8(g) End of Year Report Form
Statewide Projects
2008–2009
8(g) Statewide Projects
Contact Persons:
Submit the original and one copy.
Due Date: August 21, 2009
Jeanette Vosburg
jeanette.vosburg@la.gov
Submit EOY Report to:
State Board of Elementary and
Secondary Education
Janie Johnson
janie.johnson@la.gov
P. O. Box 94064
Baton Rouge, Louisiana 70804-9064
or
1201 N. Third St., Ste. 5-190
Baton Rouge, Louisiana 70802
Robyn Jenkins
robyn.jenkins@la.gov
Phone: (225) 342-8728
www.louisianaschools.net
Louisiana Quality Education Support Fund―8(g)
End of Year Reporting Procedures for FY 2008-2009
(Report due by August 21, 2009)
General Instructions

Complete a separate report for each 8(g) project awarded to your agency.

Return all sections of the report together.

If additional space is needed to sufficiently answer any of the questions, attach sheets and
include the number of the question with the response.

The evaluation results should be analyzed and summarized by the project administrator.
Attach summarized documentation supporting the effectiveness of the project. Student
anonymity must be protected.

Complete the 8(g) Data Collection Form No. 1 (Section VI).

Make sure that all goods and services are received or rendered on or before June 30, 2009.

Submit all budget revisions for approval before June 30, 2009 and prior to the submission of
the End of Year Report.
Do not return the project information
(Sections I-VII) and the financial information pages (Sections VIII-IX)
separately.
o

Note: All projects have an approved line item budget on file in the BESE Office, and no line item
amount can be changed without prior approval in writing.
Submit all requests for reimbursement before completing the End of Year Report. Make sure
that all of the local requests for reimbursement have been received.
o
Note: Reimbursement claims for unanticipated outstanding bills submitted after the End of Year
Report must be accompanied by a revised Budget Balance sheet. (BESE has directed that no
requests for reimbursement will be accepted beyond the 45 day close out of the fiscal year.) To
ensure payment, reimbursement requests should be received in the BESE Office no later than
July 18, 2009.

All unused funds must be returned to the BESE Office.

Equipment purchased may be retained with the program as long as it is operating. When the
program terminates, the equipment must be moved to another 8(g) program.

Return the original and one (1) copy no later than August 21, 2009 to:
(mailing)
(physical)
o
State Board of Elementary and Secondary Education
P. O. Box 94064
Baton Rouge, Louisiana 70804-9064
1201 N. Third St., Ste. 5-190
Baton Rouge, Louisiana 70802
Note: Agencies not submitting reports will have FY 2009-2010 funds withheld effective
September 1, 2009.
Financial Instructions (for completing Sections VIII and IX)

The Report of Expenditures and Budget Balances by Category should be completed only after
all funds allowable for reimbursement have been drawn from BESE.
Column (1)
Column (2)
Column (3)

Budget reflects the last approved budget for this 8(g) project.
Expenditures reflect funds paid out by line item. [Show 8(g) funding only. Do
not show funding from another source spent on this project.]
Unexpended funds are those amounts remaining after subtracting Column 2
from Column 1.
The statement of the unexpended funds must indicate the amount of:
1. funds not requested from BESE (the difference between the total amount of the project and
the amount actually drawn from BESE);
2. unexpended funds returned from an ISIS agency;
3. unexpended funds returned by check by a non-ISIS agency;
4. the total of this section shall equal the total of Column (3) in report.

Procedures for returning unexpended 8(g) funds to BESE:
An ISIS Agency is an agency that receives 8(g) funds by IAT (Interagency Billing):
1.
Complete the 8(g) Project Reimbursement Request From to reflect the total amount
being returned [in brackets].
2.
Funds should be returned using an ISIS transfer.
Non-ISIS Agency is an agency that receives 8(g) funds by check:
1.
Complete the 8(g) Reimbursement Request Form to reflect the total amount being
returned [in brackets].
2.
A check payable to BESE should be prepared for the total amount being returned.

Any statewide program allocating flow-through funds must complete 8(g) Data Collection Form
No. 2. Any statewide program allocating flow-through funds and administered by the Louisiana
Department of Education (LDE) must complete 8(g) Data Collection Form No. 2, AND the
Project Administrator should attach the LDE Project Totals ESP607 Report.
The completed
8(g) Data Collection Form No. 2 and the LDE Project Totals ESP607, if required, should be
attached to the End of Year Report. See Section IX for a list of the programs allocating flowthrough funds.

The BESE Staff will not accept Louisiana Department of Education Project Completion
Financial Forms. Use the BESE-8(g) form provided in Section VIII.
Note: Please contact Daria Martin at (225) 342-5846 in the BESE Office for assistance
with financial reporting.
8(g) Statewide Projects
State Board of Elementary and Secondary Education
End of Year Report
Fiscal Year 2008-2009
I. Project General Information
Log No.:
SO19
Title:
Louisiana Virtual School
Agency Head:
Paul G. Pastorek
Title:
Project
Administrator:
State Superintendent of Education
Agency Fiscal
Agent/
Budget
Contact:
Name
Allen Grant, Ph.D.
Title:
Ed. Tech. Consultant
Street/
P.O.
Chris Hoffman
Address:
Title
Louisiana Department of
Education
Agency:
Budget Analyst
1201 3rd Street-G219C
City/
State/
Zip
Phone:
Baton Rouge, LA 70820
225-219-0443
Ext.
225-342-1256
Fax:
225-219-0458
Christopher.Hoffman@la.gov
E-Mail:
Allen.Grant@La.Gov
Phone:
225-342-3536
Fax:
E-Mail:
Ext.
Constitutional Category
X
Exemplary program designed to improve student academic achievement or vo-tech skills
Research/pilot program designed to improve student academic achievement
Purchase of superior textbooks, library books, supplemental and/or reference materials
Foreign language program
Scholarship program for prospective teachers
Identify the Regions Served
I
II
III
IV
V
VI
VII
VIII
x
x
x
x
x
x
x
x
II. Project Purpose (as stated in the proposal)
Person Preparing Report
Position
Cover Page 1
Phone No.
III. Statement of Assurances

I understand that equipment purchased with 8(g) funds will remain with the program as long as
it is operating (with either 8(g) or other funding source), and that when the program terminates,
the equipment will be moved to another 8(g) program, and the disposition will be reported to the
Board. If the equipment is more than four years old, is non-operational, or is obsolete,
the equipment may be surplused or disposed of following the appropriate agency and
State regulations and its disposition reported to the Board of Elementary and Secondary
Education office.

This program did not supplant, displace, or replace a program funded through the Minimum
Foundation Program or State General Fund.

This program was administered in accordance with the policies and regulations of the State
Board of Elementary and Secondary Education.

All goods and services were received or rendered prior to June 30, 2009.

I understand that all educational products developed using 8(g) funds awarded by the State
Board of Elementary and Secondary Education are the property of the Board and cannot be
distributed for profit without explicit approval of the Board.

