lafleurbooks

THE MEDIOCRE TEACHER TELLS

info@engageyourbiz.com (Engage Team) — Thu, 25 Aug 2016 16:00:00 GMT

The mediocre teacher tells.

The good teacher explains.

The superior teacher demonstrates. The great teacher inspires. William Arthur Ward

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Thu, 25 Aug 2016 16:00:00 GMT

LaFleur Leadership Institute Tip of the Day: Day 5: 7 characteristics of a leader. 6. Fairness: Matthew 7:12, Matthew 5:45-48, Romans 12:17-21 - Followers of God are to be Leaders of men and live at a higher level - All leaders go thru 2 major phases: The Call and The Preparation - During Preparation: All leaders get tested to live at a higher level than others. No one responded better than Jesus. - During that time emerging leaders experiment o discover their strengths and weaknesses. To reach their potential, however, leaders must pass many tests. 7. Compassionate: Proverbs 19:17, Matthew 1:18-25 - Joseph was very obedient and have total trust in order to go to a higher level.

GENEROSITY IS NOT WHAT A PERSON DOES

info@engageyourbiz.com (Engage Team) — Wed, 24 Aug 2016 16:00:00 GMT

Generosity is not what a person DOES.

Generosity is what a person IS.

Generosity is need and abundance. There is a need and we have an abundance to give.

It should be selfless.

It's less like an arrow but more like a boomerang.

www.lafleurleadershipinstitute.com

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Wed, 24 Aug 2016 16:00:00 GMT

LaFleur Leadership Institute Tip of the Day:

Day 4: 7 characteristics of a leader.

5. Dependability: Genesis 39:1-6(The Law of Solid

Ground), Proverbs 15:23, James 5:12

- The Law of Solid Ground: Joseph Earns Trust

- Leaders operate on a basis of trust.

- When we act as a “tool box man” we can even

make a enemies like us.

- Keep your word: James 5:12 - All you need to say

is a simple “yes” or “no”. Otherwise your will be

condemned.

EFFECTIVE LEADERSHIP IS NOT HOW MUCH YOU KNOW, IT'S HOW YOU USE WHAT YOU KNOW

info@engageyourbiz.com (Engage Team) — Tue, 23 Aug 2016 16:00:00 GMT

Effective leadership is not how much you know, it's how you use what you know.

www.lafleurleadershipinstitute.com

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Tue, 23 Aug 2016 16:00:00 GMT

LaFleur Leadership Institute Tip of the Day:

Day 3: 7 characteristics of a leader.

4. Courageous: Genesis 50:15-21

- Character Breeds Perspective

- Joseph showed his leadership character when he

did not punish his brothers, instead he loved them.

- The development of character is at the heart of our

development as leaders.

- How a leader deals with the circumstances of life

tells you many things about his character.

WINNING WITH MONEY IS 80% BEHAVIOR AND ONLY 20% HEAD KNOWLEDGE. MAKE YOUR 80% WORK FOR YOU

info@engageyourbiz.com (Engage Team) — Mon, 22 Aug 2016 16:00:00 GMT

Winning with money is 80% behavior and only 20% head knowledge. Make your 80% work for you.

www.lafleurleadershipinstitute.com

LAFLEUR LEADERSHIP TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Mon, 22 Aug 2016 16:00:00 GMT

LaFleur Leadership Tip of the Day:

Day 2 of 7 characteristics of a leader.

2. Diligence: Proverbs 6:6-8, Hebrews 11:6

- John Maxwell writes: “Self-Discipline is the ability

to do what is right even when you don’t feel like

doing it.” Leaders build discipline into their lives

because it promotes diligence.

3. Self-Control: Matthew 4:1-11 (The Law of Sacrifice)

- Quality Leaders are prepared in the wilderness.

- A leader must give up to go up

- "The dream is free, however once you start the

journey you must pay". Dreaming of going to

Hawaii is free. The journey to get there is a fee.

ARE YOU MAXING OUT YOUR RETIREMENT? IF NOT, START TODAY. IT WILL BE THE BEST DECISION YOU MAKE. PAY YOURSELF FIRST

info@engageyourbiz.com (Engage Team) — Sun, 21 Aug 2016 16:00:00 GMT

Are you maxing out your retirement? If not, start TODAY. It will be the best decision you make. Pay yourself FIRST.

LAFLEUR LEADERSHIP TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Sun, 21 Aug 2016 16:00:00 GMT

LaFleur Leadership Tip of the Day:

This week I will share with you 7 characteristics of a Leader.

1. Honesty:

The Law of Solid Ground

- Trust is the foundation of leadership.

- Building the trust requires competence, connection and character.

- Character makes trust possible and trust makes leadership possible.

- Charisma will get you in the door, character keeps you inside the room. The leaders that you want to follow are bigger on the inside(character) them they are on the outside.

