body. It is time to call to order the February meeting of superintendent advisory councils on today's 8th February 9th, 2026 at 1:00 p.m. to call over the February meeting advisory.
I asked him to do this so I could hear my voice. >> We squared away. >> All right. So, we need a roll call, please. Dr. Marky is not present. Mr. Burton,
Mr. Burton is not present. Mr. Wild here. Mr. President. Mr. Cole. Mr. Cole. without proxy has a proxy M is not present
not pres >> here present Mr. >> here >> Mr. President >> here >> Mr. Jav is present Mr. Jones >> here >> Mr. Jones is present Dr. Joseph Dr.
President Mr. Martin >> here. >> Mr. Martin is present. Mr. Base >> here. Mr. Base President Dr. Orman I'm here against >> Mr. Pow.
Mr. Much is not present. Dr. >> Present Dr. Walker >> here. >> Dr. Walker is present. [clears throat] >> At this time, we would like to recognize Dr. Judy Armstrong, representative for
Bethy. for being with us today. I know we have a good many of our LDE uh friends and supporters and folks here. So, we thank them for being here. Dr. B, did you have any other special guests that are here that you like? >> Uh, you're all special.
>> Differentiates between the levels of special. >> At this time, we'll entertain a motion to approve the minutes from our last meeting which was way back in September, September 18th. I know Miss Gillery sent the minutes out to uh the members of the
committee or council board. We have any questions or comments about the minutes andor a motion to approve those? >> I make a motion, Mr. P. >> Got a motion by Superintendent Todd G. >> Second by Dr. James Gray.
All in favor? >> I. At this time, um it has been requested um because of some some of the folks that need to do some presentations, have some other pri priorities in terms of after immediately after this for the council
to consider going through the agenda in the reverse order that it is currently listed. So start with 3.5 and then work all the way back 3.4, 3.3, 3.2, 3.1. Would anybody be wanted to make a motion to be able to do that?
Superintendent Bruner. Thank you for that. Second. >> Second. >> All right. Lewis. Thank you, Dr. Coron. All in favor. >> With that, Dr. Turn it over to you for consideration for an update regarding EDF and ESD state level funding
consolidation waiver applications. >> Yes, sir. Thank you. So, you all may have seen um in the news uh or directly from ED um information relative to them uh what they're framing as returning education to the state uh and allowing
for certain um waiverss uh to be submitted. And uh we had worked for some time building a waiver to try to reduce some of the the burdens and uh free up some additional dollars. and um we
ultimately did not submit that because and at that point in time they were not ready to accept it. Uh but most recently they have accepted Iowa's uh waiver and so at this point we've we've polished our uh uh application and intend to
submit. We've shared that with a number of individuals but I want Dr. Shass on to just give you all an update of of what we intend to submit. Uh I don't think that anyone will uh have any form of of problem or complication with it at all, but we just want to make sure
you're aware of what we're submitting. >> Dr. Bley, before Dr. Chel started, I was corrected just for the board here. We didn't we entertain a motion to to reverse the order, but we' entertain a motion for consideration of an update regarding death and date level funding consolidation way replication. So like I
make a motion for that. >> So Dr. Gray second >> second by Dr. Maner. Thank you for that. Dr. C. >> Thank you, Mr. Pal. Good afternoon, everyone. Jenna Stazz from the department. Today, I just want to talk through um two waiver applications.
These are two separate waiver applications that we do plan to submit to ED. As Dr. Bra stated, both of these are currently in the stage where they are out for public comment. Um and following that period, it is our intention to submit both of these waiver applications. um the first of which is
at the LEA level. Um and so this first waiver would allow the state to create um well to wave certain LEA requirements. And so it's specifically around um two different things um that I think you all would be
pretty pleased with. One is to allow districts to carry over more than 15% of your title one allocation um under current ED guidelines. um you all can only carry over um a certain percentage and so this would
allow you to carry over above that 15% from one year to the next. Right now you can do this um every three years a district is eligible to submit um but you're only allowed to do that once every three years. And so if this waiver
were granted district would be allowed to do that more frequently than once every three years. Um, so I think one a very a very positive change to allow you that flexibility to carry over more than that 15% of the title one if you choose to do so. The other part of this
specific um waiver application is around title 4 part A. And so if you all are familiar with title 4 part A, there are certain percentages that are required for three specific buckets. One around educational technology, one around well-rounded, and
one is safe and healthy. And currently you're required to spend certain percentages for each one of those buckets within your title 4 part A. And this waiver would give you all flexibility in those required areas. So you'd be able to spend um outside of those required percentages in those
three specific area that are currently in the guidelines for rent. So that is an LEA level waiver. Um, again, I think very positive for you all and that it gives you some flexibility around your title one carryover and your spending within title four part A.