I further certify that the information contained in this End of Year Report is true and correct to
the best of my knowledge and belief, and that all documentation pertaining to this project will be
maintained on file for auditing by the Board's compliance officers.
(Print Name of Agency Head)
(Signature of Agency Head in blue ink)
Cover Page 2
(Date)
IV. Project Personnel
(Identify those persons receiving salaries/stipends from 8(g) funds to instruct or otherwise directly aid participants)
Personnel Providing Direct
Service (number)
Teachers Providing Direct Service
(number)
7
97
V. Project Sites
63
No. of Participating Public School Systems
No. of Participating Nonpublic Systems
7
No. of Participating Public Independent Schools
4
No. of Participating Nonpublic Independent Schools
32
VI. Participants
Identify the Number of Students Directly Served By Grade Level
PreK
K
Total Number
1
2
3
4
5
6
7
8
9
10
11
12
3
270
464
1260
1849
2184
NonGraded*
Identify the Number of Teachers or Other Personnel Directly Served
No. of Teachers
388
No. of Others*
*If the “Non-Graded” or “Others” columns are completed, specifically define the population(s) served:
Attention: All Statewide Project End of Year Reports must include a completed 8(g) Data Collection
Form No. 1 (on the following four pages).
Cover Page 3
VI. (Cont’d) 8(g) Data Collection Form No. 1 [BESE 8(g) 2008-2009 Statewide Projects]
Indicate the Number of Participating Students, Staff, and/or Schools Directly Served in This Project
(The total should correspond to the numbers provided on cover page 3.)
School Systems
Students
Staff
Schools
PUBLIC SCHOOL SYSTEMS
Acadia
Allen
Ascension
Assumption
Avoyelles
Beauregard
Bienville
Bossier
Caddo
Calcasieu
Caldwell
Cameron
Catahoula
Claiborne
Concordia
DeSoto
East Baton Rouge
East Carroll
East Feliciana
Evangeline
Franklin
Grant
Iberia
Iberville
Jackson
Jefferson
Jefferson Davis
Lafayette
Lafourche
LaSalle
Lincoln
Livingston
Madison
Morehouse
Natchitoches
Orleans
Ouachita
Plaquemines
Pointe Coupee
Rapides
Red River
276
28
7
10
4
2
4
5
2
345
94
49
9
273
65
67
26
159
37
199
197
88
58
4
14
121
47
44
69
136
368
13
14
10
5
4
5
8
6
2
4
2
6
7
13
2
1
10
5
3
5
6
7
12
3
2
5
7
4
2
8
6
2
2
4
2
4
6
7
2
1
4
1
2
5
5
3
13
3
2
12
8
60
2
13
16
94
31
76
9
123
2
2
6
5
1
1
3
6
7
2
2
9
1
2
3
5
1
1
1
5
3
2
1
11
1
School Systems
Richland
Sabine
St. Bernard
St. Charles
St. Helena
St. James
St. John
St. Landry
St. Martin
St. Mary
St. Tammany
Tangipahoa
Tensas
Terrebonne
Union
Vermilion
Vernon
Washington
Webster
West Baton Rouge
West Carroll
West Feliciana
Winn
City of Monroe
City of Bogalusa
City of Baker
Zachary Comm.
Central Comm.
SSD No. 1
RSD
TOTAL
Students
Staff
Schools
50
96
19
19
37
63
5
5
1
2
2
3
4
5
1
1
2
3
92
17
101
170
126
79
3
14
85
393
204
82
12
6
2
6
9
10
2
9
3
4
18
7
6
6
1
6
9
10
1
2
2
4
9
5
6
2
70
9
18
11
6
1
2
4
4
1
1
1
177
5200
6
308
6
239
9
3
4
2
8
4
3
33
9
2
4
2
8
2
2
29
NONPUBLIC SCHOOL SYSTEMS
105
Archdiocese of NO
29
Diocese of Alex.
54
Diocese of BR
29
Diocese of HT
56
Diocese of Laf.
23
Diocese of LC
19
Diocese of Shrev.
TOTAL
315
Sitecode
School
Students
Staff
6
1
12
2
24
1
9
1
6
1
PUBLIC INDEPENDENT SCHOOL
031001
031011
031002
031019
389001
395007
388001
333001
337001
336001
391001
395002
386001
395006
331001
390001
398001
398003
393001
387001
302006
304001
305001
306001
318001
395001
398002
395004
394003
392001
300002
339001
399002
385001
392002
321001
395005
300001
399001
397001
340001
319001
329001
395003
A. J. Brown Elementary
A. E. Phillips
Grambling State University High
Grambling State University Middle
Abramson Science & Tech Charter School
ACSA Technology High School
Andrew H. Wilson Charter School
Avoyelles Public Charter School
Belle Chasse Academy
Delhi Charter School
Dr. Martin Luther King, Jr. Charter Sch. For Sci. & Tech.
Dwight D. Eisenhower Elementary
Esperanza Charter School
Harriet R. Tubman Elementary
International School of Louisiana
James M. Singleton Charter Middle
KIPP Believe College Prep
KIPP Central Central Academy
Lafayette Academy Charter School
Langston Hughes Academy Charter School
Louisiana School for Math, Science and the Arts
Louisiana School for the Deaf
Louisiana School for the Visually Impaired
Louisiana Special Education Center
LSU University Lab
Martin Behrman Elementary
McDonogh #15 Sch. For the Creative Arts: A KIPP Transformation
Sch.
McDonogh #32 Elementary
McDonogh #42:Treme Charter School
McDonogh City Park Academy
Medard Nelson Charter School
Milestone SABIS Academy of New Orleans
New Orleans Charter Middle
New Orleans College Preparatory Academy
New Orleans Free Academy
New Vision Learning Academy
O. Perry Walker Sr. High
Pierre A. Capdau Charter School
Samuel J. Green Charter School
Sophie B. Wright Charter School
The MAX Charter School
Southern University Lab
V.B. Glencoe Charter School
William J. Fisher Elementary
TOTAL
NONPUBLIC INDEPENDENT SCHOOLS
834001
Acadiana Preparatory
641001
Alexandria Country Day
753001
American Child Day Care Center
598001
Arden Cahill Academy
580001
Ascension Day
742001
Assembly Christian
555001
Atonement Lutheran
539001
Baton Rouge Lutheran
623001
893001
845001
921001
527001
727001
679001
548001
907001
694001
770001
772001
589001
861001
536001
531001
660001
746001
688001
529001
886001
737001
556001
522001
776001
557001
559001
995001
560001
716001
537001
658001
719001
903001
933001
561001
640001
723001
936001
518001
550001
540001
582001
681001
635001
837001
562001
892001
702001
530001
620001
722001
558001
564001
663001
993001
705001
927001
571001
Beauregard Christian Academy
Believer’s Life Christian Academy
Bethany Christian
Bethel Christian
Bishop Noland Episcopal
Boutte Christian Academy
Bowling Green
Briarfield Academy
Brighter Horizon
Brighton School
Calvary Baptist
Calvary Baptist Academy
Cedar Creek
Cedarwood
Central Private
Central School Corporation
Chitimacha Tribal
Christ Episcopal
Christian Life Academy
Claiborne Academy
Claiborne Christian Academy
Community Christian Academy
Concordia Lutheran
Conquering Word Christian
Country Day of Baton Rouge
Crescent City Baptist High
Downing
Ecole Billingue da la Nouvelle
Ecole Classique
Epiphany Day
Episcopal High
Episcopal School of Acadiana
Evangel Christian Academy
Excelsior Preparatory Boys School
Faith Academy
Faith Lutheran
False River Academy
Family Christian Academy
First Baptist Christian
First Baptist Church
Franklin Academy
Gables Academy
Gethsemane Christian Academy
Glenbrook
Grace Episcopal
Hamilton Christian Academy
Heritage Academy
Highland Baptist Christian
Hosanna Christian Academy
Huntington
Isidore Newman
Jehovah-Jireh Christian Academy
John Curtis Christian
Kehoe-France
Kehoe-France Northshore
Knights High School
Lake Sherwood
Life of Christ Christian Academy
Lighthouse Christian High
