8 - Lafayette Parish School System

Lafayette Parish School Board
Dr. Hunter Beasley, President, District 8
Mark Allen Babineaux, District 1
Tommy Angelle, VP, District 2
Shelton J. Cobb, District 3
Dr. Tehmi Chassion, District 4
Kermit Bouillion, District 5
Greg Awbrey, District 6
Melinda W. Mangham, District 7
Rae Trahan, District 9
J. Burnell Lejeune, Interim Superintendent
Superintendent’s Cabinet
Sandra Billeaudeau, Assistant Superintendent
Billy Guidry, Executive Director and Chief Financial Officer
Bobby Badeaux, Athletics and Health Education Director
Mona Bernard, Risk Management Director
Kyle Bordelon, Facilities, Maintenance and Grounds Director
Beverly Breaux, Student Services Director
Bradley Cruice, Health and Wellness Director
LaShona Dickerson, Information Technology Director
Christine Duay, Early Childhood Education Director
Damon Evans, Transportation Director
G J Duhon, Acting Schools to Career Director
Bruce Leininger, Human Resources Director
Latikka Magee, Federal Programs Director
Angela Morrison, Community Relations Director
Tom Spencer, Accountability and Evaluation Director
Renee Sherville, Child Nutrition Director
Bart Thibodeaux, Special Education Director
Karen Williams, Academics Director
INTRODUCTION
The Lafayette Parish School System, dedicated to college and career readiness, is
comprised of 42 public schools: 23 elementary schools, 11 middle schools and five high schools,
one STEM Magnet school, one Early College Academy, and one Preparatory school all accredited
by the Louisiana Department of Education and the Southern Association of Colleges and Schools.
LPSS also has six “Schools of Choice,” six high school “academies,” World Language Immersion,
gifted & talented, alternative programs, an arts academy and an early childhood education center.
The student population is more than 30,000 and employs a workforce of about 4500. Furthering
educational excellence, the high schools designated as academies create career-themed learning
communities for students and encourage real-world experience through course work and
internships.
In this report you will learn more about the progress made during the 2013-2014 school
year. These results represent more than ever the hard work of our teachers, principals, students,
para-educators, parents and the support provided by our central office for high quality academic
achievements. We will continue to work to implement strategies to become an “A” district in the
near future. We want to continue to give Lafayette Parish students the best education possible.
The mostly positive results have been earned even though two significant events have
occurred. The rigor and difficulty of the test was greatly increased this past year, so students had
to perform at a significantly higher level just to keep up. We have made some significant gains at
several schools, many schools continue to progress, and some saw a slight decline.
Perhaps even more significant for Lafayette Parish is that the administration made a tough
decision last year to place most of the over-age students, students that are 2+ years behind their
peers, into their proper school settings developmentally to decrease discipline infractions and to
be able to have them in classroom settings best equipped to teach them how to read and write and
do arithmetic. This change has caused some short-term decline in some school scores, especially
on the high school campus, but this decision will in the long term assure that we keep students
from dropping out and that we begin to close the achievement gap.
To further clarify, NP Moss Preparatory is an alternative school; students are assigned to
the school frequently because of behavior and academic performance. We have a variety of
students with different learning needs and this is the first year that the school’s score is reported
as other schools. In prior years the student performance was associated to their schools. This year
if the student was at Moss Prep on February 1, the score counted in the Moss Prep performance
score and resulting grade.
3
Northside HS dipped by 2.8 points and all of our traditional high schools had some impact
on their overall performance due to moving over-age students to a campus that better fit their
social and emotional needs.
JW Faulk is a school in transformation and new strategies are being implemented such as
lowering student-teacher ratio to better ensure academic success for all students.
Making the Grade
 The school district maintained a grade of “B”
 74% of schools graded “A”, “B” or “C”
 8 schools received a grade of “A”; 12 graded “B”; 8 graded “C”; 9 graded “D” and 3
graded “F”
 8 schools went up a letter grade:
Ernest Gallet ES moved from a “B” to an “A” grade
Broussard MS, Charles Burke ES, Katherine Drexel ES and David Thibodaux
STEM all moved from a “C” to a “B” grade
Acadian MS, Carencro MS, Live Oak ES, moved from a “D” to a “C” school
 14 schools gained more progress points even with a higher standard to reach
 3 of our schools saw double digit gains in their school performance scores
Acadian MS – 58.5 in 2013 to 72.5 in 2014
David Thibodaux STEM Magnet Academy – 78.6 in 2013 to 89.7 in 2014
Katherine Drexel Elementary- 80.1 in 2013 to 90.8 in 2014
 Increase in our freshman to senior cohort graduation rate index from 91.8% to
94.2% graduation rate
 Less than 1% of our schools received a grade of “F”
4
2013-2014 District Performance Evaluation
2013-2014 District Performance Evaluation Report
The Lafayette Parish School System shall earn the letter grade of “A” based on its
District Performance Score by 2018
Measures
• K-8 Assessment Index
• Dropout/Credit Accumulation Index
• 9-12 End of Course Index
•
•
•
ACT Index
Graduation Rate
Graduation Index
LPSS will be an A district by 2018
Several indicators make up the District Performance Score (DPS) that determines a district’s letter grade.
These indicators have changed substantially over the past 2 years. Included here are the indicators as of
2014 with 2012 as a baseline where the data exists. A District Performance Score/School Performance
Score of 100 is an ‘A’ with the overall scale spanning from 0 to 150 with a potential for 10 progress (bonus)
points added ‘on top’ of the other measures.
A district that scores 100 on each of the 6 indicators (or averages 100) would have an overall score of 100.
Just as 100 ‘A’ is the 2018 DPS goal, it is also the goal for each indicator in the DPS.
Assessment: K-7 100%
K-8 95% - LEAP and iLEAP results
9-12 25% End of Course Exams and 25% ACT results
Graduation: 25% Graduation Rate Index and
25% Graduation Index (currently called Strength of Diploma)
5% Dropout/Credit Accumulation Index (8th grade)
Bonus Points - a school can earn from 2.5 to 10 bonus points if lower performing students improve. State
policy indicates district scores will be calculated the same as schools.
NOTE: Following last year’s report the Louisiana Department of Education provided corrected
indices for some indicators. This report reflects those corrections.
K-8: LEAP/iLEAP Index
K-7 school scores are based solely on LEAP/iLEAP assessments. Students are assigned points according to
their performance levels. The points are averaged to create an index. Students who earned no points in
the index the prior year can earn progress points if they exceed their statistically calculated growth target.
Leap/iLEAP Index
Performance Level
Points Assigned
Advanced
150
Mastery
125
Basic
100
Approaching Basic
0
Unsatisfactory
0
5
LPSS Annual Objectives for the 6 Year Plan
to Earn the Letter Grade A in 2018
K-8 Assessment Index
There was an expected small decline
in the 2013-2014 results, considering
the increased rigor of the
assessments. NOTE: The Louisiana
Department of Education did curve
test results in 2014. A half point
change over 2 years would be
considered “no growth” under the old
labeling system, not a decline.
105.0
100.0
95.0
90.0
85.0
80.0
83.2
77.8 80.4
77.8
77.6 77.3
75.0
2012
2014
86.3
Year
90.0
2016
94.5
100.1
Target
Performance
2018
Dropout/Credit Accumulation Index
Schools with an 8th grade have a 5% factor determined by the number of high school credits their students
earned by the end of 9th grade. This indicator was first used in 2012-13, so there is no 2011-12 baseline,
and the district result for 2013 was 128.4 and in 2014, 126.7. These data are not graphed because they
greatly exceed the target of 100. There is a small decline from 2013 to 2014.
High School
High schools have four 25% factors: ACT and End of Course assessments and 2 variations on graduation
data, an index based on the percentage of students graduating in 4 years and one based on factors at
graduation such as advanced placement credit or industry based certification – “strength of diploma” is the
new term.
ACT
ACT results (composite score 0-36) are
converted to an index score.
