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EBR Readiness principals say targeted instruction, counseling and community partners lifted alternative schools' performance
Summary
Leaders of East Baton Rouge Parishalternative schools told the school board Dec. 19 that focused, data-driven instruction, small class sizes and stronger family communication helped raise school performance and opportunities scores. The board asked about transition criteria for students returning to home schools.
Superintendent Lamont Cole introduced leaders from the districtalternative settings at the East Baton Rouge Parish School Board meeting Dec. 19, where principals described steps they say improved student outcomes and school climate.
Sabrina Anna, principal of EBR Readiness Elementary, told the board the discipline-center program recently earned a letter grade of B and cited gains in progress and opportunities. "We have increased our progress points," Anna said, and described small class sizes, frequent parent communication, PBIS rewards and an 80%+ student attendance rate as factors behind growth. She said staff use data-driven instruction to diagnose student needs and tailor plans even when students enter midyear.
Principal Darren Clark said the middle-school program emphasizes counselor check-ins, careful master scheduling and daily routines that let staff quickly identify and address barriers to learning. "Our counselor checks in on, are you okay? Have you eaten?" Clark said, describing morning screenings that inform supports for students who arrive hungry or unstable.
Corey Grant, principal of EBR Readiness High, said building a culture of high expectations and differentiating instruction for students who enter below grade level were central to the high schoolsite's improvement. He credited community partners for on-campus supports and named organizations that provided services and donations, including a $20,000 contribution for a campus garden.
Board members pressed the presenters on how students transition back to their home schools. Director James Smith described two pathways: "leveling up" (students earn points for behavior and grades to return earlier) and a formal transition process that brings families, counselors and home-school leaders together to assess readiness. Smith said the district follows guidelines in its rights-and-responsibilities handbook but allows case-by-case conversations with families.
The board praised staff for recruiting teachers willing to work in demanding settings and asked that the district share return-rate statistics and other longitudinal measures. Principal Clark said the data requested on how often students return to alternative settings after transition is not available immediately but promised to provide it on request.
The presentation concluded with board applause and a request that district staff continue sharing the programs' practices that could be adapted in other schools.