16
1
13
1
4
2
20
2
2
1
1
1
34
1
10
1
1
1
9
1
4
1
1
1
15
1
1
1
898001
616001
651001
725001
568001
691001
954001
855001
874001
735001
912001
672001
632001
734001
515001
595001
905001
901001
572001
634001
648001
652001
543002
575001
549001
525001
806001
625001
544001
864001
626001
545001
523001
574001
676001
627001
628001
715001
591001
675001
825001
692003
618001
876001
773001
629001
547001
526001
707001
785001
Louisiana New School Academy
Lutheran High
Lynn Oaks
Memorial Baptist Christian
Metairie Park Country Day
Millerville Academy
Montessori Children’s House
Mt. Olive Christian
Northeast Louisiana Baptist
Northlake Christian
Northside Christian
Oak Forest Academy
Ouachita Christian
Parkview Baptist
Plain Dealing Academy
Prairie View Academy
Quest School
Reserve Christian High
Ridgewood Preparatory
River Oaks
Riverfield Academy
Riverside Academy
Runnels
Salem Lutheran
Silliman Institute
Southfield
St. Andrew’s Episcopal
St. George’s Episcopal
St. James Episcopal Day
St. James Parish Alternative
St. John Lutheran
St. Luke’s Episcopal
St. Mark’s Cathedral
St. Martin’s Episcopal
St. Matthew’s Episcopal
St. Paul Lutheran
St. Paul’s Episcopal
Starkey Academy
Tallulah Academy/Delta Christian School
Tensas Academy
The DePaul School
The Dunham School
The Louise S. McGehee
Torah Academy
Trafton Academy
Trinity Episcopal
Trinity Episcopal Day
University Christian Prep
Victory Academy
Westminster Christian Academy
Cenla Christian Academy
Riverdale Academy
TOTAL
8
1
5
1
17
15
9
1
1
1
22
19
1
3
1
1
2
1
1
72
1
4
3
1
41
14
2
1
26
56
16
515
1
3
1
47
LVS
Grade Distribution and
Survey
(includes data for measurable objective 1)
A
342
1110
1003
347
117
2919
31%
B
263
781
680
252
62
2038
21%
C
174
575
632
224
59
1664
18%
D
89
474
465
174
45
1247
13%
F
134
600
544
262
106
1646
17%
W
54
307
592
121
35
1109
Total
1002
3540
3324
1259
389
9514
Fall Block LVS
Full Year Fall LVS
Full Year Spring LVS
Spring Block LVS
Summer LVS
Total
LVS Student End of Year Survey Results
Course Orientation - The Louisiana Virtual School one-week online orientation session prior to class
starting was helpful in understanding how to navigate the Louisiana Virtual School course in which
you participated in.
Strongly Agree
(28.1%)
Agree
(44.5%)
Neutral
(20.4%)
Disagree
(4.0%)
Strongly Disagree (3.0%)
Accessibility - I had adequate access to a computer.
Strongly Agree
(45.0%)
Agree
(39.1%)
Neutral
(11.3%)
Disagree
(3.5%)
Strongly Disagree (1.0%)
Where was the computer you used located? If you used more than one computer, please indicate
where the one you used most was located.
Home
(6.0%)
School (93.2%)
Other
(0.8%)
On the average, how many times were you online each week?
1
(0.8%)
2-3
(6.0%)
4-5
(52.9%)
6-7
(21.1%)
More than 7 (19.2%)
The computer I used to take my course had all of the necessary hardware (microphone, speakers,
tablets) & software to successfully complete the course activities.
Strongly Agree
(33.7%)
Agree
(39.8%)
Neutral
(15.0%)
Disagree
(8.6%)
Strongly Disagree (2.9%)
The Internet connection and e-mail facilities I used for my course were good.
Strongly Agree
(27.3%)
Agree
(44.0%)
Neutral
(20.5%)
Disagree
(5.8%)
Strongly Disagree (2.4%)
Software questions - I used the following software for ...word processing
Microsoft Word (63.0%)
Word Perfect
(3.3%)
None
(9.3%)
Other
(24.5%)
...spreadsheet software
Excel (19.5%)
None (71.4%)
Other (9.0%)
...presentation software
Microsoft PowerPoint (39.4%)
None
(51.8%)
Other
(8.8%)
...web page authoring tools
Dreamweaver (1.2%)
Frontpage
(7.6%)
None
(76.5%)
Other
(14.7%)
Student's Perspective/Experiences - What was your computer literacy level prior to enrolling in the
course?
No previous experience
(8.9%)
Some experience
(51.3%)
Advanced computer/online experience (39.9%)
The online class I took helped me achieve my academic goals.
Strongly Agree
(17.8%)
Agree
(37.2%)
Neutral
(24.2%)
Disagree
(11.0%)
Strongly Disagree (9.8%)
My academic background was sufficient to help me succeed.
Strongly Agree
(25.1%)
Agree
(43.3%)
Neutral
(22.8%)
Disagree
(5.6%)
Strongly Disagree (3.3%)
I will be able to transfer the information I have learned to another course or learning situation.
Strongly Agree
(18.1%)
Agree
(38.3%)
Neutral
(25.6%)
Disagree
(10.5%)
Strongly Disagree (7.5%)
This online class provided me a quality learning experience.
Strongly Agree
(21.0%)
Agree
(37.8%)
Neutral
(19.5%)
Disagree
(11.2%)
Strongly Disagree (10.4%)
The online course was more difficult than a face to face course.
Strongly Agree
(40.0%)
Agree
(19.7%)
Neutral
(17.6%)
Disagree
(15.5%)
Strongly Disagree (7.2%)
I enjoyed my online class as much as or more than a face to face course.
Strongly Agree
(16.7%)
Agree
(18.7%)
Neutral
(23.8%)
Disagree
(16.5%)
Strongly Disagree (24.3%)
The assignments in my online course were clearly explained.
Strongly Agree
(17.9%)
Agree
(35.0%)
Neutral
(27.6%)
Disagree
(13.4%)
Strongly Disagree (6.2%)
I would take this course even if it was offered at my school as a traditional in-class course.
Strongly Agree
(20.2%)
Agree
(27.1%)
Neutral
(22.9%)
Disagree
(14.8%)
Strongly Disagree (15.0%)
I would take another on-line course.
Strongly Agree
(21.7%)
Agree
(27.6%)
Neutral
(25.3%)
Disagree
(11.7%)
Strongly Disagree (13.7%)
Materials questions - The course materials were sufficient and appropriate for my level of
understanding.
Strongly Agree
(19.8%)
Agree
(43.5%)
Neutral
(24.6%)
Disagree
(7.2%)
Strongly Disagree (4.8%)
The web-based delivery system allowed for effective presentation of course materials.
Strongly Agree
(16.1%)
Agree
(40.5%)
Neutral
(32.9%)
Disagree
(6.5%)
Strongly Disagree (4.0%)
The course outline, calendar, backup CD and other handouts were helpful in the course.
Strongly Agree
(21.1%)
Agree
(39.0%)
Neutral
(26.6%)
Disagree
(7.9%)
Strongly Disagree (5.5%)
Interaction questions - What type of instructor-to-student interaction did you have? Please choose all
that apply.
Online discussion group (21.2%)
E-mail
(64.0%)
Virtual Chat
(3.1%)
Other
(8.0%)
No interaction
(3.7%)
Does your school allow access to a phone in order to call your LVS instructor?
Yes (42.6%)
No
(57.4%)
Does your school allow for the use of an iPod or MP3 player during the school day?
Yes (6.9%)
No
(93.1%)
The student to student interaction was adequate for my needs
Strongly Agree
(21.4%)
Agree
(36.8%)
Neutral
(27.7%)
Disagree
(8.4%)
Strongly Disagree (5.8%)
Your in-school facilitator provided adequate support for this class.
Strongly Agree
(31.3%)
Agree
(35.6%)
Neutral
(18.1%)
Disagree
(7.0%)
Strongly Disagree (8.1%)
Your facilitator/counselor fully explained the LVS program prior to taking the course.
Yes (75.3%)
No
(24.7%)
Summary of Results
Results of the survey indicate that LVS students remain satisfied with their online experience. Most indicated