A
composite
result
of
18
earns
100
index
100.0
100.0
points, while a composite of 36 earns
95.0
150.4. The scale is distributed evenly
from 18 to 36, and less than 18 earns no
91.0
90.0
points, although ACT is the source of
bonus points for high schools (0 or 385.0
83.8
Target
10). The 2013 results are the first used
80.0
79.5
in accountability and establish the
Performance
76.6
starting point or baseline. While the
75.0
74.1
calculation is done using each student’s
72.0
70.0
highest score on the ACT, the state only
2013
2015
2017
provides 1 “free” test per student. All
Year
students are expected to test in 11th
grade, but any who do not are required
to do so in 12th grade. The index is based on the results of the graduating class, so most of this data is
collected the previous year.
12th Grade ACT Index
LPSS Annual Objectives for the 6 Year Plan
12th Grade ACT Index of 100.0 in 2018
6
EOC Performance Level
Excellent
Good
Fair
Needs Improvement
Index Points
150
100
0
0
9-12 EOC Assessment Index
End of Course (EOC)
End of Course (EOC) Assessments are
administered in high school grades in
English 2 and 3, Algebra 1, Geometry,
Biology and U.S. History. Accountability
has not used U.S. History results for 2012 or 2013, but those results are used in 2014. It did not
include English 3 in 2012, but it is included in the 2013 index. The EOC results are awarded points as
indicated in the table (below).
LPSS Annual Objectives for the 6 Year Plan
to Earn the Letter Grade A in 2018
100
95
90
85
80
75
70.2
70
2012
76.9
2014
86.6
81.6
77.4
76.5
73.7
92.6
Target
Performance
2016
Year
100.0
2018
Graduation Rate Index
High School Graduation
Cohort Graduation Rate (CGR)
Formula Used
Graduation data make up half of the high
0
percent
to
60
percent
CGR
× 1.166667
school scores. Twenty-five percent is
61 percent to 100 percent
(CGR × 2) - 50
determined by taking the percentage of
students who graduated in 4 years and converting it to an index using the following formulae.
Graduation data goes through several phases in collection and cleanup. Because of these processes, it
‘lags’ by a year. The 2012 graduates are counted in 2013 accountability. The actual graduation rates
in 2012 and 2013 were 70.9 and 72.1, respectively.
7
LPSS Annual Objectives for the 6 Year Plan
Graduation Rate Index of 100.0 in 2018
100.0
98.0
96.0
94.0
92.0
91.8
90.0
2012
94.2
92.4
93.2
2014
94.3
Year
95.8
2016
97.7
100.0
2018
Target
Performance
The other 25% is derived from the same students, but different point values are assigned for their levels of
success in the 4 years of high school (according to the following table). The calculation will change for
2014 graduates in the 2015 score releases.
Student Result (2013 grads)
HS Diploma plus Advanced Placement (AP) score of at least 3 OR
International Baccalaureate (IB) Score of at least 4
Academic OR Career/Technical Endorsement (For 2012-13 only)
TOPS Opportunity Award (For 2012-13 only)
BESE-Approved Industry Based Certification OR
Dual Enrollment OR AP score of 1 or 2 OR
IB score of 1, 2, or 3 if the corresponding course is passed.
Regular HS Diploma
GED
Non-graduate without GED
5th Year Graduate plus AP score of at least 3 OR
IB Score of at least 4
5th Year Graduates
Points
150
135
120
110
100
25
0
150
75
Graduation Cohort Index
LPSS Annual Objectives for the 6 Year Plan
Graduation Cohort Index of 100.0 in 2018
8
100.0
100.0
98.0
96.0
94.7
94.0
92.0
90.6
90.0
88.0
87.3
86.0
84.7
84.0
82.6
82.0
80.8
80.0
78.2
78.0
2012
2013
2014
2015
2016
2017
2018
Year
Target
Performance
I.
Academic Goals:
Beginning with the 2012-13 accountability release, each Lafayette Parish School shall improve its
School Performance Score sufficiently to earn 1 letter grade higher every 2 years.
a. Schools receiving the letter grade “A” in a given year shall, the following year;
i.
Have greater than 30% of the students who were non-proficient the prior year in ELA and math
exceed their growth expectations as determined in the bonus/progress point calculation.
In 2013, a school earned bonus points when 30% of the students who had been “non-proficient” on the prior
test achieved a scaled score higher than what was expected using a “value-added” statistical projection. BESE
changed their policy for 2014. This change made it much more difficult for elementary schools to earn these
additional points. This goal was rewritten to allow the same measure to be used over the span from 2012 to
2018, regardless of BESE policy revisions.
Of the 5 schools receiving an “A” in 2012, 4 did so in 2014. Three of those provided sufficient support to the
students who scored poorly on their most recent state assessments (2013) so that the students improved
more than they had been predicted to improve. Early College Academy has maintained its “A,” but did not
have enough students who were previously “non-proficient” to allow evaluation of the 2 additional criteria.
To comply with federal regulations, groups with fewer than 10 members are not reported. Lafayette High
School dropped to the letter grade “B.”
ii.
Reduce the percentage of non-proficient students in ELA and math by 10% (from the prior year)
This indicator was not required this year for schools to meet their goals.
Schools Receiving the Letter Grade "A" in 2012
Criteria II. A. i.
School
Milton Elementary School
Woodvale Elementary School
Ernest Gallet Elementary School
Early College Academy
2012 Letter
Grade
A
A
A
A
2013 Letter
Grade
A
A
B
A
2014 Letter
Grade
A
A
A
A
Criteria II. A. ii.
ELA
Math
ELA
Math
46.6%
36.4%
62.5%
n/a
56.4%
50.0%
55.6%
n/a
n/a
n/a
Fourteen schools have met the established goal of improving by 1 letter grade. Charles M. Burke
Elementary School has done so each of the past 2 years. Four schools have joined the “A” ranks. Judice and
Carencro Middle Schools received a “C” because the LDoE applied a “curve” to the 2014 results.
Schools Earning a Higher Letter Grade
School
L.J. Alleman Middle School
Broadmoor Elementary School
L. Leo Judice Elementary School
Green T. Lindon Elementary School
Broussard Middle School
Katharine Drexel Elementary School
David Thibodaux STEM Magnet Academy
Acadian Middle School
Scott Middle School
Charles M. Burke Elementary School
Live Oak Elementary School
Alice N. Boucher Elementary School
Carencro Middle School
Judice Middle School
9
2012 Letter
Grade
2013 Letter
Grade
2014 Letter
Grade
B
B
B
B
C
C
C
D
D
D
D
F
D
D
A
A
A
A
C
C
C
D
C
C
D
D
D
C
A
A
A
A
B
B
B
C
C
B
C
D
C
C
Five schools declined a letter grade, four of them high schools. State policy retired the Graduation Exit
Exam as the primary high school accountability indicator (70%) after 2011 and used End of Course (EOC)
exams instead for the first time in 2012. High school scores were inflated across the district and state due
to the change in assessments. In 2013, the weight of EOC was reduced to 25% and 3 new indicators were
introduced as part of Louisiana’s Elementary and Secondary Education Act waiver. This shift caused most
high school scores to drop, but not always a letter grade.
Schools Declining One Letter Grade
School
Acadiana High School
Carencro High School
Lafayette High School
Evangeline Elementary School
Northside High School
2012 Letter
Grade
B
C
A
C
D
2013 Letter
Grade
C
D
A
D
D
2014 Letter
Grade
C
D
B
D
F
Sixteen schools had the same letter grade in 2012 and 2014. Several improved in 2013 when the
bonus points were first offered, but they dropped the following year when state policy made those
additional points much more difficult to earn.
