they said I said, >> like me, you'll enjoy this piece. Yeah, it is.