that the course was able to fit their academic needs, that the course was of quality and that they would take
another online course. While students felt that the online courses are somewhat more difficult than traditional
classrooms, a majority of students would take another online course. Most students felt that the facilitation
was adequate and that the LVS program was fully explained to them.
There are some issues that can be gleaned from this survey. While most students have basic computer skills,
few consider themselves advanced. Additionally, students are hindered by telephone restrictions in the school
and by the prohibition of 21st century learning tools in the school, such as ipods.
LVS Professional
Development
(includes data for measurable objective 3)
LVS Site Facilitator Professional Development
LVS student achievement data continue to support a facilitated model of online learning. The role of the site
facilitator is is to ensure that adequate communication exists between the participating school and the LVS in
order to best serve the participating high school’s students. Primarily, the site facilitator is responsible for
student selection, registration, assessment monitoring, mentoring, and grade reporting--basically, similar to the
role of a guidance counselor in any school setting. In addition, the site facilitator is responsible for gathering
the required data involved in the registration process. At times other tasks, such as ensuring web access,
providing technical support, or proctoring an exam, as well as distributing materials and supplies and collecting
them at the end of the semester, may be required.
While the degree of facilitation at school sites is an unknown variable, students working in a school lab setting
with a proctor score significantly higher than students who work without a proctor. During the 2007-2008
regular school year, 72% of LVS students earned a grade of C or higher. During the summer session, an
environment where students are not actively facilitated at a school site, 60% of LVS students earned a grade of
C or higher.
For these reasons, annual site facilitator training is vital to the success of the program. While new facilitators
attend sessions on the LVS registration system, student selection and instructor/student communication,
veteran facilitators are apprised of program changes and participate in Socratic seminars on topics such as
best practices and academic honesty.
Facilitators are trained in both regional and super regional locations. The 2008-2009 training sites are
summarized below:
Site Facilitator Professional Development Dates
Annual Facilitator Training
July 31, 2008 Baton Rouge
August 1, 2008 Baton Rouge
August 5, 2008 Natchitoches
August 6, 2008 Natchitoches
August 12, 2008 Baton Rouge
Summer School Facilitator Training
(face to face)
February 9, 2009 Region 2
February 11, 2009 Regions 6 & 8
February 12, 2008 Regions 7, 5 &1)
February 23, 2008 Region 4
Summer School Facilitator
Training (online)
May 19, 2009
May 20, 2009
May 21, 2009
Professional Development Feedback Summary
LVS Professional Development/Training Evaluation Form
Session Information
Date
Parish
Name of school or site
Title
Time(beginning and ending)
Presenter(s)/Instructor
Place your answers in the space provided
Did this activity meet your needs?
High
Above
Satisfactory
Did the activity meet your
needs by:
1. Introducing information
in an understandable
manner
2. Presenting material in
an organized fashion
3. Increasing your
knowledge on the
subject matter
4. Providing practical tips
and suggestions
5. How would you rate
today’s overall CVC
activity
Low
5
4
3
2
83%
14%
3%
1
respondent
82%
14%
4%
79%
15%
6%
83%
15%
2%
83%
15%
2%
Not
met
1
Summary of Open-Ended Questions
List single item that was MOST beneficial to you during the session/workshop:
Veteran facilitators praised the new roundtable format. They felt that the opportunity to share best practices
with their colleagues was invaluable.
New facilitators valued the hands-on work in the facilitator portal, especially the registration system and grade
tool.
List one suggestion for improvement for future sessions/workshops of this nature:
Suggestions for improvement included regionalized face to face meetings, online meetings, and an opportunity
to demo an LVS course.
LVS Facilitator End of Year Survey Results
1. Adequate information regarding the Louisiana Virtual School program was provided in a timely
fashion by the DOE.
Strongly Agree
(65.1%)
Agree
(30.2%)
Neutral
(3.4%)
Disagree
(1.3%)
Strongly Disagree (0.0%)
2. Valuable resources were provided to my school through the program.
Strongly Agree
(61.1%)
Agree
(33.6%)
Neutral
(3.4%)
Disagree
(1.3%)
Strongly Disagree (0.7%)
3. Technical and administrative problems were quickly addressed by the provider.
Strongly Agree
(63.1%)
Agree
(33.6%)
Neutral
(2.7%)
Disagree
(0.7%)
Strongly Disagree (0.0%)
4. The course met your expectations regarding content and delivery.
Strongly Agree
(46.3%)
Agree
(39.6%)
Neutral
(9.4%)
Disagree
(4.0%)
Strongly Disagree (0.7%)
5. Your school experienced frequent technical problems.
Strongly Agree
(4.0%)
Agree
(17.4%)
Neutral
(12.8%)
Disagree
(46.3%)
Strongly Disagree (19.5%)
6. The LVS teacher/staff made an attempt to address the technical problems.
Strongly Agree
(45.0%)
Agree
(41.6%)
Neutral
(12.1%)
Disagree
(0.7%)
Strongly Disagree (0.7%)
7. Your students appear to be enjoying the class.
Strongly Agree
(20.1%)
Agree
(52.3%)
Neutral
(15.4%)
Disagree
(10.1%)
Strongly Disagree (2.0%)
8. Your students appear to be learning (based on your observation, or grades they are making).
Strongly Agree
(29.5%)
Agree
(47.7%)
Neutral
(14.1%)
Disagree
(8.1%)
Strongly Disagree (0.7%)
9. This class provides an extra dimension for instruction at your school regarding the course subject,
delivery system and uniqueness.
Strongly Agree
(57.0%)
Agree
(34.9%)
Neutral
(7.4%)
Disagree
(0.7%)
Strongly Disagree (0.0%)
10. Which item(s) do your students most like about LVS? (check as many as you like)
Teacher
(10.7%)
Flexible Schedules
(35.8%)
Web Based Delivery
(22.6%)
Support Materials
(5.0%)
Variety of Subjects Available (25.8%)
11. Which item(s) do your students least like about LVS?
Teacher
(8.8%)
Flexible Schedules
(2.2%)
Web Based Delivery
(22.1%)
Support Materials
(6.1%)
Variety of Subjects Available
(2.8%)
Dealing with Technical Problems (58.0%)
12. What was your reason for enrolling students in virtual high school courses?
To prepare students for college
(27.6%)
Strong student interest
(23.8%)
colleges require this class for admission (19.0%)
Other:
(29.5%)
13. Please list any other reasons for enrolling students in virtual high school courses?