Schools with the Same Letter Grade in 2012 and 2014
School
Paul Breaux Middle School
O. Comeaux High School
Edgar Martin Middle School
Plantation Elementary School
Prairie Elementary School
Youngsville Middle School
J. Wallace James Elementary School
Myrtle Place Elementary School
Ridge Elementary School
Carencro Heights Elementary School
Duson Elementary School
Lafayette Middle School
S.J. Montgomery Elementary School
Ossun Elementary School
Westside Elementary School
J.W. Faulk Elementary School
10
2012 Letter
Grade
2013 Letter
Grade
2014 Letter
Grade
B
B
B
B
B
B
B
C
C
D
D
D
D
D
D
F
B
B
A
B
B
B
B
B
B
D
C
D
D
C
C
F
B
B
B
B
B
B
B
C
C
D
D
D
D
D
D
F
Students enter 1st grade ready to learn. The percentage of students who were enrolled in the LPSS
kindergarten program and score "Benchmark" the following year on the 1st grade fall Dibels screening
shall increase to 80% in 2018.
Percentage of 1st Grade Students Scoring
Benchmark
II.
LPSS Annual Objectives for the 6 Year Plan
Students Enter First Grade Ready to Learn
80
75
70
65
60
59.2
55
50
45
43.1
40
2012
46.2
44.3
2013
50.2
2014
69.9
61.7
55.3
2015
Year
80
Target
Series1
Performance
Series2
2016
2017
2018
From the University of Oregon (creator of DIBELS) DIBELS website, “DIBELS Measures not Designed
for Evaluation of Teachers or Principals
The DIBELS measures were designed and validated as assessment tools for universal screening and
progress monitoring, not for evaluating teachers and principals.”
Students are literate by 3rd grade. The percentage of students (initial testers) who were enrolled in
LPSS schools for the academic year (Oct. 1 until testing) and scored Basic or above on the 3rd grade
ELA and Math iLEAP tests shall increase to 85% in 2018.
LPSS Annual Objectives for the 6 Year Plan
3rd Grade ELA iLEAP Results 85% Proficient in 2018
Percent Proficient
III.
86.0
84.0
82.0
80.0
78.0
76.0
74.0
72.0
70.3
70.0
2012
85.0
81.3
78.1
71.8
70.3
2013
Performance
73.5
70.0
2014
2015
Year
11
Target
75.6
2016
2017
2018
LPSS Annual Objectives for the 6 Year Plan
3rd Grade Math iLEAP Results 85% Proficient in 2018
86.0
85.0
Percent Proficient
84.0
82.9
82.0
81.1
80.0
78.0
76.0
76.7
74.0
72.0
2012
77.5
79.7
78.5
Target
Performance
74.0
2013
74.5
2014
2015
2016
2017
2018
Year
Students will enter 4th grade on time. The percentage of students enrolled in LPSS from K through 4th
grade and promoted to 4th grade beginning their 4th year of school after kindergarten shall improve to
95% in 2018.
LPSS Annual Objectives for the 6 Year Plan
Students Arrive in 4th Grade On-Time
Percent 'On Time' to 4th Grade
IV.
95.0
95.0
94.5
94.3
94.0
93.6
93.5
93.0
92.5
92.5
92.4
92.1
92.0
2012
2013
Target
93.1
92.7
92.3
2014
Performance
92.2
2015
2016
2017
2018
Year
NOTE: Due to the transition to PARCC testing, the Louisiana Department of Education allowed
districts to adjust their promotion policies for the 2014-15 school year.
12
V.
Students will perform at or above grade level in English Language Arts by 8th grade. The percentage of
students (initial testers) who were enrolled in LPSS schools for the academic year (Oct. 1 until testing)
and scored Basic or above on the 8th grade ELA LEAP test shall increase to 85% in 2018.
Percent Proficient
LPSS Annual Objectives for the 6 Year Plan
8th Grade ELA LEAP Results 85% Proficient in 2018
85.0
85.0
83.0
81.5
81.0
79.0
78.7
77.0
76.3
75.0
74.4
73.1
73.0
72.8
71.4
71.0
69.0
67.0
66.1
65.0
2012
2013
2014
2015
2016
2017
2018
Target
Performance
Year
Students will perform at or above grade level in Mathematics by 8th grade. The percentage of students
(initial testers) who were enrolled in LPSS schools for the academic year (Oct. 1 until testing) and
scored Basic or above on the 8th grade Math LEAP test shall increase to 85% in 2018.
LPSS Annual Objectives for the 6 Year Plan
8th Grade Math LEAP Results 85% Proficient in 2018
85.0
Percent Proficient
VI.
85.0
81.4
80.0
78.3
75.0
70.0
70.7
65.0
2012
74.1
72.1
75.9
73.8
Target
Performance
66.2
2013
2014
2015
Year
13
2016
2017
2018
VII.
Students will perform at or above grade level in Science by 8th grade. The percentage of students
(initial testers) who were enrolled in LPSS schools for the academic year (Oct. 1 until testing) and
scored Basic or above on the 8th grade Science LEAP test shall increase to 85% in 2018.
LPSS Annual Objectives for the 6 Year Plan
8th Grade Science LEAP Results 85% Proficient in 2018
85.0
85.0
Percent Proficient
80.0
80.0
75.9
75.0
68.6
70.0
60.0
2012
Target
69.8
Performance
67.5
65.5
65.0
72.6
61.9
2013
2014
2015
2016
2017
2018
Year
Students will perform at or above grade level in Social Studies by 8th grade. The percentage of students
(initial testers) who were enrolled in LPSS schools for the academic year (Oct. 1 until testing) and
scored Basic or above on the 8th grade Social Studies LEAP test shall increase to 85% in 2018.
LPSS Annual Objectives for the 6 Year Plan
8th Grade Social Studies LEAP Results 85% Proficient in 2018
85.0
Percent Proficient
VIII.
85.0
80.7
80.0
77.2
75.0
70.0
67.4
68.3
65.0
60.0
2012
74.3
71.9
Target
Performance
69.5
63.2
2013
2014
2015
Year
14
2016
2017
2018
Students will complete high school. The percentage of students enrolled in LPSS schools as first time
freshmen and completing high school in 5 years with a diploma, GED, Industry Based Certification, or
Certificate of Achievement shall increase to 95% in 2018.
Five Year High School Completion Rate
IX.
LPSS Annual Objectives for the 6 Year Plan
5 Year High School Completion Rate 95% in 2018
96.0
95.0
94.0
92.0
91.3
90.0
88.4
88.0
86.0
Target
86.0
Performance
84.2
84.0
82.0
82.7
81.2
81.6
80.0
2012
2013
2014
2015
2016
2017
2018
Year
Note: 2012 is the baseline year for these measures. Graduation data lags by a year.
Pre-Kindergarten students who participate in the LPSS Pre-K program for a full year prior to entering
LPSS Kindergarten shall score “Benchmark (30)” or higher in the DIBELS Next assessment
administered upon entry into K. Results shall increase to 70% in fall 2018.
Students Arrive in Kindergarten Prepared to Read
Percentage of K Students Scoring "At Benchmark"
X.
15
70.0
70.0
65.0
63.0
60.0
57.2
55.0
50.0
45.0
40.0
42.5
35.0
2012
45.3
52.5
48.5
52.4
Target
Performance
39.8
2013
2014
2015
Year
2016
2017
2018
In 2012 Lafayette Parish School Board and System adopted a plan for instruction, facilities and
operations that was created by task forces that were and are still made up of both community
members and LPSS staff. It is presented in a format that is divided into major curricular and
operational groupings. The plan was created with relevant research to back up the recommendations.
The plan is a vision of what it would take for LPSS to become an "A" school district in 6 years.
The plan addresses the needs of our students and the needs of our teachers, as well as, taking into
account parent desires. It is most important to understand that the task forces will continue to meet
to review data, progress, and weaknesses so as to adjust the plan from year to year. This is not a plan
to be put on a shelf but, instead it is meant to be a living document to carry LPSS into the future. You
will note the plan requires open communication and real partnerships with members of the
community, both private and governmental agencies.
Instruction:
2013-2014 Task Force Updates
Academic Opportunity- providing quality remediation and enhancements to improve student
achievement and test results.