The second waiver application um is one that I've talked to some of you all about already um and we've done what's called some meaningful consultation around um and is also currently out for public comment. This has to do with state level funding.
Um both of these I should say these waiver applications have will not change um any of the amount of funding. No amount of funding is touched by either of these applications. But this second one has to do with our state level set
aside. And so as all of you are aware, the bulk of the funding that comes from ED um goes out to you all, right? And they're considered our flowthrough dollars. and it goes out to LEAs across the state, but there is a certain amount that stays with us at state level
funding. Um, and we're allowed to do certain things with this funding. We're allowed to pay staff. Um, we're allowed to have state level contracts, state level initiatives with that state. It's considered our state set aside. Right now, we have that state set aside divided into the different buckets.
Title one, title two, title three, title four. And within those, there are different parameters for each of those buckets. just as you all have different parameters within your spending. This would allow us to combine that state set aside um into one bucket which would
allow for broader flexibility for spending. Um and it would free up some of the burden so that we could better support statewide priorities. Um so it would not touch any LEA funding amounts
eligibility or your reporting requirements. it would really be a change on our end that would result in you all um receiving greater support from us and I will say that would just free up some of our flexibility in how
we are spending the funding and we would hope to be able to pass on to all of you in that flexibility. Any questions around either of those two weeks? Jim, just my when brought this to our federal folks, if the only question they
ask is if you roll over and you carry over, does that have any effect on your allocation for the next year? Like if you're holding >> that should not affect anything. >> That was just their question. >> No. And our is our understanding that in
no way, shape, or form would this um either of these waiverss impact the amount of funding that you all receive? >> That Dr. checks on zero minute relative to the 15% the amount above that that we could sell you for the the
>> right now there is a 15% limit this would open that limit up so you can carry over more I don't think there is a limit if the waiver is granted I have one one follow question on the on the first set of waivers relative to the the 15% Will eas have to apply for those
wavers to the department or by you applying to the feds it automatically grants that in the event that we need it >> the latter by applying you all would not have to apply. >> So if the waiver is that the end of your report >> that is the end of that report.
>> All right. So this was just consideration of an update. So, um, thank you for that update. We appreciate it. And I will entertain a motion for consideration of an update regarding math and literacy. >> Thank you, Dr. Stokes. Second by case.
>> All righty. So, just a few things that are really top of mind for me and I know top of mind for many of you all right now that we just wanted to bring regarding math and literacy and really some some general teaching and learning um thoughts right now during this this midyear time um and even after mid year
as we head February. But this is a really pivotal moment I think for district leaders and it's one where we are you know spanning this urgency with the months that we have left in instructional days for counting down very quickly um to the end of the school year into into leave and state testing
and so there is a real sense of urgency I know around this year but it's also this moment where you're you're turning the page and there's a lot of reflection and intentionality as you think about next year because um a lot of the ships have sailed in regards to this year right there's only so many changes that
you can make at this point in the year, but there's lots that you can do heading into next year. And so, it's a really fantastic time of year to gather your team, take a moment, gather your thoughts, um, and become really intentional about what are some of these gifts that we want to make next year. And you have time right now to make some
pretty big shifts for next year if you choose to do so. So, um, just wanted to think about a few of those things uh, over the next few slides that I have for you all today. The first of which is these mid-year data conversations. Um
just some things to think about with your own teams and conversations around mid-year data. Um you know it's so important to be looking at this midyear data and the question at this point of the year really shouldn't be what are we doing but the question rather should be
is it enough and for whom is it not enough? And so, you know, we think here about is core instruction really producing the amount of growth that we need for most students. And then when it comes to that tutoring, that intervention time, are the right
students receiving it? What are they receiving? And are they receiving enough of what they need to make them successful by the end of the year? And so, where do we need to add that intensity? And that can come at the student level, but for you all can also come at the school level. Um, so where are those schools that need the most
support from you and your teams and are they receiving it over the course of the next few months? Um, and really this is a this is a great time to think about data more broadly because you're looking at that mid-year data and some of you might be saying, I don't have the midyear data I need. My teachers don't
have the midyear data that we need. But there's a the flip of that as well when maybe there's data at your fingertips and you're saying we're not doing anything with this data. Do we really need it? Um Dr. Brley and I were at the teacher advisory council this morning. Um his teacher advisory council that we
were able to meet with and I had a few teachers tell me we feel like we're testing every day. We don't know why we're testing every day. We still feel like we're over testing our students. And so I think this is an important time of the year to say do we have the data that we need? And also sometimes are we
testing and gathering data just for the sake of it? Are we doing something with it? What are we doing with it? Um are we doing too much? And so this is a good time of year to think about that during mid year. The next thing that's top of mind for me right now is just a midyear professional
learning check. Um y'all know we've made it very um I think we've communicated a lot this year. My team as an office of teachers and learning that our focus has been around um teacher collaboration. And so we've been visiting teacher
collaborations across the state. we've made it a point to do this. Um, and we've been gathering evidence because we really want to know, are our teacher collaborations high quality? Are they thriving? Do folks have the resources that they need? What else can we do to support them? What else can we create?