Course not offered at the school
Tops
Lack of certified teachers
14. Please take a minute or two to provide suggestions to us. Be candid and direct.





Site visits by instructors
Better access to grade book
Numerical grades rather than letter grades
Easier courses
Financial assistance to return materials.
Survey Results Summary
LVS site facilitators continue to rate the LVS favorably in areas such as training, administrative support and
instruction. Most facilitators agree that their students are learning the content as presented and that LVS
courses are necessary for meeting graduation and university requirements. Facilitators were most concerned
about technical issues (mainly local issues), but were generally pleased with the level of technical support from
the LVS.
LVS Instructor Professional Development
In 2008-2009, the LVS embarked on a comprehensive professional development plan for new and veteran
LVS instructors. The plan is the final action step for a series of best practices learned through nine years of
practice. The primary goal of the plan is to provide comprehensive training and mentoring for new faculty and
the development of 21st century technology and learning skills for veteran faculty. The plan includes an annual
evaluation component for all faculty. Crucial to the plan was the creation of a professional development
coordinator position solely responsible implementation. The plan is outlined below.
Veteran Instructor Professional Development
During the 2008-2009 school year, LVS instructors attended mandatory online faculty meetings on the
following topics: effective online communication, best practices in online learning, and the traits of effective
online instructor. LVS instructors also attended professional development seminars on synchronous (live)
learning tools. The LVS provided travel funds for all full time instructors to attend the annual state technology
conference (LACUE).
New Instructor Professional Development
The following Louisiana teachers participated in and completed the Louisiana Virtual School sponsored
Instructing Virtual Courses Online class during the 2008-2009 school year. This course was contracted with
and taught by the Educational Development Center (EDC).
Instructing Virtual Courses Online - is a six-week, moderated online course that teaches the pedagogy,
methodology, and facilitation methods necessary for effective instruction in the online environment. The
course is the first phase in the three step hiring process
In order to meet the increasing enrollment in LVS courses, the LVS committed significant funds to increase the
number of participants. For this reason, 4 sections of the course were contracted.
Successful completion of EDC 2008-2009
Fall 2008
Spring 2009
Spring 2009-2
Nan Arthur
Lynda Bertrand
LaCest Campbell
Marguerite Dietrich
Lisa Fallis
Charlotte Grissom
Mary Katherine Ives
Stephanie Judice
Curt Landry
Dan Morris
Gina Cardaronella
Muralles
Renee Redding
Rebecka Rocquin
Julie Sandifer
Kelly Southern
Leah Stokes
Sarah Whiting
Nena Barre'
Mary Hogan Carter
Sean Esker
Pamela Goodner
Kenne Grafton
Lani Gravois
Sandradee Gray
Helen Haw
Leslie Hite
Jeremy Lampo
Sue Ellen Lyons
Christy McMaster
Linda Pierce
Shirley Rivers
Kirk Steen
Susan Wood Thomas
Susan Verret
Mary Gail Yeates
Carolyn Albins
Christa Allan
David Andersen
Kamala Baker
Shonel Branch-LeDuff
Michelle Coleman
Diane Comeaux
John Corley
Rebecca Draughn
Donna Driskill
Evelyn Estay
Tina Galler
Cindy Grimmer
Jan Latino
Tangi Milton-Williams
Adaline Trahan
Anne Williams
Mary Williamson
Sonia Cecchini
After successfully completion of the EDC course, applicants are invited to complete the Online Teacher in
Training Program. This is a 5 week, hands-on student teaching experience where potential instructors receive
professional development in best practices in online teaching, practice effective online instruction, and are
assigned a master online instructor as a mentor who will follow him/her through the first year of teaching.
Participants learn about the LVS learning management system, email program, and all other tools specific to
particular LVS courses. Participants observe and participate as students in an active LVS course, prepare a
course shell for students, and practice all mandatory expectations for LVS instructors (i.e. daily
announcements, meaningful Discussion Board activity, daily log ins). Potential instructors must successfully
execute and complete all components of this program to be considered for employment with the LVS.
Instructor Evaluation
In 2008-2009, the LVS implemented a formal evaluation program for all LVS instructors. The program tools
were adapted from the SREB guidelines for evaluating online instructors. Ninety-seven instructors were rated
in a variety of areas including student communication, teaching effectiveness and collegiality. Instructors were
required to submit a self-evaluation as part of their annual evaluation.
Instructor End of Year Survey Results (summary of instructor comments)
1. What has been the biggest challenge teaching for the LVS this year?
There is a direct correlation, in my experience, with my ability to contact a parent and a child's success
in LVS. If I have access to accurate contact info and can reach a parent, a student is far more likely to
pass my course. The other major challenge involves the enrollment of students who are not prepared
for the type of self-motivation that is required in an online course.
The biggest challenge has been to have students interact with each other!
Meeting the needs of diverse learners from very broad academic backgrounds. There is a much greater
amount of individualized instruction demanded in LVS courses.
The first two weeks of school is always the most challenging! Dropping and adding of students, helping
students keep up with the material, allowing time for students that arrive in the course late to catch up
with work. Of course, hurricanes and weather is always a challenge!
2. Please comment on one or more success stories that occurred in one of your LVS
classes this year.
I had 5 Special Education students. I made sure they knew I was SPED certified and would work with
them in accordance with their IEP's. All but one passed, and the one that failed just did not work
enough, even with me and his facilitator pushing him.
I had a student that used WIMBA Classroom at least 3 times a week. He even purchased a
microphone. He came in and we discussed problems that he was having with homework. The white
board allowed us to have visual aids while we talked about particular homework problems.
In each of the past two semesters, I have had one or two students who were entirely thrown off course
by personal issues, neglecting their work for the first half of the term. In each case, I was able to work
with the parent or the school facilitator to help this student find success. It meant extending some
deadlines, reopening modules, and even allowing test retakes. However, I was careful make each
student aware that I was not giving him or her anything that I would not give any other student who was
in trouble. After all, the point of the course is to help the student gain skills that will be beneficial for the
rest of his or her life. I'm very proud of these students for deciding that passing the course was worth
their efforts after all.
Several of the parents that I contacted appreciated the progress report emails I would send them every
three weeks concerning their child. It made the effort worthwhile knowing that someone appreciated the
time that went into sending individual emails.
3. Please comment on the level of support you have had as an LVS teacher from the LVS
administration.
The support from the LVS administration and my mentor has been great. I truly have gotten the help
that I have needed to be successful as an instructor.
This year I have felt the LVS administration is really trying to keep the teachers connected with
information through emails and the on line meetings. This is very helpful in a "distance" teaching arena.
The administration is very supportive, despite the overwhelming amount of responsibilities they face
with a limited staff.
Excellent support from mentor and LVS staff. I often did not want to ask questions because I did not
want to create more work for other people but more orientation would have been nice.
.
4. What can schools and facilitators do help make your students more successful?
Schools really need to be more selective in enrolling students. Many of these students are poor
students in a F2F classroom due to lack of motivation; that is magnified in the online setting. There is
no level of accountability on the part of students particularly in the summer courses. It’s free so parents
and students have nothing invested. I had some students just quit in the middle of the course. This was
a greater problem in the summer but occurs just as much in the full year course. Block courses do not
experience this as much. The stakes are usually a little higher.
Facilitators must be active just as a regular teacher would be in the classroom; it is imperative that they
walk around and monitor what students are doing. This would reduce cheating in my opinion. Also,
administration at schools should understand well the offense for cheating and constantly remind
students of the consequences.
The schools need to be sure to give the full computer time for students to work. The facilitators need to
be sure that students work daily and that they develop a relationship with the student. The schools
need to be careful with their selecting and advising of students for LVS courses. Students should not be
forced into a LVS course.
Some students do not seem to understand the level of dedication required in taking an online class.
Communicating this to the students in advance and working with us so they stay on top of the course
work would be helpful.
5. Please discuss any 21st century learning tools that you feel would improve the learning
experience for LVS students.
I plan to add audio announcements to my course next year. I believe this will be more effective in
getting the message across. Blogs and wikis will only work if the students participate (much like the
discussion boards). Introducing programs such as Photo Story, Audacity, web page creation, etc. may
help spark the interest of the students.
I would like to use blogs, wikis, and podcasts/voice board with my students. While Blackboard is a
wonderful tool, those elements are truly the ones that represent the full range of the communication
skills that they will use in their future.
I think a secure Wiki, blog, and a facebook social, networking, and availability of a tablet PC so the
students can easily write and save their work would be good.
I think that Louisiana schools are so "last century" in their thinking that there is not much we could do
that is cutting edge that would be allowed at individual schools.
6. What sort of professional development would be most beneficial to you?
I know a good bit about 21st century skills and web 2.0 integration, but I feel that I need more PD on
how to motivate online students to help them become successful.
Hands-on, small-group PD is always best. I also think the LVS instructors who are required to
participate in a Bb class themselves would rethink the kinds of assignments they give and the level of
responses they provide to students. That experience reminds a teacher of the learning environment
that he or she is striving to create.
I am always happy to have technology training. I would like to learn to make use of wikis. I think it would
also be good if we could compile a sort of "best practices" list with details from teachers who are
successful using technology in their virtual classrooms.
PD on legal issues ranging from copyright issues to inappropriate relationships with students.
Report on AP, Dual
Enrollment and
Remediation
Enrollment
(Measurable Objective 2)
Enrollment chart for AP, Dual Enrollment and Remediation Courses
Dual Enrollment
Advanced Math (6 credits)
American History
English IV
English Literature
Fine Arts Survey
Introduction to Engineering
Introduction to Psychology
Principles of Sociology
Total Enrollment
Advanced Placement
50 AP Biology
64 AP Calculus AB
AP English Language
67 and Composition
AP English Literature
39 and Composition
81 AP European History
16 AP Human Geography
24 AP Psychology
29 AP U.S. History
AP US Government and
Politics
370
*course was offered but did not make
**Courses in bold and italics are new offerings in 08-09
Remediation
13 Math Skills Review
Reading
36 Comprehension
48
15 Algebra 1 Recovery
23
56 English 1 Recovery
18
0*
40
11
13
14
203
49
133
Report on LVS
rd
3 Party Courses
Summary of 3rd Party Courses
Based on the results of a positive pilot in 2007-2008, the Louisiana Virtual School continued using third
party course providers for remediation, recovery and elective courses. A third party course is defined
as a course designed and taught by individuals outside of the Louisiana Virtual School. The use of
third party courses allowed the LVS to:




increase the number of technology courses offerings;
offer life skills courses;
offer recovery courses;
offer remedial courses;
Two vendors offered LVS courses during the 2008-2009 school year. These vendors were selected on
stringent criteria that include, but are not limited to the following:





Well designed course structure;
History of success with other state virtual schools;
The ability to provide Highly Qualified/certified instructors;
Value for services rendered; and
Active customer support.
Third Party Courses
Class.com
Study Skills, Introduction to Psychology, Math Skills Review, Reading
Comprehension, Health, Algebra 1 Recovery, English 1 Recovery
Game Design and Computer Literacy
Giant Campus
Grade Summary Data
LVS 3rd Party Grade Distribution-Class.com
A
Total
Percentage
B
C
D
F
W
55
92
85
73
53
101
23%
21%
18%
13%
25%
Total # of Grades
404
LVS 3rd Party Grade Distribution-Giant Campus
Total
Percentage
A
B
C
D
F
W
53
17
8
5
26
10
49%
16%
7%
4%
24%
Recovery Results
The LVS offered two recovery courses, Algebra 1 and English 1.
71% (15 of 21) students successfully recovered their Algebra 1 credit.
83% (10 of 12) students successfully recovered their English 1 credit
Total # of Grades
109
Summary of
Measurable Objectives
1. Objectives
2. How Measured
3. Summarized Results
The Grade Distribution Data will
be collected from each LVS
teacher and submitted at the end
of the fall, spring, and summer
semester to the LVS student
information system database.
These grades will be reported on
the 2008-09 end of year report.
During the 2008-2009 school year,
70% of the students completing a
course taught and delivered by the
Louisiana Virtual School passed
the course with a grade of A, B or
C.
Courses will be developed and
delivered during the LVS 08-09
school year, as measured by
enrollment in these courses
illustrated in the LVS database.
These enrollment numbers will be
reported on the 2008-09 end of
year report.
The LVS met the objective by
offering two new AP courses, AP
Human Geography and AP
English Language and Literature.
The LVS offered three new dual
enrollment courses, Sociology,
Psychology and Engineering. The
LVS offered three new
remediation courses, Math Skill
Review, Reading Comprehension
and English 1 Recovery.
Following each LVS professional
development and training session,
an
evaluation form will be
completed by the participants.
The results will be summarized
and compiled into an Evaluation
Data Form for the end of year
report.
During the 2008-2009 school year,
99.9% of the Louisiana Virtual
School professional development
session participants rated the
activity “satisfactory” or “above.”
Measurable Objective 1 of 3
During the 2008-09 school year,
70% of the students completing a
Louisiana Virtual School webbased course will pass with a grade
of A, B, or C.
Measurable Objective 2 of 3
During the 2008-09 school year,
two additional AP courses, one
additional dual enrollment course,
and one remediation course will be
offered through the Louisiana
Virtual School.
Measurable Objective 3 of 3
During the 2008-09 school year,
85% of the Louisiana Virtual School
professional development/training
session participants will rate the
activity "satisfactory" or "above."
Professional Developments will
include:
LVS facilitator training sessions,
LVS Regional Meeting information
sessions, LVS teacher online
professional development courses.
List other educational improvements/program success achieved by the project.
Course Development
1. During the 2008-2009 school year, the LVS undertook a curriculum redesign project in order to
not only align LVS core courses with new curriculum standards, but also to make LVS courses
508 compliant. Section 508 requires that agencies' electronic and information technology is
accessible to people with disabilities. This project was completed through a contract
partnership with the University of Louisiana-Monroe.
2. The LVS offered nine new courses during the 2008-2009 school year. These course are
catalogued as follows:
Core LVS
French 3
World Geography
Advanced Placement
AP English Language
and Composition
AP Human Geography
Dual Enrollment
Psychology
Engineering
Sociology
Remediation
English 1 Recovery
Math Skills Review
3. The LVS developed a franchise model of the online LVS AP Calculus AB course for face-to-face
teachers to strengthen the project initiatives to implement sustainable “stand-alone” AP and PreAP programs.
4. Three AP courses previously offered as part of the federal Advanced Placement Incentive Grant
participants were offered statewide. These courses are AP Calculus-AB, AP English Literature
and Composition, and AP Biology.
Student Counts
1. The LVS increased the number of students served from 4800 in 2007-2008 to 6030 in 20082009. Total course enrollments exceeded 7000.
Professional Development
1. During the 2008-2009 school year, the LVS increased number of instructors from 78 to 97
through increased recruitment and rigorous training processes. The hiring of additional
instructors allowed the LVS to increase the number of students served and to reduce the
average student load for LVS fulltime faculty.
2. The LVS implemented a comprehensive professional development program for active
instructors during the 2008-2009 school year. Instructors attended mandatory online faculty
meetings on the following topics: effective online communication, best practices in online
learning, and the traits of effective online instructor. LVS instructors also attended professional
development seminars on synchronous (live) learning tools. The LVS provided travel funds for
all full time instructors to attend the annual state technology conference (LACUE).
3. The LVS implemented formal a formal evaluation program for all LVS instructors. The program
tools were adapted from the SREB guidelines for evaluating online instructors.