Activities:
1. Embedded remediation and intervention activities throughout the school day for students who are
in need of additional academic support;
2. Following a review of academic software conducted by a cross section of departments, an academic
intervention resource list was created to assist schools with identifying and aligning applicable
interventions based upon student needs;
3. Focused on impacting efficiency of classroom instruction within existing school hours by improving
and increasing teacher knowledge through job embedded, student focused professional
development.
4. Increased focus on providing parent training sessions to educate them on strategies and
programs being used to encourage home-learning support
Highlights:
The taskforce focused on impacting efficiency of classroom
instruction within existing school hours by (1) implementing the
Response to Intervention (RtI) process (2) improving and
increasing teacher knowledge through job embedded, student
focused professional development and (3) providing district level
parental involvement opportunities.
 The Response to Intervention (RtI) process was
implemented in all LPSS schools. RtI is the practice of providing
high quality instruction and interventions matched to student needs. Learning rate over time and
level of performance are used to make important educational decisions about individual
students. RtI represents a systematic, research-based educational approach to close achievement
gaps for all students, including students at risk, students with disabilities, and English Language
Learners, by preventing smaller learning problems from becoming insurmountable gaps. An
academic intervention resource list was created to assist schools with identifying and aligning
applicable interventions based upon student needs.
 Efficiency of classroom instruction: 42 Instructional Strategists and 17 Data Analysts are
assigned to individual schools and provide support to teachers and applicable staff through
coaching, modeling lessons, conducting professional learning and whole faculty study groups,
analyzing school data, etc. These positions assist with ensuring efficient and effective, targeted
professional development based upon individual schools’ teacher and student needs.
16
 On January 21, 2014, LPSS hosted a district-wide Parental Training event at the Cajundome, An
Academic Super Bowl: We Are In It To WIN It! This activity was designed for parents and students
in grades Pre-Kindergarten through 12th and provided parents and students opportunities to (1)
engage in academic activities in support of student learning and (2) receive educational resources
and information on a variety of relevant issues including the new math curriculum. District
teachers, instructional coaches and other applicable staff demonstrated fun, effective academic
activities and strategies families can use with students to support learning at home.
Alternative Education (Moss Preparatory School)- provides an innovative curriculum with
comprehensive support to meet the diverse and ever-changing needs of students who have not been
able to succeed in traditional settings.
Activities:
1. Created a successful alternative education site and developed positive school culture;
2. Operational guidelines have been established that are modified based on the needs of our students;
3. Utilizing best practices we have integrated an effective health and wellness model that;
4. Transportation is provided for our students to ensure a high rate of attendance;
5. Continue to explore opportunities for our students to participate in extracurricular activities like
sports, arts and music.
Highlights:
 The Prep School opened in 2012 and received 408 students during the academic year.
o Of that number 266 returned to their base schools with only 6 of the students having to
return for a second time, a 96.5% success rate.
o The Team Learning Center (TLC) also housed at the site saved the district 3666
suspension days serving 1278 students. Students stay an average of 3 days. 976
assignments; 2585 days assigned; 1551 days served...60% of assigned days were served
 AMI Kids: The district entered into a cooperative agreement with this agency mid-year to educate
students whose behavior warranted more intense interventions. We served 30 students and all
completed the year successful. It was stated at one board meeting during a presentation that some
of the participants avoided a life of crime due to this intervention.
 Connections: This program assists over-age middle school students (two or more years behind) by
providing concentrated academic remediation in an effort to assist them to pass LEAP and be
promoted to high school. 126 students took advantage of this setting.
 Evening Diploma Program: This nontraditional high school setting replaced the former Lafayette
Charter High School. It provides high school students the opportunity to work at their own pace
and earn a high school diploma. 133 students enrolled in this program during the academic year.
Community and Parent Relations-provides community stakeholders with opportunities to contribute
to schools and student outcomes via volunteering, business
partnerships etc.; assisting schools in obtaining needed
support by pairing them with those wishing to help; foster
greater engagement opportunity for parents; providing parents
with a central location to get information, access services and
participate and support parents with training and
encouragement.
Activities
1. Business Engagement/Fund Development- provide a
method for donors to contribute funds that they trust and
increase the opportunity to partner with businesses;
2. Conflict Resolution- ensure parents have an advocate in
navigating the system in times of need. Staffed by a coordinator and secretary, the service provides
17
parents an avenue to discuss concerns, request assistance with mediation, or to be referred to the
appropriate school or district personnel, if further review of their concern is required;
3. Community Organizations- solidify the support of nonprofit and community organizations to
enhance LPSS academic opportunities;
4. Faith and Character- empower churches/associated faith-based organizations (C/AFBO) to
establish and maintain positive relationships with principals, teachers, and students by providing
good counseling, spiritual strengthening, and faith-based partnerships;
5. Parents’ Advisory Council- engaging parents in an impactful manner to influence decisions that
affect schools and students;
6. Public Information – provide ongoing oversight of district printed/electronic materials. Assist
media in coverage of the school system. Engage stakeholders via coordinated outreach activities;
7. Social Media- Develop additional online methods to communicate with our internal and external
partners, e-newsletter, Facebook and Vimeo;.
8. Website- ensure ease of navigation and improved appearance.
Highlights:
 Raised approximately $300,000 to provide various programs and projects for the school district, ie.
School yard beautification, teen parenting program incentives, classroom support programs,
Academic Superbowl door prizes; employee recognition banquet, etc..
 In 2013-14, staff assisted 502 parents. There were 94 mediations/conferences conducted. Also,
through this office, 22 educational presentations were made to parents, teachers and substitute
teachers.
 Engaged 52 nonprofits and community based organizations to provide services to schools assisting
40% of the student population on any given day.
 88 churches signed on to provide schools in close proximity additional resources needed through
volunteers and financial support.
 Each school provided at least one parent representative to provide input into strategic planning
and development for students.
 Provided nearly 300 media advisories, statements and releases to local media to inform the public
about events, meetings, and other activities involving our school system
 1893 Facebook likes as of November 30, 2014 and 200 followers on twitter.
 22,000 unique page uses/day; 3386 pages managed annually;
Early Childhood Education- ensuring that more children enter Kindergarten ready to learn. LPSS
hosts early childhood education programs
throughout the parish focused on providing
educational opportunity to year olds to prepare
them to enter kindergarten ready to
learn. Truman Early Childhood Education
Center is the flagship of our pre-school program.
This campus is entirely populated with
preschoolers. Truman has a unique
environment filled with excitement of young
children discovering new things every day while
preparing them for elementary school both
academically and social emotionally.
In Lafayette Parish we service children with
special needs (3 &4 yr. olds and some infants and toddlers). We are in 17 elementary schools besides
our main sight, Truman. We serve over 1,100 children in the schools. We also provide service to over
120 children with special needs in their natural setting.
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Activities:
1. Early Childhood Care Coalition-to be an active participant in the community collaboration that will
ensure all children in the parish are ready to begin kindergarten ready to learn no matter where
they attend.
2. Targeted kindergarten classes- to assist with students not ready to learn with individualized
interventions to catch them up before 1st grade.
1. Parenting program teaches parenting skills, child development, health and wellness, importance of
parent involvement and support/available resources;
3. Resource and Referral Center- Success by 5 Alliance’s Child Care Resource and Referral (CCR&R)
Agency is a newly established Louisiana Department of Education contracted child care resource
and referral agency. As a division under the Early Childhood Department, the agency exists to
ensure the improvement of the quality of early care and education in our Parish through three key
initiatives:
a. Assist parents in finding quality child care;
b. Assist child care providers with the essential knowledge;
c. Training and coaching needed to ensure high quality services.
4. Teen pregnancy/parenting program-to ensure that our students that are pregnant remain in school
until graduation and that their offspring are provided with high quality childcare to reduce the
number of children that are born in this cycle.
