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District briefing: EBRperformance score 70.1, new state accountability formula will change priorities
Summary
District accountability staff presented subgroup performance, explained how LEAP and ACT scores factor into the performance and progress indices and outlined implications of the state's new formula; board members asked about ACT prep funding, science-of-reading training and real-time simulation reports.
At the Dec. 19 meeting the East Baton Rouge Parish School Board heard a detailed presentation from accountability staff on how the districtperformance score is calculated and how subgroups contributed to results.
Andrea Okonsky, who guided the briefing, said the districtperformance score for all students was 70.1 with a progress score of 84.8 and noted the districtgoal for a B rating is 75. "If we want to be a B District, 75 is the goal," Okonsky said. She explained the assessment index (LEAP/alternate assessments), progress index (student growth against targets) and strength-of-diploma measures and how each contributes to site and district scores.
Okonsky highlighted key subgroup figures presented to the board: economically disadvantaged students represent roughly 79.6% of enrollment; African American students about 68.9%; Hispanic students approaching 15%; students with disabilities ~11.4%; and English learners ~9.7%. She said district-wide mastery levels are low in some areas: 39% of students reached mastery or above on ELA LEAP and mathematics mastery was reported at 26% in one cycle. The district's high school ACT composite is 17.8, below the thresholds where the ACT begins to contribute substantial points under the existing formula.
Board members sought practical responses: how to expand training, mentor teachers from strong sites, and how to deploy an already-committed $1 million for ACT preparation. Okonsky said the district has been in recent conversations with ACT to pilot a phased strategy and that leaders plan to introduce ACT concepts earlier than grade 11 to avoid presenting the test for the first time in 11th grade. The team also said they can produce simulated, side-by-side projections under the old and new state formulas to help campuses see where they stand.
The exchange included questions on the 'science of reading' training: staff said K-3 teachers are expected to receive training and district staff will provide a tracker upon request. Okonsky said the district will continue working with principals to tailor interventions by subgroup and to expand high-dosage tutoring and targeted remediation.