Um, what other professional learning can we provide around it? And so, we're always happy for that feedback and input. And this is a great time for you all to check in on that, to have your teams check in on are your teachers meeting just to meet? What is happening as a result of these meetings? Um, are
you really seeing some strong practices across your system? And then observations. Are leaders on track to completing those observations? And are they considering those postconferences, observations, walkthrough feedback as a part of a PL
cycle? And of course, as you're closing out this year, you're thinking about next year and that summer professional learning. How are you planning um for your new teachers? How are you planning for your existing teachers to make sure that you're really making the most of any time with them?
I think the next slide is probably the most important because this is the key time of year to think about staffing and scheduling. Um, this is the time when you can really make change from district level throughout and then throughout your system. Are all of your roles and
positions really necessary? Are they doing what you need them to do? Um, we all know you do not have extra funding lying around. And we also know that salary and benefits are your greatest expenditure of your system. And so, are you getting the most out of everyone who
works on your team, out of everyone who works in a school? So, are there any roles or positions that might need to be redefined? And really, this this part around staffing is so much around the superintendent vision. Is your team staffed adequately and correctly? Um,
these are some of the really hard decisions that you all need to make around staffing and resources. What current staffing assignments might no longer be serving your highest priorities as a district? What might you need to do to temporarily or permanently um make some decisions and some changes
around staffing scheduling? Um, time and time again, I visit districts, I visit schools, and they say we don't have a schedule. that's conducive for teacher collaboration. There are changes that you all can make
at the district level. There are schedules that cannot be changed. I will will argue that there are schedules that sometimes cannot be changed to produce conducive teacher collaboration schedules and changes have to be made at the district level um when it comes to staffing so that you can make conducive
teacher collaboration schedule and the time to visit around that is now not in July when that school schedule is being made and certainly not in August as principles scramble to make that work. Um and it's the same thing with intervention blocks. there are key things that you can do now in your
staffing and in your scheduling to make sure that those intervention blocks um can make the most of that student learn. And then finding finally just the funding and sustainability reflection um you know are you using all of your
dollars? Every year there are dollars returned to us. Um, and then there are dollars that we have to return across the board across funding sources. Checking in, making sure that you are using every dollar that is provided to your system. We are happy to help on
this. We answer questions constantly about funding allowability. Um, sometimes it just takes people thinking of things a little creatively, maybe shifting some things around. um our federal programs team, my team, we are always happy to support to make sure that you are spending on your federal
and state dollars. Please make sure that you are using the most of it. Um and again, I think this is part of that superintendent setting that clear vision, those priorities, and you all aligning your funding to it. Um you know, when I make a call to a superintendent and say, "Did you know
you're returning x amount of dollars that I have to do sometimes?" Um and they say, "Oh, no. I need to go talk to my CFO. Oh, I need to go talk to my director of federal programs. Um, so make sure that you're checking in on that and not leaving any of those dollars on the table as you think about
resources and then sustainability of those resources. And finally, we're still here. We've been talking about this all year, our menu of services. Um, but we have done hundreds and hundreds of in-person visits across the state. Um, our
literacy maxims really across our offices have come out to support you all. and we're still here. We're still supportive. So, let us know if you need us. We're happy to look at maybe your data with you. We're happy to help you with your plans for next year um and into the summer. So, please reach out
that major services is still available. >> Really impressed over the last week with um a few things. one the literacy screener and the way in which teachers and school and system level leaders are interpreting that that that data and then like going and making instructional