Highlights
 The coalition was organized in October of 2012. The coalition members represent Child Care
Centers, Head Start, Early Head Start, School System, Family Home Care, ULL, CCR&R, and local
agencies that provide resources. The coalition is supporting the efforts of ACT 3 and focused on
improving quality child care throughout Lafayette Parish
 We currently have 7 Targeted Kindergarten classes (Boucher, Faulk Olsson, Live Oak, Duson, SJ
Montgomery, Westside, and Carencro Heights). Over 90% of these children went on to first grade
the following year.
 The Early Childhood Department through the FRAN program, provided parent-child activities for
parents and child care while the parent worked on his/her HiSET. The department also supervised
PrimeTime which is a family literacy program at Ossun, Carencro Heights and Truman.
 The parenting program began in January of 2014 with a daily parenting class for Northside
students. The licensed child care center opened at the beginning of the 2014-2015 school year,
currently serving as many as 12 children and their student mothers.
 Implementation of Act 3- The LPSS Early Childhood Department applied for and received the
Louisiana Early Childhood Care and Education Network Grant in February of 2013. Thirteen
networks (including Lafayette) led the way in the efforts to unify a fragmented birth to 5 system
throughout the state. Each applicant was allowed to organize their efforts based on the unique
needs of their parish. LPSS is the Coordinating Partner working with Child Care Centers, Head
Start, Early Head Start and Non-Public LA4 schools to unify our efforts of every child entering
Kindergarten ready to learn. This involves common teacher observations, child assessments, site
visits and professional development. We are currently reaching out to 32 Child Care Centers, and
all Head Start, Early Head Start and Non-Public LA4 schools, reaching over 4,300 children outside
the school system.
Health and Wellness- to improve access to quality health/mental care to remove barriers to academic
achievement. Developed over the spring and summer 2012, various departments and personnel were
consolidated into one department to create Health and Wellness. No additional personnel were hired;
existing positions were simply restructured under the H&W umbrella. The former position of Director
of Child Welfare and Attendance and Health Services was transitioned to Director of Health and
Wellness. Mental Health Services were placed under the guidance of H&W as well. Additionally, over
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the past two years existing departments and personnel have been placed under the guidance of H&W
(504/Dyslexia/RtI, Crisis Teachers, SROs and SSOs, and LSSSI). Employee Wellness has also become a
focus of H&W. Furthermore, H&W has worked closely with the academic domain to improve the
educational environment for the students and staff as well as
When students are healthy—
their academic outcomes.
physically and emotionally, with
The following is a summary of initiatives which are new to
good nutrition, safety and a sense of
the district or which have been expanded over the past two
personal belonging—they are more
years. Business principles implemented in the past three
likely to attend school and be ready
years have garnered over five million dollars of grants,
to learn. The opposite is also true.
reimbursements, incentives, sponsored programs and/or
personnel to support these efforts! Again, with no additional
Research documents the powerful
personnel!
connection between poor health and
Activities:
academic failure, and it shows that
1. Health education—instructional program to teach students
health problems and inadequate
about basic health concepts and essential life skills
school environments affect students’
2. Physical education—to give students necessary skills and
attendance, grades and ability to
knowledge to lead a healthy and active life
learn.
3. School nutrition—revise policies to ensure food/beverages
available to students are healthy:
Federal guidelines regulate Child Nutrition programs to follow nutrition standards implemented
through the Healthy, Hunger-Free Kids Act of 2010:
o Offer more fruits and vegetables as separate meal components daily at breakfast and lunch.
o Requires students to choose a fruit or vegetable as part of the reimbursable meal.
o Offer specific vegetable subgroups weekly: dark green, red/orange, dry beans, while limiting
starchy vegetables.
o All grains must be whole grain rich.
o Milk must be fat-free (flavored and unflavored) or low-fat (1% unflavored only).
o Offer meals that meet specific calorie ranges for each age/grade group.
o Reduce the sodium content of meals gradually until target sodium level is reached in 2022.
USDA standards for “All Food in Schools” have been effective since July 1, 2014
o Smart Snacks will allow schools to offer healthier snack foods to children while limiting food
junk food with little nutritional value.
4. Staff wellness—create opportunities for staff to improve their health
Healthier employees make for happier and more productive employees! Employee wellness screenings
are offered to employees free of charge annually; we were able to increase participation this past year.
An incentive program has been created to encourage employees to make healthier life choices. A health
and wellness component of the district’s e-newsletter was created to communicate information to over
5,000 personnel to help in living healthier lives. Employee wellness webinars, on content identified
from EAP calls, have been provided monthly; 66% reduction in job/work and stress related calls. We
collaborated with Lafayette General Health to offer three months of free membership to LPSS
employees. We partnered with BCBS to create an LPSS Bee Healthy website to help employees and
retirees manage healthy lifestyles; the portal manages the incentive plan.
5. Family and community involvement—engage parents through any means available
6. Healthy and safe environments—create a learning environment to foster academic success
The Safe and Supportive Schools’ Initiative supports schools in assessing school climate/culture for the
purpose of implementing processes to improve climate/culture of a school. During the 2013-2014
school year, 135 school staff received training to serve as PBIS team members, 4,765 middle and high
school students participated in Signs of Suicide, 364 students received mentor services through Check
and Connect and 20 high school students received substance abuse counseling via Teen Intervene.
Child Welfare & Attendance department also helps schools create a safe learning environment and
20
foster academic success. The personnel interpret state and federal laws concerning discipline and
attendance and provide training to school administrators and staff for discipline and tracking offenses.
They also define and analyze the remedies for discipline problems. Hearing officers conducted 1,139
expulsion hearings and appeals. Nearly 650 unique situations (custody cases, out of zone, and SEAT
requests) were also processed through CW&A. The CW&A department communicate dress code and
discipline information to parents through updates in the student handbook. Further collaboration with
the Lafayette Parish Sheriff’s Office provided the Check & Connect mentor program, which is a
comprehensive evidence based intervention for students in 6th thru 12th grades, providing services with
academics & social competency.
7. Counseling/social services—provide interventions to address barriers to learning
The restructuring of mental health services allows for continuity of care, improved relationship with
school staff, families, and students due to each social worker only being assigned to 1 or 2 schools, yet
completing all tasks previously divided into multiple silos. This also allows for each school to have a
mental health expert to assist with mental health needs, especially at Tier III in Response to
Intervention for Behavior. Each social worker is on the school’s PBIS Team, Crisis Team, and Health
and Wellness Team.
o The mental Health Services Supervisor has put guidelines for the department, instrumental for
Response to Intervention – Behavior handbook, coordinating professional development for
mandated reporting for school staff and suicide awareness and prevention for community
partners, school staff, and mentors.
o The social workers provided nearly seven thousand direct clinical services to students, helping
to meet their academic success.
o Annual school wide activities at each school focusing on healthy mental health that the school
social workers coordinate and manage.
o Developed partnerships with local agencies which provided services of 10 additional social
workers at no additional cost to the district.
8. Health services—includes primary health care, prevention and control of communicable diseases and
chronic illnesses
The Health Services Department provides Direct and Indirect services to regular education and special
education students. All services provided by our professional nursing staff are delivered within the
framework of the nursing process: assessment, planning, implementation and evaluation. Our
professional nursing staff participates as needed on Health and Wellness Teams and provides case
management services to those identified students. In addition we conduct state mandated screenings
and state mandated audits for our designated student population. Direct Services provided by nursing
staff include performing health care procedures, assisting students in managing chronic illnesses as
well as promoting wellness and preventing injury across the spectrum of students we serve. Direct
Services (encounters) provided by nursing staff has realized a average of all direct services of an 8%
increase year to date as compared to same time frame last school year. Indirect Services provided
include training of school staff for non-complex procedures, formulation of IEP, IHP, and emergency
plans of care.
Current staffing patterns and student ratios are reflective of the staffing pattern and student ratios that
was implemented in SY 2009-2010 when General Education Nursing staff and SPED Nursing Staff
joined together to provide services district wide.