4. Over 7 years of the LVS Algebra 1 online project, the following certifications were earned in the
area of mathematics and/or technology:
a) 5 earned Secondary Mathematics Certification
b) 5 earned Middle School Mathematics Certification
c) 1 earned National Board Certification in Mathematics/Early Adolescence (grades 11 –
15)
d) 1 earned a Masters in Teaching and Learning with Technology
Student Achievements
1. The LVS continued to produce regional and state rally winners across the board, including the
AP Calculus A/B - State Rally winner.
2. The LVS received data from the 2008 Algebra 1 end of course exam, indicating that LVS online
Algebra 1 students show higher levels of achievement than their peers being taught in
traditional classrooms.
2008 ALGEBRA I END-OFCOURSE (EOC) EXAM
LVS Algebra I Online
State
Excellent
20%
10%
Good
51%
26%
Fair
17%
28%
Needs
Improvement
12%
35%
Average Scale Scores
712
686
Partnerships
1. The LVS created dual enrollment partnerships with the Louisiana State University at Eunice and
McNeese State University.
2. LVS programs staff continue to serve SREB Educational Technology Cooperative committees
including the shareable content and professional development initiatives.
LVS National Press and Recognition
1. The LVS was featured in an article in the October 2008 Treasurer’s Office report on the 8(g)
Support Fund
2. The LVS was one of ten state programs selected to be an exhibitor in the Street Fair segment
of the Technologies & Children: Megabytes for Learning event. On May 7, 2009 by the U.S.
Department of Education in Washington, DC.
3. Center for Digital Education (CDE), Louisiana ranked fifth in the nation for its policies and
practices for online learning. According to the CDE, the online learning rankings “reflect the
vision, policies, programs and strategies” that states have launched to meet the growing
demands and needs of their students. Other states in the top five include Florida, Michigan,
Idaho and Arkansas.
4. The LVS was routinely featured in local Louisiana newspapers highlighting innovative practice.
5. Dr. Allen Grant published an article in the May 2009 issues of Principal Leadership based on
best practices in the use of synchronous learning tools
Other Accomplishments
1. The LVS implemented an internal email system in order to improve overall communication
between instructors, facilitators and parents.
Outline any program modifications to be made or recommended as a result of your evaluation
of this project.
1. Continue the recruitment of teachers in high demand courses such as the foreign languages, life
2.
3.
4.
5.
6.
sciences, mathematics, career and technical education and other areas of rigor in order to
assist schools in meeting new graduation requirements.
Create a demo course for use by prospective students and facilitators.
Enact mandatory live office hours.
Phase in electronic texts in order to ease shipping and storage costs.
Offer additional courses designed to meet new high school graduation requirements
Continue to align our course offerings to the needs of schools.
Provide the name and affiliation of any person evaluating this project if other than the program
administrator. Do not list the 8(g) evaluator.
Ken Bradford, Louisiana Department of Education
Tandra Oubre, Louisiana Department of Education
LVS Financial
Information
VIII. Project Financial Information [BESE 8(g) 2008-2009 Statewide Projects]
Indicate the Project Expenditures and Budget Balances by Category
(If this project provided a transfer of funds (flow-through funds to local project sites), Section IX must be completed
and submitted with this report.)
Log Number:
Agency:
Project Title:
Prepared by:
Title:
Phone No.:
Fax No.:
Category
Personal Services
Salaries - Regular
Other Compensation
Related Benefits
TOTAL PERSONAL SERVICES
Professional Services
Contracted Professional Services
TOTAL PROFESSIONAL SERVICES
Operating Expenses
Travel
Operating Services
Supplies
TOTAL OPERATING EXPENSES
Acquisitions
Equipment
TOTAL ACQUISITIONS
Other Charges
Aid to Local School Boards
Public Assistance
Interagency Transfer to University
(1)
Last Approved
Budget
(2)
Expenditures
(3)
Unexpended
TOTAL OTHER CHARGES
Interagency Transfers
Transfer of Funds
Other
TOTAL INTERAGENCY TRANSFERS
TOTAL COST
Continue on Next Page
Statement of Unexpended Funds
1.
Amount not drawn from BESE
$
2.
Amount returned by ISIS
$
3.
Amount returned by check payable to BESE (Non-ISIS agency)
$
4.
Total Unexpended Balance
(Equals the total of Column 3)
$
(Signature of Agency’s Fiscal Agent)
(Date)
IX. Flow-Through Funds to Local Project Sites
Statewide programs allocating flow-through funds must have local sites report expenditures and budget
balances.
For the following 2008-2009 projects, an 8(g) Data Collection Form No. 2 (on the following 4 pages)
must be completed and sent to the BESE Office with the End of Year Report for auditing purposes.
Log No.
Project Title
S018
S023
S049
S052
S056
S057
S059
S060
Mini-Grant Awards of Excellence
National Teacher Certification Program
Louisiana FIRST Online
Local Teacher Quality
High School Redesign 9th Grade Initiative
Louisiana School Turnaround Specialists Program
Quality Classroom Literacy and Numeracy Support Initiative
TAP: Teacher Advancement Program
IX. (Cont’d) 8(g) Data Collection Form No. 2 [BESE 8(g) 2008-2009 Statewide Projects]
Indicate the Flow-Through Funds Sent to Each School System or Independent School
Public School Systems
Acadia Parish
Dollars
$
Public School Systems
LaSalle Parish
Allen Parish
Lincoln Parish
Ascension Parish
Livingston Parish
Assumption Parish
Madison Parish
Avoyelles Parish
Morehouse Parish
Beauregard Parish
Natchitoches Parish
Bienville Parish
Orleans Parish
Bossier Parish
Ouachita Parish
Caddo Parish
Plaquemines Parish
Calcasieu Parish
Pointe Coupee Parish
