• 
  
  
  
  
  
  
  

School Culture requires continuous team building and is an area we are still working on diligently. We offer monthly parental meetings including activities that involve parents with their students (resulting in a bigger turn out). Our Positive Behavior Intervention Support is highly effective resulting in fewer discipline infractions. We are working to implement more incentives for teachers. Two years ago, our faculty did not appear to be active participants in the growth of school culture. This has changed. As time has progressed, our weekly collaborative meetings and successes with all students are equally shared.

What are your school’s top two goals for the next year?

Our top goal for the next year is to continue improving classroom instruction by fully embracing and implementing common core state standards and continue with highly effective teaching strategies in daily lessons.

Our second top goal for the next year is more precise and continuous review of all available student data to make individualized instructional plans for the students at Geraldine Boudreaux Elementary.

What is the single most important factor in the success of your school that others could replicate?

The single most important factor in the success of our school for others to replicate is using data to drive ALL instructional and school-based decisions.

Explain how Title I funds have supported your improvement efforts.

Title I funds have supported our improvement efforts by providing the funding for the Interventionists who provide interventions and collect and track data. Furthermore, we hired an outside consultant to provide Professional Development on Classroom Management, Usage of Technology across all curriculum areas, and Differentiating Instruction. Title I also provides funding for our Standardized Test Prep resources- parent handbooks, student test prep materials, and parent meetings preparing all for the Standardized Tests- and the materials used in our Data Room.

Describe how data is used to improve student achievement and inform decision making.

Our Data drives ALL student achievement and informs decision making. The Data compiled through our Academic and Behavior Intervention Team Process provides individual student data that is reviewed to make decisions related to academic and behavior interventions. Student Standardized test information from the previous year has guided our practices for school-wide projections on current year standardized tests. This information guides conversations with students informing them of their progress thus creating higher expectations for class performance and individual performance. Lastly, weekly collaborative planning occurs in our Data Room in which colleagues engage in discussions on teaching and learning within the classrooms while the data is clearly visible and readily accessible.

Describe your school culture and explain changes you’ve taken to improve it.

School Culture requires continuous team building and is an area we are still working on diligently. We offer monthly parental meetings including activities that involve parents with their students (resulting in a bigger turn out). Our Positive Behavior Intervention Support is highly effective resulting in fewer discipline infractions. We are working to implement more incentives for teachers. Two years ago, our faculty did not appear to be active participants in the growth of school culture. This has changed. As time has progressed, our weekly collaborative meetings and successes with all students are equally shared. Creating an environment that is welcoming and safe is important to the school culture. Painting the inside of the school in its entirety, planting trees, creating gardens at the entrance to greet all who enter, and renovating the bathrooms have contributed to our school culture.

• Category 2

  Selected in 2012

• Grades: pre k - 5
  School Setting: suburban
  Town Population: 17
  Student Enrollment: 613
  Student Demographics:
  

  Black/African American: 59%
  White/Caucasian: 12%
  Hispanic: 12%
  Hawaiian/Pacific Islander: 0%
  Asian: 5%
  Native American: 0%
  Other: 12%
  

  Teacher/Student Ratio: 1:25
  % Reduced Lunch: 93%
  % ELL Learners: 14%
  Founded: 1987
• PRINCIPAL:
  Kiplyn Diaz-Pereira
• CONTACT:
  950 Behrman Highway
  Terrytown, LA 70056
  5043938732
  Kiplyn.Pereira@jppss.k12.la.us