Reference: Deuteronomy 16:20, 25:13-16, 1 Thessalonians 4:11-12, 1 Peter 2:12

75% OF AMERICAN FAMILIES BELIEVE IT'S THE DUTY OF ADULT CHILDREN TO HELP THEIR AGING FAMILIES FINANCIALLY

info@engageyourbiz.com (Engage Team) — Thu, 11 Aug 2016 16:00:00 GMT

75% of American families believe it's the duty of adult children to help their aging families financially

www.lafleurleadershipinstitute.com

THE FACTS DON'T LIE

info@engageyourbiz.com (Engage Team) — Thu, 11 Aug 2016 16:00:00 GMT

LaFleur Leadership Tip of the Day: The Facts Don’t Lie Recently, my team used a third-party research panel to survey adults about retirement. We wanted to know how much people are saving, how they feel about retirement, which age group is most prepared, and much more. And we’re learning a lot about the state of retirement in the U.S., including who seeks out information on retirement education. Here’s what the study found: * Nearly 40% of upper-income workers (those who make $75,000 or more) have consulted a financial advisor, compared to 10% of lower-income employees (those who make less than $25,000). * Thirty-six percent (36%) of upper-income employees have read books on retirement, compared to 11% of lower-income workers. * Thirty-six percent (36%) of upper-income employees look online to find more information about retirement. On the flip side, just 22% of lower-income workers do the same. Do you see a pattern? I do! Upper-income workers spend a lot more time learning about retirement than people who make less money. That’s a problem. People with lower incomes face enough challenges in saving for retirement without adding a lack of knowledge to the mix!

www.lafleurleadershipinstitute.com

LAFLEUR LEADERSHIP TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Wed, 10 Aug 2016 16:00:00 GMT

LaFleur Leadership Tip of the Day: The Millionaire Janitor You probably don’t know who Ronald Read was, but in a little town in Vermont, he’s considered a local hero. An extremely quiet man, Ronald worked at a gas station for 25 years then spent another 17 years as a janitor at a local clothing store. He shocked his community when, at his death at age 92, he donated more than $1 million to the local library and almost $5 million to the local hospital. Despite making blue-collar wages his entire life, he had managed to save and invest enough to amass a whopping $8 million before he died! Up to that point, nobody ever suspected that he was a millionaire. The locals said he always wore old flannel shirts and spent his free time collecting fallen branches for his wood stove. He splurged by buying breakfast at the local coffee shop. The only hint of his wealth was his affinity for The Wall Street Journal. Why do I tell you this story? Because it proves that becoming wealthy isn’t just for people who make six-figure salaries. Saving and investing isn’t a rich person thing. It’s a smart person thing. And smart people (like Ronald Read) get the most information possible. They try to learn as much as they can so they can make the best decisions possible. You can get there too.

www.lafleurleadershipinstitute.com

NEARLY 30% OF ADULT CHILDREN HAVE GIVEN THEIR PARENTS FINANCIAL ASSISTANCE IN THE LAST 12 MONTHS

info@engageyourbiz.com (Engage Team) — Tue, 09 Aug 2016 16:00:00 GMT

Nearly 30% of adult children have given their parents financial assistance in the last 12 months.

www.lafleurleadershipinstitute.com

A IS FOR AUDACITY

info@engageyourbiz.com (Engage Team) — Tue, 09 Aug 2016 16:00:00 GMT

Lessons in Leadership from Lorraine Monroe Kathy Checkley Lorraine Monroe helped transform an apathetic, low-performing school in central Harlem into a place of high expectations and greatly improved student achievement. The former teacher and administrator now directs the Lorraine Monroe Leadership Institute, and she is tireless in her quest to help other educators adopt her model for reform. Monroe knows firsthand what kind of leadership is required to achieve change.

It's been more than 10 years since you led the overhaul of Intermediate School 10 and turned it into the Frederick Douglass Academy in New York. What helped you accomplish what many thought was impossible? What lessons in leadership can we learn from that experience?

We were able to achieve what we did in that school because we believed we could. We were up against an attitude—an assumption—that the geographic location of a school could determine whether great education could happen there.

However, I had attended a great junior high school, JHS 81, in central Harlem, and I gained the skills and knowledge I needed to go on to a good high school and beyond. So, I looked back and reflected on why the schools I attended were so good, and it came down to the principals. They had vision, and they acted on their vision. Many leaders don't get beyond the envisioning stage. You have to have the dream, but you also have to know what particular actions—and I really mean specific strategies—will make that vision a reality. I knew how excellent the Frederick Douglass Academy could be, and I also identified what we needed to do to achieve the dream.

It's vision plus action, then.Can you give us an example?

Certainly. Let's say we have kids who come to us who don't have the basic skills. Our vision would be to bring them up to grade level. Then, we would have to figure out how to do that. At Frederick Douglass, we decided to implement mandatory tutorials for the students who were not achieving at grade level. The students had no choice—they had to go to the tutorials. Why? Because I just don't think a 12-year-old has the maturity to understand the long-term ramifications of deciding to opt out of receiving help.

A year after that policy was implemented, we went from a bottom- to top-ranking school in reading and math. Soon, we didn't even have to ask kids to attend the sessions. They would come to me and ask, “When is that tutorial going to start, Dr. Monroe?” The students saw the efficacy of this additional tutoring. Kids aren't stupid—they know they should be getting smarter every day, and they want to succeed.

You also instituted nonnegotiable rules for students—they must come to school prepared for class, they must not wear hats in the building, and so on. Teachers had to be disciplined in their teaching, as well—they had to list learning objectives on the board every day, for example. Why such an emphasis on order? So many children today—and not just poor children—come from chaotic and unpredictable homes. Order in school gives them the stability and structure they need. In my teaching model, all kinds of programs can fit in the structure. However, without question, there is order.