Highlights:
 Lafayette Parish School District guided the implementation of the Louisiana Asthma Friendly
Schools Initiative in eleven schools in the school district in order to address Asthma – the chronic
disease that is the # 3 reason for hospitalization of children and the # 1 reason for absentees in
schools; LPSS was awarded $10,000 for this grant.
 Partnerships - LPSS, Louisiana Department of Health and Hospitals and Lafayette General Health
have teamed up to sponsor the Carencro School Based Health Clinic. The clinic serves students
21
from the Carencro High School zone with 1,865 students from this zone enrolled for services. The
clinic has a full time Board Certified Pediatrician with sponsorship from Lafayette General
Health. In addition to serving as the pediatrician for Carencro School Based Health Center, Dr.
Wilson also serves as the Medical Director for LPSS. In addition to sponsorships the clinic is able to
generate funds from services provided. Lafayette General Hospital and LPSS teamed up this year to
implement a "telemedicine" program at one of the feeder schools within the Carencro zone. The
telemedicine program has provided additional access to top quality medical care and has allowed
students to remain on school campus to be treated; at no additional cost to the district.
 The overall impact of the role of LPSS nursing has been positive. Our school nurses help improve
attendance which means that the healthy student is in the classroom ready to learn. Our role also
helps the teacher so that they can focus on teaching.
4,833 Direct Services Provided by Crisis Teachers
6753 Direct Therapy Sessions Conducted by social workers
26,760 Value added services provided by social workers
2,272 Mental Health sessions provided by outside of school system agencies
58,696 Encounters documented by Registered Nurses
24,362 Encounters documented by Licensed Practical Nurses
9. Academic Opportunities—implement health and wellness teams, teen parenting/nurturing programs,
remediation sessions, positive behavior intervention, alternative schools, etc.
 Section 504 is a federal civil rights law under the Rehabilitation Act of 1973. It provides
protection against discrimination for individuals with disabilities.
 Section 504 is designed to provide equal access and fairness in general education to students
with disabilities, thereby leveling the playing field for them through what is known as an
Individual Accommodation Plan. Section 504 accommodations could be available to identified
students with disabilities, who have been evaluated and meet the criteria.
 Dyslexia is a language processing disorder which is manifested by difficulty processing
expressive or receptive language, oral or written language despite adequate intelligence,
educational exposure, and cultural opportunity. Specific manifestations may occur in one or
more areas, including difficulty with the alphabet, reading comprehension, writing, and spelling.
The role of the Community Liaisons is to conducts home and school visits with truant students and their
families to gather information and assess obstacles to school attendance. The community liaison makes
recommendations to truant students, engages difficult families, assist with other
non-academic issues to alleviate truancy. The community liaison also prepares
narrative and statistical reports, documents, and correspondence regarding
13%
status of truant student and testifies in court as needed; 221 truant cases
reduction
processed in truancy court. Further collaboration with the
in major
Lafayette Parish Sheriff’s Office Juvenile Assessment
Center (JAC) for providing truancy enforcement support
discipline
Overall
which lead to a 4% truancy reduction rate.
incidents
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4%
Drop in
truancy
Regular Education Program Enhancements
 Advanced Placement-LPSS is one of 547 school districts in the U.S. and Canada honored by the
College Board with placement on the 5th Annual AP® District Honor Roll for increasing access to AP
course work while simultaneously maintaining or increasing the percentage of students earning
scores of 3 or higher on AP Exams. Since 2012, Lafayette Parish Public School System has increased
the number of students participating in AP while improving the number of students earning AP
Exam scores of 3 or higher
Advanced Placement Tests and Results – Number of Students
School
# of Students
taking AP
Exams
Acadiana HS
Carencro HS
David Thibodeaux STEM
Early College Academy
Lafayette HS
Northside HS
O Comeaux HS
LPSS
2011-2012
# of
Students
Scoring 3+
% of
Students
Scoring 3+
<10
<10
∼
∼
∼
∼
128
37
11
193
80
<10
<10
82
62.5%
<5%
<5%
42.5%
# of
Students
taking AP
Exams
2012-2013
# of
Students
Scoring 3+
% of
Students
Scoring 3+
48
≥20
10
<10
20.8%
38.1%
239
51
≥40
407
122
<10
<10
150
51.0%
<5%
18.8%
36.9%
2013-2014
# of
Students
taking
AP
Exams
≥20
88
≥30
≥20
252
≥20
55
493
Advanced Placement Tests and Results – Number of Tests
School
Acadiana HS
Carencro HS
David Thibodeaux STEM
Early College Academy
Lafayette HS
Northside HS
O Comeaux HS
LPSS

# of Students
taking AP
Exams
2011-2012
# of
Students
Scoring 3+
% of
Students
Scoring 3+
<10
<10
∼
∼
∼
∼
158
37
12
224
95
<10
<10
97
60.1%
<5%
<5%
42.5%
# of
Students
taking AP
Exams
2012-2013
# of
Students
Scoring 3+
% of
Students
Scoring 3+
61
≥20
10
<10
16.4%
29.6%
310
51
≥50
506
166
<10
<10
194
53.5%
<5%
15.8%
38.3%
% of
Students
Scoring
3+
<10
15
<10
<10
175
<10
10
206
13.0%
17.0%
<5.0%
<5.0%
69.4%
8.3%
18.2%
41.8%
2013-2014
# of
Students
taking
AP
Exams
≥30
138
≥30
≥20
340
≥20
64
653
# of
Students
Scoring
3+
# of
Students
Scoring
3+
% of
Students
Scoring
3+
<10
22
<10
<10
238
<10
11
278
11.4%
15.9%
<5.0%
<5.0%
70.0%
8.3%
17.2%
42.6%
Language Immersion As of November 2013, Immersion Pathways administrative issues involved:
1. Expansion, in numbers (more sections), in grade levels (opening pre-K as well as high school
pathways), and in different areas of the parish (opening sites in the south).
a. Two additional content classes were opened at Lafayette High for French immersion
students. In addition to World History taught in French to 12th graders, 9th graders are
taught World Geography, and 10th graders are taught Chemistry.
b. Since the Chinese immersion pathway was moved to Plantation Elementary in June 2013, its
enrollment in kindergarten has increased to 17 students
2. Reinforcement of scheduling
a. All elementary schools are following 60% of the school day in the target language
guidelines, with the exception of Plantation where we follow a different schedule because of
the lack of links between the Chinese and the English language.
b. In addition, Evangeline hired a French speaking P.E. teacher and Myrtle Place a French
speaking music teacher in order to give students more exposure time to the language.
3. Renewal of instruction and evaluation materials
a. Teachers are translating Eureka math on a daily basis and limited printing is provided
through the Immersion cost center.
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b. Les Amis de l’Immersion, parent support group, for the second year in a row, donated over
$16,000 in books to the French immersion schools. Last year’s money was spent on guided
reading materials. This year, teachers concentrated on ordering non-fiction books.
The Arts- meet provisions of LA Act 175 and BESE requirements, provide visual/performing arts
instruction aligned with state standards, and develop critical and creative thinking abilities for
students.
Known benefits of greater arts integration in core curriculum include—
 Students have greater emotional investment in classes
 Students work more diligently and learn from each other
 Parents are more involved and teachers collaborate more
 Curriculum is more hands-on, authentic and engaging
 Teachers’ expectations for students rise
Activities:
1. Employ arts-integration coaches (start with elementary, then in later years add middle and high
schools)
2. Update musical instruments through repair and purchase
3. More community involvement
4. Give students access to quality arts experiences
5. Provide Professional Development to all four discipline teachers Dance, Music, Theatre and
Visual Arts
Highlights
 The Arts Instructional coach in Music and Visual Arts was hired July 2013.
 We are currently in collaboration with AcA, Acadiana Symphony, PASA, and UL Education
Department to plan an arts education funding model and build a network of partnerships
between the Arts and the community.