decisions and then implementing on those instructional decisions. I was really impressed with that. Uh Jen and I have been talking a good bit about how um we we do that with literacy now, but we have the evolving math screener and we have to make sure that that we get to a
position where that math screener is also uh giving us really good student by student information and then the what's next for that kid based on what we learn. So, you know, we're taking that to far of of the the need that we have to make sure that the benefits that
we're seeing from the literacy screener um also will exist in that math screener. Um also just saw a ton of good teacher collaborations uh across u a number of schools within the last few weeks. So, I'm thankful for that. Um one point on staffing is I would encourage
you to think about the principal domino sooner rather than later. you know, once you uh need to name a principal, then you have to oftentimes name an assistant principal and then you have to back fill in the classroom. So, you know, to the extent that you can set that up in, you
know, March or April to get that process rolling, I think it will make sure that you're in a better position to fully staff your schools in the long run because the domino of those selections. Um and then finally on this piece, we've got really three um solid months in
front of us minus, you know, winter break or Marty Gro um Easter spring break, but we have three months in front of us where we can drive with urgency to make sure kids are ready for next year before the end of this year. So just don't take your, you know, your foot off the gas right now. Just keep
accelerating uh through the spring, late winter and and spring to make sure that we get where we need to be. That conclusions or comments for Dr. Jes before we go into the different components of 3.3
President Champagne did walk in and so welcome. Thank you for being here. At this time, we'll entertain a motion to consider revisions to bulletins regarding content standard. We have proposed revisions bulletin 141,
Louisiana standards for English language arts as well as bulletin 142 Louisiana standard awards by seconded by Walker. >> Yeah, thank you. So, as you know, we've been um on this process and many members
of your team uh within your systems have been on these work groups to revisit the ELA and math standards. We all have E going by the way. Um but a lot of work has gone into this process. Uh we had a timeline originally and
um can blame me, but we're taking it longer than than that original timeline because we want to make sure these are right. Um but uh here in the case as soon have an update on where we are with the ELA and that's >> Yeah. Thank you, Dr. President. I would say blame you. Your commitment to quality should be committed.
>> Yeah, that sounds great. >> You you did say you you're not committed to an arbitrary timeline. We want to make sure we have quality standards. So um thanks for having me today. Happy to talk to you about some proposed updates to bulletin 141,42 ELA and mass standards perspective. Please just a
little context. I come from time to time and talk about updating standards. We had social studies a while back. We talked about computer science. Um, and like Dr. Bley said, we're in the middle of PE, but our content standards for our policy are required to be revisited about every seven years. And so we go
through this process just to make sure we have the most highest quality standards for our students and this is our timeline. It's been updated a little bit from the last time that Dr. Shasson talked to you about this, so we'll sit for a bit. Um it's been a
little bit over a year. We started this process by going to Bessie with some goals um and initial timeline. We put out an application for for members to serve on a committee and thank you for getting folks especially great content teachers um in your systems to apply and
then we really started digging into the work starting last spring through the summer. We con convened meetings, had great conversations, great drafts the standards developed. Um, and then the teachers went back to school and we got
more feedback from national experts. Um, facilitated really great copies of those drafts and then put them up for public comment starting in December. And it just ended last week. We we took down public comment on January 30th. We plan to go to Bessie next month with the
revised uh drafts of these standards that you have before you. Um hopefully we'll get approval from Bessie. They do p post for notice of intent for a while, but we're going to start start our work after that and make sure that um materials are aligned, training goes out, all of that other good stuff. So
that'll start from May to August. You'll see some summit sessions at the teacher leader summit around our new standards, revised standards in ELA and math. And then we'll do some instruction materials, re-review of materials. I know that's probably a biggest concern for you. Do I need to read materials?