Every teacher has to have a plan, for instance. Every teacher must identify the aim of his or her lesson—the goal, objective, or purpose. No student should be left to wonder what he or she is going to learn that day or that period. In my system, students come into the classroom and immediately set to work on what we call the “Do Now.” It's a warm-up or starter, and it helps teachers demand from students exactly what a good boss requires of employees: “While you're here, I expect you to be on point, on target, and I expect you to accomplish a goal—or, at least, a piece of it—every day.” I also think students should leave the classroom with the ability to articulate exactly what they learned that day. Students can't just say, “I learned math.” Rather, they must know that “Today, I learned to add mixed fractions.”

Too often, when I visit classrooms and ask a student what he or she is doing, the reply is, “I don't know.” Or the response is vague: “I learned grammar,” instead of “I learned the names of the eight parts of speech.” Excellent teachers know they need order and a plan, and they always make their expectations clear: “Let me tell you about all the delightful things that are going to happen in my class. Let me also tell you that there will be some difficult material here, but I'm going to be right here for you—you're going to get through it.” This is essentially what great teachers, great principals, and great leaders do. They tell their students or staff, “You're going to work hard, but you're going to like working hard.” In many ways, your reform model—you call it the Monroe Doctrine—emphasizes the same things that No Child Left Behind does: You want to make sure that every student achieves academically.

If students fall behind, schools must offer assistance, such as free tutoring. And you hold educators accountable for this. We've heard a lot, pro and con, about NCLB. What are your thoughts about this legislation? When a large population of kids has always been left behind, of course you have to offer academic assistance. But it's also important to provide the other things that make a well-rounded person—the clubs and social events and sporting teams for which students love to come to school. Therefore, I believe that you can't have a program like NCLB without putting adequate money behind it to fund extracurricular activities and additional tutoring. At the Frederick Douglass Academy, and in the other schools that follow my model, those enriching extracurricular activities go hand-in-hand with our emphasis on academic achievement. I tell students that the purpose of school is to help them see that where they are now is not where they're always going to be. So, while we're going to do the reading and math, we're also going to play soccer and volleyball; learn to fence; learn to love art, music, dance, and drama; and visit museums and go on other field trips. All these things will help launch them into a great future: I want attending cultural events to be a routine occurrence for my students; I want them to want to take advantage of all the delightful opportunities available to them. Therefore, talking about leaving no children behind is great if you also fund the things that make for an exceptional liberal arts education.

Excellence must be financed! How did you finance excellence at the Frederick Douglass Academy—and what advice do you have for others in these days of tight budgets and tough times? Basically, I used what was available to me. In the beginning, I had very little help. I learned that there is money available. But you have to learn to look for funding. In the first days, I received an external grant from the Annenberg Foundation. And then I learned how to use that money in ways that supported excellence. I used to give my teachers who went “above and beyond” a small bonus check around the holidays—it wasn't much, but it did let the teachers know I valued them and their work. The teachers appreciated the gesture, and the return on that small investment was great. That being said, I must point out that for many children of color, times have always been tough—and they will remain tough. So we also need to focus on fortitude and creativity. Leaders must say, “Yes, times are hard, but we are going to survive. Our programs will go on.” Tough times bring out the gristle in great leaders, who will make the most of the human capital available to them.

These leaders must always remind teachers that it's never OK to use a lack of money as an excuse for not providing high-quality instruction. Great leaders encourage teachers to sit down together and figure out how they are going to manage in tough times because our children's lives and futures depend on them doing it. In your latest book, An ABC Guide to What Great Bosses Do, you make a distinction between leaders and bosses. Why do you make this distinction? You can't be a good boss without being a good leader, that's true. But, as I wrote in my book, there's just a lovely, lilting L sound to the word leader, whereas there's an explosive B in boss. Say leader, and conciliation and collaboration come to mind. Say boss, however, and you think, “No excuses—just do it.” Now, of course, leaders need to collaborate. You have to take other viewpoints into consideration. But there comes a time when a boss has to look at his or her staff and say, “OK, I've heard you, there's validity in what you're saying, but we have to move ahead, and here's what we're going to do.” So a boss has to be decisive? Yes. The boss is the one who is willing to stick his or her neck out.

I learned at the Frederick Douglass Academy that it's a terrible thing to work under a leader who's wishy-washy. People there were just hungry for strong leadership, for someone to say, “This is a travesty. It's unconscionable what's happening here, and I have some ideas for changing this school.” Being boss is about conveying to staff that there is a larger purpose to our work. Being boss means tapping into that yearning in human beings to be involved in something important and grand. Really great leaders, whether they are in education or industry, have this capacity to exude something—charisma, perhaps, and intentionality—that makes other people say, “I will follow you.” It's not just that these people are interested in pleasing the boss; they want to bring into reality that new or improved product. In education, that product is increased student achievement and changed lives. People sometimes ask how long it took to turn things around at the Frederick Douglass Academy.