 LPSS continued the ASO’s, Do-Re-Me music instruction project at Truman Montessori. The
program Impacted 470 students. ASO’s survey indicated students are singing on a pitch at a
higher rate of accuracy than in the beginning of the school year and are acquainted with playing
various rhythm instruments and using proper techniques. Many special need students showed
strides in singing, playing of instruments, and fine/gross motor skill development.
 The PACE (Primary Academic Creative Experiences) art program impacted 5,000
students and 229 teachers. Through arts integration and collaboration with classroom
teachers 15 teaching artists worked in 22 elementary schools in select K–4 classrooms.
 Summer Arts Institute was conducted in July 2013. It was a week of professional development
based on Arts Integration with core content.
 Site based (schools) and community based (AcA and VCC) workshops throughout the school
year focused VTS, Visual Thinking Strategies.
 General music K-5th grade developed district curriculum guide, scope and sequence and
common assessments were developed.
 Instrumental music developed district wide scope and sequence for 5th -12th grade. Currently
working on common assessments at each grade level.
 Visual Arts currently working on common assessments and scope and sequence for 5th-12th
grade.
 Dance currently working on common assessments and scope and sequence for K-12th grade.
 The Touring Arts program showcased 46 performances impacting 11,000 students and 479
teachers in LPSS. The performances were from local and nationally known performing arts
companies. The groups were carefully selected for their artistic and educational excellence and
provided an opportunity to expand the horizons of students who otherwise would have limited
access to cultural events.

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 Art Expo was held on May 9, 2014 showcasing nearly 100 student performances and
exhibitions in downtown. Over 3,500 people attended the Student Arts Expo.
 Integrated technology into the arts classrooms with a donation from the local Kiwanis Club of
iPads for every music teacher in the parish. The teachers were trained on ways they could
utilize the iPads in their classroom. Every visual art teacher received Adobe programs to
enhance art curriculum in their classrooms.
 Developed strategies for Compass evaluations in the music classroom.
 School and LPSS beautification Projects: Monthly art show at Central Office and 4 painted
murals at Broadmoor Elementary
School to Career benefits for all students ranging from providing a contextual environment for
developing high-level academic skills, to providing specific industry certification in an occupational
field; benefits to students pursuing careers requiring specific technical skills, as well as providing a
strong foundation for those pursuing a traditional four-year (or more) degree. It is an integral
component of the total education mission, contributing to the goals of high academic achievement,
student retention and motivation, and the development of general workplace and life skills. Students
participating in Career and Technical Education programs are prepared to be successful at the next
level in the workplace or in education.
1. Career Choices-100% of 6th, 7th and 8th grade students matched up with their
skills/interest/abilities and career choices.
 Every 8th grade student created an IGP or individual graduation plan ( and takes part in career
exploration activities)
 All 8th graders take “Journey to Careers” class
 All 8th graders take ACT Explore readiness assessment and receive counseling
 In order to assist students in making course selections in a high school career pathway, all 8th
grade students were introduced to the Career Options Program by Career & Technical Education
staff
 Introduced the JAG or Jobs for America’s Graduates program at Broussard Middle
 All 7th graders were exposed to community business/industry speakers
 All 7th graders were exposed to six career exploration activities
 All parents were able to attend an education seminar
 40 middle school teachers attended a summer “Educators in Business” camp
 All 6th grade students take an on site or virtual college tour as one of the required career
activities
 A career explorations video was being designed for 6th graders
 In a partnership with the Evangeline Area Boy Scouts all 5th -8th grade students participated in a
career interest survey
2. College and Career Readiness-100% of high school students will be ready to succeed in entry-level,
credit bearing academic college courses and workforce training programs.
 All 10th graders took the ACT PLAN assessment and updated their individual Graduation Plan
using the results
 ACT prep course to be offered to 10th graders as an elective during the class day
 The JAG or “Jobs for America’s Graduates” program which offers services to at-risk students in
areas such as success skills, community service and career planning is located at Carencro High
and NP Moss Prep
25
 A full time Career Coach served students at NHS, AHS and CHS. A part time Career Coach from
SLCC worked with students at OCHS, LHS, David Thibodeaux and W.D. and Mary Baker Smith
Career Center
 Every 10th grade student participated in the Career Connections program at the Cajundome
Convention Center where students were able to visit with representatives from approximately
75 local business and industries
 Every student reviewed their Individual Graduation Plan yearly
 Programs that are presently in place include the Agriscience, Business Education, Family &
Consumer Science and Industrial Technology Based Certification and Dual Enrollment
 The GEAR UP Grant was used to enrich career activities for eligible students in the 10th & 11th
grades
 75 representatives from local industries, branches of the armed forces and post-secondary
institutions were represented for the annual 11th and 12th grade students College and Career Day
3. Early College Academy –graduate 100% of enrolled students with a core four high school diploma
and associate degree and ready to enter job market.
 In accordance with the updated official MOU, all 258 ECA students were scheduled on the
Louisiana Core Four diploma , TOPS Awards and were working on the requirements for an
Associate’s Degree in a General Studies or in a specific area of concentration
 37 students graduated high school from ECA with 35 receiving their Associate’s Degree
 Several senior ECA students attended classes on the ULL campus
 Discussions were ongoing between LPSS staff and SLCC administration to increase the number of
student seats available for ECA
 Initial discussion was held to strengthen the partnership between LPSS, ULL and SLCC allowing
senior ECA students to schedule ULL courses
4. Career Academies – to offer program study aligned with Louisiana’s diploma pathways, connecting
academic course work to relevant career and technical coursework.
 The Engineering Academy and Environmental Science Academy at Northside were shifted to
David Thibodeaux to further focus on STEM
 Each academy has an advisory board to review/revise 4 year curriculum
 An independent task force reviewed all Schools of Choice policies and made recommendations to
the board. The task force recommendations were officially adopted by the board
 The new Academy of Legal Studies opened at Northside High School
 LPSS obtained an LPFM radio license, under the Schools of Choice umbrella, constructed and
operated an LPFM facility at Northside High. This facility will anchor the Broadcast Journalism
Academy
 In the Acadiana High Academy of Business, in addition to Finance, students now have the option
of studying two new pathways. The two new pathways are Hospitality or Tourism
 A new Schools of Choice website and catalog was designed utilizing K-12th grade Pathways as a
primary focus
 The Schools of Choice Lottery acceptance date has been changed from June 30 to April 20 in an
effort to place students in an academy for the upcoming academic school year before the current
school year ends. Parents must now accept the lottery School of Choice assignment no later that
April 20
 The FALL FRENZY continued to be the major recruitment program for all “Schools of Choice”
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5. David Thibodaux STEM 6-12 magnet school- students focus on science, technology, engineering and
mathematics; an important part of education in a competitive global marketplace.
 The Engineering Academy and Environmental Science Academy at Northside were officially
shifted to David Thibodaux to further focus on STEM
 David Thibodaux STEM continued to work closely with the LITE Center
 Housed the 6th-8th grade STEM academy as a school of choice with a capacity of 500 students
 STEM concepts are fully immersed in the overall middle school curriculum with specialized STEM
electives.
 Exploratory courses for all pathways are being developed and designed at the Thibodaux campus
 Students also take courses at W.D. and Mary Baker Smith Career Center
 Advanced level courses and Industry-Based Certification courses would be offered through South
Louisiana Community College or on the Thibodaux campus
 The Thibodaux staff will develop entrance and continuation criteria for STEM with Academic
Reviews and Academic Plans
 Worked with Chevron to support Project Lead the Way for teacher training and courses
 The four Career Pathways include--- Engineering and Technology, Bio-medical and
Environmental Sciences, Human Services and Advanced Manufacturing
 David Thibodaux and Central Office staff worked with architects to design a working STEM
facility including a new science wing and engineering lab.