Caldwell Parish
Rapides Parish
Cameron Parish
Red River Parish
Catahoula Parish
Richland Parish
Claiborne Parish
Sabine Parish
Concordia Parish
St. Bernard Parish
DeSoto Parish
St. Charles Parish
East Baton Rouge Parish
St. Helena Parish
East Carroll Parish
St. James Parish
East Feliciana Parish
St. John Parish
Evangeline Parish
St. Landry Parish
Franklin Parish
St. Martin Parish
Grant Parish
St. Mary Parish
Iberia Parish
St. Tammany Parish
Iberville Parish
Tangipahoa Parish
Jackson Parish
Tensas Parish
Dollars
$
Jefferson Parish
Terrebonne Parish
Jefferson Davis Parish
Union Parish
Lafayette Parish
Vermilion Parish
Lafourche Parish
Vernon Parish
Public School Systems
Dollars
Nonpublic School Systems
Washington
Archdiocese of New Orleans
Webster
Diocese of Alexandria
West Baton Rouge
Diocese of Baton Rouge
West Carroll Parish
Diocese of Houma-Thibodaux
West Feliciana Parish
Diocese of Lafayette
Winn Parish
Diocese of Lake Charles
City of Monroe
Diocese of Shreveport
City of Bogalusa
TOTAL
City of Baker
Zachary Community
Central Community
SSD No. 1
Recovery School District
TOTAL
$
Dollars
$
Sitecode
School
Dollars
Sitecode
School
Dollars
$
305001
306001
318001
395001
398002
395004
394003
392001
300002
339001
399002
385001
392002
321001
395005
300001
399001
397001
340001
319001
329001
395003
LA. Sch. Visually Impaired
LA. Special Ed.Center
LSU University Lab
Martin Behrman Elementary
McDonogh #15
McDonogh #32 Elementary
McDonogh #42:Treme Chr.
McDonogh City Park Acd.
Medard Nelson Charter
Milestone SABIS Acad. NO
New Orleans Charter Middle
NO College Prep. Acad
New Orleans Free Academy
New Vision Learning Acad
O. Perry Walker Sr. High
Pierre A. Capdau Charter
Samuel J. Green Charter
Sophie B. Wright Charter
The MAX Charter School
Southern University Lab
V.B. Glencoe Charter School
William J. Fisher Elementary
TOTAL
$
Concordia Lutheran
Conquering Word Christian
Country Day of Baton Rouge
Crescent City Baptist High
Downing
$
PUBLIC INDEPENDENT SCHOOL
031001
031011
031002
031019
389001
395007
388001
333001
337001
336001
391001
395002
386001
395006
331001
390001
398001
398003
393001
387001
302006
304001
A. J. Brown Elementary
A. E. Phillips
Grambling State University High
Grambling State University Middle
Abramson Science & Tech Charter
ACSA Technology High
Andrew H. Wilson Charter
Avoyelles Public Charter
Belle Chasse Academy
Delhi Charter School
Dr. Martin Luther King, Jr. Charter
Dwight D. Eisenhower Elem.
Esperanza Charter
Harriet R. Tubman Elem.
International School of LA.
James M. Singleton Charter
KIPP Believe College Prep
KIPP Central Central Academy
Lafayette Academy Charter
Langston Hughes Academy Charter
LA. School for Math, Science & Arts
LA. School for the Deaf
NONPUBLIC INDEPENDENT SCHOOLS
834001 Acadiana Preparatory
641001 Alexandria Country Day
753001 American Child Day Care
598001 Arden Cahill Academy
580001 Ascension Day
742001 Assembly Christian
555001 Atonement Lutheran
539001 Baton Rouge Lutheran
623001 Beauregard Christian Academy
893001 Believer's Life Christian Academy
845001 Bethany Christian
921001 Bethel Christian
527001 Bishop Noland Episcopal
727001 Boutte Christian Academy
679001 Bowling Green
548001 Briarfield Academy
907001 Brighter Horizon
694001 Brighton School
770001 Calvary Baptist
772001 Calvary Baptist Academy
589001 Cedar Creek
861001 Cedarwood
536001 Central Private
531001 Central School Corporation
660001 Chitimacha Tribal
746001 Christ Episcopal
688001 Christian Life Academy
529001 Claiborne Academy
886001 Claiborne Christian Academy
737001 Community Christian Academy
558001 John Curtis Christian
$
556001
522001
776001
557001
559001
995001
560001
716001
537001
658001
719001
903001
933001
561001
640001
723001
936001
518001
550001
540001
582001
681001
635001
837001
562001
892001
702001
530001
620001
722001
543002
Ecole Billingue da la Nouvelle
Ecole Classique
Epiphany Day
Episcopal High
Episcopal Sch.of Acadiana
Evangel Christian Academy
Excelsior Preparatory Boys Sch.
Faith Academy
Faith Lutheran
False River Academy
Family Christian Academy
First Baptist Christian
First Baptist Church
Franklin Academy
Gables Academy
Gethsemane Christian Acad.
Glenbrook
Grace Episcopal
Hamilton Christian Academy
Heritage Academy
Highland Baptist Christian
Hosanna Christian Academy
Huntington
Isidore Newman
Jehovah-Jireh Christian Acd.
Runnels
$
564001
663001
993001
705001
927001
571001
898001
616001
651001
725001
568001
691001
954001
855001
874001
735001
912001
672001
632001
734001
515001
595001
905001
901001
572001
634001
648001
652001
Kehoe-France
Kehoe-France Northshore
Knights High School
Lake Sherwood
Life of Christ Christian Academy
Lighthouse Christian High
Louisiana New School Academy
Lutheran High
Lynn Oaks
Memorial Baptist Christian
Metairie Park Country Day
Millerville Academy
Montessori Children's House
Mt. Olive Christian
Northeast Louisiana Baptist
Northlake Christian
Northside Christian
Oak Forest Academy
Ouachita Christian
Parkview Baptist
Plain Dealing Academy
Prairie View Academy
Quest School
Reserve Christian High
Ridgewood Preparatory
River Oaks
Riverfield Academy
Riverside Academy
575001
549001
525001
806001
625001
544001
864001
626001
545001
523001
574001
676001
627001
628001
715001
591001
675001
825001
692003
618001
876001
773001
629001
547001
526001
707001
785001
Salem Lutheran
Silliman Institute
Southfield
St. Andrew's Episcopal
St. George's Episcopal
St. James Episcopal Day
St. James Parish Alternative
St. John Lutheran
St. Luke's Episcopal
St. Mark's Cathedral
St. Martin's Episcopal
St. Matthew's Episcopal
St. Paul Lutheran
St. Paul's Episcopal
Starkey Academy
Tallulah Acad./Delta Christian
Tensas Academy
The dePaul School
The Dunham School
The Louise S. McGehee
Torah Academy
Trafton Academy
Trinity Episcopal
Trinity Episcopal Day
University Christian Prep
Victory Academy
Westminster Christian Acad.
TOTAL
$