Looking back, I realize it didn't take as much time as I thought it would, and I think that was because I told the staff: “I will release you to be creatively crazy and wonderful for these students. What we're doing here is bigger than any individual ego in this place, and so we will all just do whatever it takes.” They just did it. Frankly, it's just galling to me how so much time can go by in some schools before something really happens. We can't have that—because the clock is ticking on our children's lives.

LAFLEUR LEADERSHIP TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Tue, 09 Aug 2016 16:00:00 GMT

Nearly 60% of pre-retirees plan to keep working past retirement age. That includes 29% who say they will never retire. But among people who are already retired, the reality is only 29% were actually able to remain in the workforce past retirement age

SAVING AND INVESTING ISN’T A RICH PERSON THING. IT’S A SMART PERSON THING

info@engageyourbiz.com (Engage Team) — Mon, 08 Aug 2016 16:00:00 GMT

Saving and investing isn’t a rich person thing. It’s a smart person thing.

www.lafleurleadershipinstitue.com

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Mon, 08 Aug 2016 16:00:00 GMT

A Lot of Us Are Worried About Our Parents’ Retirement It may not be much consolation, but plenty of kids of unprepared retirees are searching for answers to the same questions. The U.S. Government Accountability Office recently released a report on retirement security, and their research found: * • 52% of seniors age 55 and older have no retirement savings in an IRA or a workplace retirement plan like a 401(k). * • Less than a quarter of seniors in that age group have a pension that will provide some income in retirement. * • Nearly 30% have neither retirement savings nor a pension. Many people in this category also have limited assets to rely on when they retire. Only 35% own their home outright, and 41% do not own a home at all. For those age 65 and older, Social Security makes up more than half of their household income. If you need help with retirement planning contact us www.lafleurleadershipinstitute.com

IMPROVING LOW PERFORMING SCHOOLS

info@engageyourbiz.com (Engage Team) — Sun, 07 Aug 2016 16:00:00 GMT

In order to change outcomes at under performing schools we have to be intentional and focused. www.lakecharleseducaioncollaboration.com

DR. LORRAINE MONROE ON 60 MINUTES - PART II: FREDERICK DOUGLASS ACADEMY & THE MONROE DOCTRINE

DR. LORRAINE MONROE, President and CEO, of The Lorraine Monroe Leadership Institute (LMLI) was the founding principal of the renowned Frederick Douglass Academy, a highly successful middle and high school in Central Harlem.

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Sun, 07 Aug 2016 16:00:00 GMT

LaFleur Leadership Institute Tip of the Day:

Louisiana now requires financial education in classes. Great move. Thanks Kimberly Dellafosse for passing this on. This can be a life changing move.

http://www.theadvocate.com/baton_rouge/news/education/article_69d01eba-58cf-11e6-9709-97a6fc743d88.html?utm_medium=social&utm_source=email&utm_campaign=user-share

INSPIRE ME....

info@engageyourbiz.com (Engage Team) — Sun, 07 Aug 2016 16:00:00 GMT

Inspire Me 90

Financial Peace University

I GOT A CHANCE TO MEET RANDALL PINKETT TODAY. SHARP MINDS ALWAYS APPRECIATE SHARP MINDS. 2 MORE BOOKS TO READ

info@engageyourbiz.com (Engage Team) — Fri, 05 Aug 2016 16:00:00 GMT

I got a chance to meet Randall Pinkett today. Sharp minds always appreciate sharp minds. 2 more books to read:

1. Black Faces in White Places

2. Campus CEO www.lafleurleadershipinstitute.com

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Thu, 04 Aug 2016 16:00:00 GMT

LaFleur Leadership Institute Tip of the Day: Someone asked me yesterday if "Get Rich Schemes work"? Short answer: NO More detail, how many people do you personally know that are rich after one of those schemes? Now I don't mean do they live in a big house, drive a new car, go on vacations. I mean have a BIG bank account, debt free and give money and resources to others in need. There is a difference. The true way to wealth building is long term investing, and living debt free. "Get Rich Schemes" show you pictures and videos of "others" that live a certain lifestyle, however the person you personally know never gets to that level. After time, they move on to the next "Get Rich Scheme". Now, this message may make people mad, upset or whatever. I'm giving my opinion/observation and if anyone can prove me wrong on this topic, I welcome that opportunity to discuss. The only way to riches is planning, discipline, and being intentional with your money.

www.lafleurleadershipinstitute.com

WHICH SIDE OF THE CHART ARE YOU ON?

info@engageyourbiz.com (Engage Team) — Thu, 04 Aug 2016 16:00:00 GMT

Which side of the chart are you on?

TO ADD GROWTH, LEAD FOLLOWERS -- TO MULTIPLY, LEAD LEADERS

info@engageyourbiz.com (Engage Team) — Wed, 03 Aug 2016 16:00:00 GMT

To add growth, Lead Followers -- To multiply, Lead Leaders.

www.Lafleurleadershipinstitute.Com

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY: TO ADD GROWTH, LEAD FOLLOWERS

info@engageyourbiz.com (Engage Team) — Wed, 03 Aug 2016 16:00:00 GMT

LaFleur Leadership Institute Tip of The Day: To add growth, Lead Followers -- To multiply, Lead Leaders. Leaders who develop followers grow their organization only one person at a time. But leaders who develop leaders multiply their growth, because for every leader they develop, they also receive all of the leaders and followers. www.Lafleurleadershipinstitute.Com