 Facility changes and/or improvements include the Advanced Science Labs, the Engineering Labs,
the Environmental Science Labs, the Project Based Learning Labs and and planning for the state
of the art technology infrastructure
 Students who successfully completed middle school STEM will receive priority placement to the
high school in the lottery
6. W.D. and Mary Baker Smith Career Center- give 100% of students the opportunity to earn industry
based certification, articulated credit and/or dual enrollment with post-secondary certification
programs.
 The central office and school staff are in their 2nd year of a three-year plan to transition the career
center into a world-class technical center
 Consolidated course offerings to include only those that offer Industry Based Certification and/or
dual enrollment/articulated credit and State Approved Skills Certificates
 Course offerings are Culinary, Auto Tech, Welding, Carpentry, Photography, Outdoor Power
Equipment, Cosmetology, Introduction to Nursing, First Responder, Drafting and Oil and Gas
Production/Safety Systems
 Updated the lab facilities to mirror industry standards in the Culinary, Auto Tech and Nursing
areas
 The 2nd year of a three-year plan is developing the implementation of industry based equipment
into the renovated labs
 All teachers must become industry based certified and dual enrolled credentialed within 2 years.
83% of the teachers are credentialed with 2 teachers national enrolled credentialed
 An active Advisory Board is mandated for each program with a minimum of 2 advisory meetings
per year
 Junior and senior students from all comprehensive high schools and eligible students from the
Preparatory School can attend on a time-share basis
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 Connections program was transferred to NP Moss Preparatory Academy. Exiting Pathways
program continues on the Career Center campus.
7. Rigorous Curriculum- preparing students for their chosen career field. All students get the
opportunity to participate in rigorous and challenging curriculum to prepare them for postsecondary education and to become lifelong learners.
 Career & Technical Education, student services and school staff worked collaboratively to design
career pathways providing a rigorous curriculum for core-four and career diploma students.
The Curriculum includes both academic and technical/career courses
 GEAR UP sponsored activities to involve more students in Project Based Learning acitivities
including robotics competition, algebra competition and engineering camps
 Every high school selected a “Gatekeeper” to provide individual assistance to junior and senior
students who wished to pursue dual-enrollment possibilities with SLCC and UL Lafayette
 More students get access to dual enrollment, AP and advanced classes
 Increased teacher professional development
8. GEAR UP is a federally funded grant initiative that provides students with the skills, access,
preparation and information needed to enter and succeed in post-secondary education. In
Lafayette, GEAR UP works collaboratively with LPSS, higher education and business partners to
provide resources to students and parents in order to prepare and motivate students to achieve
beyond their current expectations. A cohort of approximately 2,000 students from several
Lafayette Parish schools began this early college intervention initiative in 2008. Students
participate in the GEAR UP program throughout their middle school years and will continue to have
a relationship with GEAR UP through their high school years.
Technology – Supporting educators and administrators in acquiring, installing, training, maintaining,
tracking and maximizing the impact of technology on teacher effectiveness, administrative efficiency
and educational outcomes.
1. Centralized registration for all schools
2. Installation of cameras on school buses
3. The technology task force subcommittee is being
redeveloped to reflect recommendations of the
Community Peer Review Team. During the peer review
process activities listed in the task force were revised and
prioritized in preparation for online testing mandates.
4. At the end of year one the technology task force status is
as follows: 56% ongoing, 38% relocated/not priority, 6%
completed.
5. Ongoing projects are either being reviewed, include salary items, or need budget approval annually
to continue. Several activities have been relocated to more appropriate task forces.
A technology steering committee has been established and will develop a 5-year technology strategic
plan
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Operations:
Business Services
Lafayette Parish School System
Revenues
Fiscal Year 2013-2014
$346,355,058
Federal
Sources
10%
Parish
Sources
54%
State
Sources
36%
Note: $420,375 rolled over into fund balance
Lafayette Parish School System
Expenditures
Fiscal Year 2013-2014
$345,934,683
Debt
Service
3%
Facilities
5%
Instruction
53%
NonInstruction
Services
4%
Support
Services
35%
Child Nutrition Services
Activities
1. Update and implement LPSS Policy File EE: School Nutrition Management and Policy File CGPI:
Health and Wellness to comply with required changes in Federal, State, and Local guidelines for
Nutrition Standards:
• Healthy, Hunger-Free Kids Act of 2010
• USDA’s Smart Snacks in Schools
2. Expand Nutrition Education Program relative to the 2010 USDA Dietary Guidelines for Americans
3. Participate in local efforts to establish Farm to School Programs and School Gardens
Highlights
 Enrollment: 30,068
 Free: 54.58% Reduced price: 7.91% Full Price: 37.51%
 Production Sites: 40
 Average Daily Breakfast Meals: 8,350
 Average Daily Lunch Meals: 17,925
 Average Daily Snack Meals: 795
 13-14 Operating Budget: $15,532,000
 CNS Staff: 267 FT/ 25 PT
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Facilities, Maintenance & Grounds- develop and
implement a more effective and efficient system for
maintaining and renovating buildings and grounds;
develop strategy for refurbishing/rebuilding
facilities for the long-term; increase student
performance and teachers’ ability to instruct.
Highlights
 At the closing of FY13-14, approximately $36
million in construction additions and
renovations were in progress in the Capital
Improvements Fund, Self-Funded Construction
Fund and the Construction Fund 2012 Limited
Tax Bond Fund.
 The Maintenance Department received over 22,600 work order requests, completed over 19,400
work order requests and approximately 1,100 of the work order requests received were transferred
to the Technology Dept. (for their technicians to complete) or removed as “duplicated” work order
requests. At the end of FY13-14, there were 144 Work order requests on the backlog from the
requests received. Work orders completed include maintenance of existing facilities, compliance
with regulatory agency requirements, and grounds maintenance. Departments include carpentry,
electrical, plumbing, pest exterminating, painting, grounds, small engine repairs and bus
maintenance repairs.
 The Maintenance Dept. technicians logged in over 110,000 man-hours for the completion of work
order requests.
 FY13-14 was the first year of the HVAC Maintenance Contract with Bernhard Mechanical
Contractors. Response to emergency work requests is less than two hours and preventative
maintenance work on equipment has increased over the first year of the contract.
 Custodial schedules still include late shifts at each site – custodians are on site until either 7:00 pm
or 8:00 pm, depending on location.
 Custodial staffing for the school district includes 176 custodians at 46 sites
Risk Management -review risks associated with the operation of the school district, recommend ways
to minimize losses, and handle any claims for damages. The goal of this department is to properly
assess the risks facing the school district and develop effective and fiscally sound principles to handle
those risks.
Risk Management is responsible for administration of the District’s self-insurance funds and excess
insurance policies for workers compensation, general liability, crime, and property damage to buildings
and equipment. This office investigates and processes all claims, negotiates coverage and premiums
and provides liaison with excess insurance carriers, and authorizes payments from district claim funds
as appropriate.
Highlights
 Schools conducted a combined total of 697 safety drills, including fire drills, tornado drills, and
lock-down drills.
 Over 700 employees participated in the Employee Wellness Program administered by the
department.
 Staff provided benefits orientation to 440 newly hired employees.
 Staff provided support to 7,397 individuals covered by the district’s self-insured health plan.
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Human Resources Distribution
School Clerical
and Custodial
Support
10%
School
Administrators
3%
Central Office
8% Maintenance
4%
Paraeducators
9%
In School
Degreed
Specialty
Professionals
(Nurses,
Social Workers
Psychiatrists)
3%
2% Cafeteria
Bus Drivers
7%
Bus Attendants
1%
Teachers and
Instructional
Staff
53%
Transportation
Student Ridership for Public and Parochial Schools
 18,700 Students X 2 Rides Per Day = 37,400/Day
 37,400 X 171 Days = 6,395,400 Bus Rides/Year
 6,395,400 ÷ 283 Buses = 22,440 Students/Bus/Year
 15,245 Bus Stops (one way)
 3,827,200 Miles/Year
 Purchased 8 new buses
For additional information about the various departments within the
Lafayette Parish School System, please find us at www.lpssonline.com
or call the main number at 337-521-7000
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