WWW.LAFLEURLEADERSHIPINSTITUTE.COM CHECK IT OUT FOR YOURSELF

info@engageyourbiz.com (Engage Team) — Wed, 03 Aug 2016 16:00:00 GMT

www.Lafleurleadershipinstitute.Com Check it out for yourself

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Wed, 03 Aug 2016 16:00:00 GMT

LaFleur Leadership Institute Tip of the Day: Rule of 72 The rule says that to find the number of years required to double your money at a given interest rate, you just divide the interest rate into 72. For example, if you want to know how long it will take to double your money at eight percent interest, divide 8 into 72 and get 9 years. So let's analyze putting your money in a bank savings account vs a mutual fund. Your favorite local bank normally pays an interest rate of .03 - .1% vs getting a mutual fund return of 10-12%. If you put $1,000 in a bank acct, it would take 138 years to double your money at those interest rates. However at 12% interest in a mutual fund it would only take 6 years to double your money. Let your money work for you and NOT the bank. www.lafleurleadershipinstitute.com

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Tue, 02 Aug 2016 16:00:00 GMT

LaFleur Leadership Institute Tip of the Day: Interviewing is the process that hurts alot of applicants. Here are 3 tips to remember so that your interview will be successful. 1. Be prepared by researching the company you are interviewing with(web, local newspaper, library). DON'T WING IT. I always ask applicants why they want to work for my company just to see what they know about it. I can tell if they have done their research or not, however if they say because it is a "big company" and "well known" then I know they DID NOT do any research. 2. Answer questions directly. DON'T RAMBLE If you prepare(practice) for an interview you will not ramble. Your responses should be direct and to the point, however not so direct that you lose your personality. Just don't "beat around the bush" as my grandmother used to say. Preparation is the key. 3. Talk nice about your former employer regardless of the situation in which you left. DON'T RIP YOUR FORMER EMPLOYER. Ripping may feel good, however it will not do you any favors in that interview to do that. Your interviewer needs to feel that you are running TO something and NOT running AWAY from something. There is a big difference. Bottomline, PREPARATION......

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Mon, 01 Aug 2016 16:00:00 GMT

LaFleur Leadership Institute Tip of the Day:

Make today the day you check your credit report to ensure nothing erroneous is on there. Did you know that identity theft is one of the hardest things to get removed from your credit report? Did you know, you are entitled to 1 free credit check per year, it's a federal law? So check yours today for free.

www.lafleurleadershipinstitute.com

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Sun, 31 Jul 2016 16:00:00 GMT

LaFleur Leadership Institute Tip of the Day:

I keep seeing all these post, that God is going to bless you with LARGE amounts of cash in 24 hours or so, type AMEN. He is not going to do that if you can't successfully manage the LITTLE dollars he gives.

If everytime you get a dollar or two you wasting it on "STUFF" instead of using it for good(ex: getting out of debt, saving, giving to someone in need) , then you've failed.

Start today, with being a good shepherd of your little money, then he will bless you with big money.

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Thu, 28 Jul 2016 16:00:00 GMT

LaFleur Leadership Institute Tip of the Day:

You should be contributing at least 15% to your company 401k or 403b. If you are not, then your retirement plan is NOT in action.

Don't be a statistic....

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Wed, 27 Jul 2016 16:00:00 GMT

LaFleur Leadership Institute Tip of the Day:

Contrary to what some academics might tell you, there is no such thing as “good debt.” Let me say that again (read it out loud): THERE IS NO SUCH THING AS GOOD DEBT. True, some debt is worse than other debt, but it’s never “good.”

The truth is: you will not feel free until you are debt free. The debtor is always slave to the lender.

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Tue, 26 Jul 2016 16:00:00 GMT

LaFleur Leadership Institute Tip of the Day:

What is your R:IQ?

One stat states that ~67% of Americans retire into poverty. Don't be apart of that statistic. Everybody has a number, do you know yours?

If you don't, you need to. See the Retire Inspired link on our site, http://www.lafleurleadershipinstitute.com/financial-leadership

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Mon, 25 Jul 2016 16:00:00 GMT

LaFleur Leadership Institute Tip of the Day: Term, this should be the only word you remember when buying life insurance. NEVER purchase Whole Life nor Universal Life. Life insurance is for a term and not for investing.

QBQ - 5 CONSEQUENCES OF VICTIM THINKING

info@engageyourbiz.com (Engage Team) — Sun, 24 Jul 2016 16:00:00 GMT

QBQ - 5 Consequences of Victim Thinking

Posted by: John G. Miller

Have you heard something like, “It’s better to give someone a hand up than a handout”? Well, contrary to societal opinion, it’s not a mean or cruel statement. It’s wisdom, because it strikes at the heart of human nature.

Sure, there are times to give freely to people in need because we’ve been so blessed. I believe we’re called do so and I bet you do just that.

But, when I put my hand out—feeling entitled, deserving, and play the victim—there are clear consequences:

1. I become lazy

2. I get angry

3. I fail to contribute

4. I don’t serve

5. I stop learning

Let’s look at these briefly.

I become lazy

If I am handed stuff, why sweat, labor, and toil? Even though we were created to create and designed to work, any person given all he or she needs will find the path of doing nothing an easy one to tread. I simply become lazy.

I get angry

When I believe I’m entitled and then don’t get “what I deserve,” my thoughts are, Hey, not fair! and Why would they do this to me!? And because thoughts drive feelings, the output can only be one thing: Now I’m mad! Anger is generally an unhealthy place to be, serving none of us well.

I fail to contribute

There’s not a “motivational speaker” who hasn’t said, “What goes around comes around!” and “To get you must first give!” Well, no matter your view of these sweaty people on the platform, they’re right. It’s just the way the world works. It’s forever true: we reap what we sow. Truly, when my hand is out, I’m not using it, nor my feet, energy, or talent to add value to anyone else’s life. Fail!

I don’t serve

This sounds like contribution, but it comes before. Contribution is the result; service is the act. The act of serving feeds our soul, ignites our spirit, and creates joy—in us. When engaged in victim thinking, there’s about zero chance I’ll be serving and thus contributing to anyone—not even myself.

I stop learning

If I am lost in the forest, have never been a Boy Scout and want to survive, I would have to learn and learn fast! There would be no time for the traps victim thinking leads to: complaining, blaming, and procrastinating. I would work—intensely—to find food, water, and shelter. I may lack the skills, but the desire to learn would envelope me. If you hand me all that I need to make it, I would learn nothing.

So there you go—five consequences of playing victim.

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY:

info@engageyourbiz.com (Engage Team) — Sun, 24 Jul 2016 16:00:00 GMT

If you wait until you are ready, you will be waiting for the rest of your life. Make a decision TODAY, that you will start saving for the future TODAY.

CALCASIEU PARISH SCHOOL PUBLISHES 2016-17 CALENDAR

info@engageyourbiz.com (Engage Team) — Fri, 15 Jul 2016 16:00:00 GMT

Its getting back to that time of year. Parents, let's intentionally get involved in your kids education this year. Get to know your principal, each of your kids teachers and their counselor. If you are involved, your child will take notice and therefore will work harder in the class room. It starts with the adult.

CHARGIN' INDIAN PRIDE DAY, SATURDAY AUG 6

info@engageyourbiz.com (Engage Team) — Wed, 13 Jul 2016 16:00:00 GMT

Chargin' Indian Pride Day will be Saturday, August 6, 2016. Yes, it is that time of year again for Chargin Indians, Chargers and Indians to come together to welcome in the new year.

Please come out to see what new will be happening at WMHS. PLEASE SHARE

LAFLEUR LEADERSHIP HAS LAUNCHED

info@engageyourbiz.com (Engage Team) — Tue, 12 Jul 2016 16:00:00 GMT

We have launched, www.lafleurleadershipinstitute.com Come check out all the great leadership and financial programs in addition to our great tools we have for you.

1. Leadership Development Programs

2. Teen Leadership Programs

3. Financial Coaching Programs

4. Financial Calculators

5. Motivating Videos

6. Non-Profits Program

7. Faith & Finance Radio Segment

8. Wealth Building Strategies

9. Our new blog page

10. Social Media blast

Give us a look and tell your friends we are the source for leadership develop, wealth building, debt reduction and teen leadership. iPhone App coming soon.

LAFLEUR LEADERSHIP IS READY FOR YOU....

info@engageyourbiz.com (Engage Team) — Tue, 12 Jul 2016 16:00:00 GMT

Welcome to LaFleur Leadership Institute. We hope is that you will explore our site and find the many tools we have for your personal development. We spent alot of time developing this page with you in mind. Once you have reviewed our tools and you are ready to enhance your leadership development, improve your financial life or enroll your teen in leadership development, please give us a call.

1. Leadership Development Programs

2. Teen Leadership Programs

3. Financial Coaching Programs

4. Financial Calculators

5. Motivating Videos

6. Non-Profits Program

7. Faith & Finance Radio Segment

8. Wealth Building Strategies

9. Our new blog page

10. Social Media blast

If you do the things today that no one else will do, you can do the things tomorrow that no one else can do. Thanks and I look forward to working with you.

MONEY, RACE AND SUCCESS: HOW YOUR SCHOOL DISTRICT COMPARES

info@engageyourbiz.com (Engage Team) — Wed, 06 Jul 2016 16:00:00 GMT

Money, Race and Success: How Your School District Compares

Sixth graders in the richest school districts are four grade levels ahead of children in the poorest districts.

We’ve long known of the persistent and troublesome academic gap between white students and their black and Hispanic peers in public schools.

We’ve long understood the primary reason, too: A higher proportion of black and Hispanic children come from poor families. A new analysis of reading and math test score data from across the country confirms just how much socioeconomic conditions matter.

Children in the school districts with the highest concentrations of poverty score an average of more than four grade levels below children in the richest districts. (Reliable estimates were not available for Asian-Americans.)

Even more sobering, the analysis shows that the largest gaps between white children and their minority classmates emerge in some of the wealthiest communities, such as Berkeley, Calif.; Chapel Hill, N.C.; and Evanston, Ill.

The study, by Sean F. Reardon, Demetra Kalogrides and Kenneth Shores of Stanford, also reveals large academic gaps in places like Atlanta, which has a high level of segregation in the public schools.

Why racial achievement gaps were so pronounced in affluent school districts is a puzzling question raised by the data. Part of the answer might be that in such communities, students and parents from wealthier families are constantly competing for ever more academic success. As parents hire tutors, enroll their children in robotics classes and push them to solve obscure math problems, those children keep pulling away from those who can’t afford the enrichment.

“Our high-end students who are coming in are scoring off the charts,” said Jeff Nash, executive director of community relations for the Chapel Hill-Carrboro City Schools.

The school system is near the flagship campus of the University of North Carolina, and 30 percent of students in the schools qualify for free and reduced-price lunch, below the national average.

The wealthier students tend to come from families where, “let’s face it, both the parents are Ph.D.s, and that kid, no matter what happens in the school, is pressured from kindergarten to succeed,” Mr. Nash said. “So even though our minority students are outscoring minority students in other districts near us, there is still a bigger gap here because of that.”

By contrast, the communities with narrow achievement gaps tend to be those in which there are very few black or Hispanic children, or places like Detroit or Buffalo, where all students are so poor that minorities and whites perform equally badly on standardized tests.

The data was not uniformly grim. A few poor districts — like Bremen City, Ga. and Union City, N.J. — posted higher-than-average scores. They suggest the possibility that strong schools could help children from low-income families succeed.

“There are some outliers, and trying to figure out what’s making them more successful is worth looking at,” said Mr. Reardon, a professor of education and lead author of the analysis.

The new analysis surveys data from about 200 million standardized math and reading tests given to third through eighth graders in every state between 2009 and 2012. Although different states administer different exams, Mr. Reardon and his team were able to compare the state results with scores on federal tests known as the National Assessment of Educational Progress in order to develop a consistent scale by which to compare districts.

Mr. Reardon said the analysis should not be used to rank districts or schools. Test scores reflect not just the quality of schools or their teachers, but all kinds of other factors in children’s lives, including their home environment; whether they attended a good preschool; traumas they have experienced; and whether their parents read to them at night or hire tutors.

What emerges clearly in the data is the extent to which race and class are inextricably linked, and how that connection is exacerbated in school settings.

Not only are black and Hispanic children more likely to grow up in poor families, but middle-class black and Hispanic children are also much more likely than poor white children to live in neighborhoods and attend schools with high concentrations of poor students.

These schools can face a myriad of challenges. They tend to have more difficulty recruiting and keeping the most skilled teachers, and classes are more likely to be disrupted by violent incidents or the emotional fallout from violence in the neighborhood. These schools often offer fewer high-level classes such as Advanced Placement courses, and the parents have fewer resources to raise extra money that can provide enhanced arts programs and facilities.

“If a school is in a neighborhood that is highly segregated serving students of color and under-resourced, that is going to have a devastating impact on those who are experiencing a crisis,” said Thena Robinson Mock, project director of the Ending the Schoolhouse to Jailhouse Track program sponsored by the Advancement Project, a civil rights group. “But the others who may not be suffering that crisis at home are also going to suffer from not having enough resources or high-quality teachers. So it will impact the entire school community if those factors are at play.”

In some communities where both blacks and whites or Hispanics and whites came from similar socioeconomic backgrounds, academic gaps persisted. Mr. Reardon said that educators in these schools may subliminally – or consciously in some cases – track white students into gifted courses while assigning black and Hispanic students to less rigorous courses.

Others who examined the data said it raised as many questions as it answered. “This data is giving us a magnifying glass into places that have the same socioeconomic gaps but different achievement patterns,” said Rucker C. Johnson, associate professor of public policy at the University of California, Berkeley. “So we need to use that magnifying glass to figure out what the constellation of other factors” are that affect academics.

In one school district that appears to have beaten the odds, Union City, N.J., students consistently performed about a third of a grade level above the national average on math and reading tests even though the median family income is just $37,000 and only 18 percent of parents have a bachelor’s degree. About 95 percent of the students are Hispanic, and the vast majority of students qualify for free or reduced-price lunches.

Silvia Abbato, the district’s superintendent, said she could not pinpoint any one action that had led to the better scores. She noted that the district uses federal funds to help pay for teachers to obtain graduate certifications as literacy specialists, and it sponsors biweekly parent nights with advice on homework help for children, nutrition and immigration status.

The district regularly revamps the curriculum and uses quick online tests to gauge where students need more help or whether teachers need to modify their approaches.

“It’s not something you can do overnight,” Ms. Abbato said. “We have been taking incremental steps everywhere.”

WHY TALENTED BLACK AND HISPANIC STUDENTS CAN GO UNDISCOVERED

info@engageyourbiz.com (Engage Team) — Wed, 06 Jul 2016 16:00:00 GMT

Public schools are increasingly filled with black and Hispanic students, but the children identified as “gifted” in those schools are overwhelmingly white and Asian.

The numbers are startling. Black third graders are half as likely as whites to be included in programs for the gifted, and the deficit is nearly as large for Hispanics, according to work by two Vanderbilt researchers, Jason Grissom and Christopher Redding.

New evidence indicates that schools have contributed to these disparities by underestimating the potential of black and Hispanic children. But that can change: When one large school district in Florida altered how it screened children, the number of black and Hispanic children identified as gifted doubled.

That district is Broward County, which includes Fort Lauderdale and has one of the largest and most diverse student populations in the country. More than half of its students are black or Hispanic, and a similar proportion are from low-income families. Yet, as of 10 years ago, just 28 percent of the third graders who were identified as gifted were black or Hispanic.

In 2005, in an effort to reduce that disparity, Broward County introduced a universal screening program, requiring that all second graders take a short nonverbal test, with high scorers referred for I.Q. testing. Under the previous system, the district had relied on teachers and parents to make those referrals.

The economists David Card of the University of California, Berkeley, and Laura Giuliano of the University of Miami studied the effects of this policy shift. The results were striking.

The share of Hispanic children identified as gifted tripled, to 6 percent from 2 percent. The share of black children rose to 3 percent from 1 percent. For whites, the gain was more muted, to 8 percent from 6 percent.

Continue reading the main story

Why did the new screening system find so many more gifted children, especially among blacks and Hispanics? It did not rely on teachers and parents to winnow students. The researchers found that teachers and parents were less likely to refer high-ability blacks and Hispanics, as well as children learning English as a second language, for I.Q. testing. The universal test leveled the playing field.

Multiple factors could be at work here: Teachers may have lower expectations for these children, and their parents may be unfamiliar with the process and the programs. Whatever the reason, the evidence indicates that relying on teachers and parents increases racial and ethnic disparities.

The gifted program was not a panacea. The researchers found that the district’s specialized classes had little effect on the academic achievement of students who had been specifically identified as gifted, through I.Q. tests. They are not sure why. In Broward County, as in many other places, classes for the gifted use the same curriculum and textbook as other classes. Teachers in the classes for the gifted were required to have a special certification and were encouraged to supplement the curriculum.

But the separate classes did produce enormous, positive effects for children who were high achievers but did not qualify based on the I.Q. test. A quirk in the rules helped these children: Broward requires that schools with even one child who tests above the I.Q. cutoff devote an entire classroom to gifted and high-achieving children.

Since a school in Broward rarely had enough gifted children to fill a class, these classrooms were topped off with children from the same school who scored high on the district’s standardized test. These high achievers, especially black and Hispanics, showed large increases in math and reading when placed in a class for the gifted, and these effects persisted.

What is more, while many children in the gifted program gained enormously, Mr. Card and Ms. Giuliano found no negative effects for those who remained in regular classes. Yet all of these gains came at little financial cost. The enhanced classes were no more expensive than the standard ones. They were the same size as regular classes, and teachers in the classes for the gifted were paid no more than others.

This story has twists, though.

Despite these positive results, Broward County suspended its universal screening program in 2010 in a spate of budget cutting after the Great Recession. Racial and ethnic disparities re-emerged, as large as they were before the policy change. In 2012 the district reinstated a modified version of universal screening, but it has not achieved the same results. Using data from the Florida Department of Education, I calculate that 8 percent of white students in Broward County are classified as gifted. That is twice the rate for Hispanics and four times the rate for blacks, much higher ratios than under universal screening.

One problem with the new screening program is that the previous nonverbal test, which psychologists say they believe to be culturally neutral, has been replaced with one that relies more on verbal ability. Another is that Broward parents and teachers can still influence whether children are selected. While school psychologists test students at no cost, parents can hire a private psychologist to test a child, at a cost of $1,000, and are allowed to pay for multiple tests, should a child not meet the I.Q. requirement on the first try. Mr. Card and Ms. Giuliano found evidence suggesting that private testing gives an advantage to upper-income families, who tend to be white.

Many researchers worry that I.Q. tests are biased against low-income and nonwhite children, and some recommend a more holistic approach that includes teacher referrals. But referrals produce biases, too. Matthew McBee, a psychologist who edits The Journal of Advanced Academics, which focuses on gifted education, recently called referrals “the elephant in the room,” a largely unexamined source of racial and ethnic bias in the identification of gifted children.

Given these problems, we might be tempted to abandon these programs for gifted and high-achieving children entirely. After all, distinguishing between gifted students and everybody else could lock some children, especially disadvantaged children, into a long-term track with low expectations that, too often, are self-fulfilling.

But without some method of identifying talented students, disadvantaged children may fall even further behind those from affluent families, whose parents can afford niceties like private tutors, Kumon math courses and coding camps. Low-income parents just can’t afford these extras.

That’s why the research in Broward County is so important. It shows that there is a fairer way to identify gifted children, and that placing each school’s gifted and achieving students in advanced classes can shrink, rather than expand, racial and ethnic differences in achievement. Universal screening, with a standardized process that does not rely on teachers and parents, can reveal talented, disadvantaged children who would otherwise go undiscovered. Challenging classes for these children can help them to reach their full potential.

LAFLEUR LEADERSHIP INSTITUTE TIP OF THE DAY

info@engageyourbiz.com (Engage Team) — Tue, 28 Jun 2016 16:00:00 GMT

Retirement: Part 2

That’s Where $1 Million Comes In . . .

Let’s look at what it would take to shift gears to ditch the grind and follow your passion 10 years early.

We chose $1 million because it’s a nice and shiny milestone to set your sights on. Your savings goal may be different depending on how early you plan to retire and the lifestyle you envision for yourself. But here’s what you’d need to contribute each month to each the $1 million mark by the time you’re 55, based on your starting age.