No. Um, we can talk some more if you have questions about this, but we've done something like this before. The last time our standards were reviewed in 201516, we had already started our instructor materials review process. So we identified the changes in the standards,
created a cover page, did specific and targeted re-reviews of those materials where the standards changed. We also did something similar to this with some legislation of 517 from 2022, the three queuing limit. We did some IMR reviews
for that as well. So we have precedent for this and we'll do the same thing. You've probably seen this slide before, but just to remind yourself how the process works, uh, we put out that application. It's scored across the agency and we get some really great committee members, um, stakeholders
involved in the process. We have a 50 member com steering committee and they really guide the process to make sure all the updates that we make are aligned to our goals. Uh, the standards are vertically line, they're high quality, those kind of things. And then we have our content area workg groups. That's
really where the magic happens. That's where those content experts, those teachers um get into the the day-to-day, the standards about what students are learning or expected to do at the end of each grade level. Um LOE towns folks facilitate the process by bringing in
resources, other state standards to look at those kind of things and just being responsible um for answering technical questions that the members may have. So these are the goals for the standards review. Um you can see a thread even though it's the English language arts
and math really concentrating and looking at those progression of foundational skills and also let's taking a look at high school. So let's talk about English language arts first. Really wanted the process to end with strengthening foundational skill standards aligned to a lot of our work
with science of reading. Like I said, the last time the standards were reviewed for ELA were in 2016 and 17. We've done a lot of work since then. I say we, I say we. Like you think about all the work that your teachers have done, which I've done with materials. We
want to make sure the standards are as explicit as your science reading training were with your teachers. So, we looked at those really particularly. Um, another thing that we've heard a lot of feedback about from stakeholders around the high school progression, especially with the language standards. Um, so I
wanted to take a look at those that grammar that uh that's punctuation, those mechanic standards and make sure that there was a specific measurable progression in the standards because the language standards were already always there, but we want to make sure they they're better called out and understood
by teachers. And then this was really important for Dr. probably but um what are some great wonderful texts in world American when we say the literature that can hold up as exemplers of quality for our students in mathematics you can see that additional strengthening of foundational
skills to make sure that students progress or the development of advanced skills particularly around logic and reasoning so we'll talk about some foundational skills there and then on the high school and in mathematics we had a pretty great set of standards
uh that defined courses in algebra, geometry, and algebra 2, but we have that fourth map. Never really had a robust set of standards that define what students should be doing throughout their entire high school sequence in math and wanted to make sure we had some guidance there as students progress for
success in college career for service. So, just to give you a little, you know, behind the curtain view of what happened when we were meeting, this is the scope of the content work for ELA. The meetings were divided out by strand or
the ELA standards. They tackled one each time. It should be noticed that noted that that first one on foundational skills, even though those standards exist in K5, the whole K12 group was involved in reviewing [clears throat] and revising those standards. which is
really important when you think about the vertical progression of students to make sure even if you know I'm in the grade eighth grade uh content work group but I need to understand students progressional um focus and reading those foundational skills throughout to inform
the work I'm doing for the rest of the speeches they tackle speaking listening that language progression we talked about writing and reading and then really took some time to think about what are some supporting materials we can develop um to make sure that teachers really
understand how to implement the standard. So I know you got the updated bulletin, but I did want to walk you through at least one example. Um as you can see, this was really a re-revision. We didn't throw things out and start over, but really looking targetedly at our standards and thinking through how we
can make it more explicit. So this is a third grade standard, um foundational skill standards for phonics and word recognition. So, as you can see, some updates that were made by the committee was to consider all of our work with the science of reading and really aligned it
to what students were learning instructionally. So, a previous standard had students reading high frequency words by memorization. When we think about all the work we're doing with decoding, the standards been updated that students are going to decode those words, right? Both
irregular or regular spellings and things like that. moving to line with our our work that we've done in science of reading. Additionally, we added a substandards E that not just decode that's the sounding out encode would be the writing. So their word recognition,
right? they're going to end that that process that standard but also try to get out really mirrored a lot of the work that we've done in science of meeting and now it's in the stands similar the scope of meetings with math followed by strands as well um the first
real job of the the math committees was to align those strands for coherence across grades K12 and then they started looking at each standard K8 with a particular focus around those foundational skills and how they build. High school kind of had a little bit of
a different job as you can see. Obviously, they looked at the algebra 1 geometry and algebra 2 standards, but then they spent considerable time thinking about what's that fourth math, what are some possibilities for it, what are the standards for it and developing that workbook through time.
I pulled example for math as well. Little bit small but you can see. So we have again a third rate standard where students previously um were rounding for place value, right? And we think about those foundational skills. Well, why would that be a
practice we want students to have? Well, in estimation. So the previous standard had them doing the activity. But when we think about the foundational skills and applying to real world scenarios, real world problems, rounding for estimation, right? And so we just made updates to
the standard to make it a little bit more to the foundational skills we want our students to learn. Sum up. Like I said, we posted our standards for public comment. By the time the step is built, public comment is still up. Um so we've got some not uh
that many, but got about 71 responses for ELA and about a hundred for Matt. I will say the feedback by and large has been positive. Um the the public really likes the focus on foundational skills. Um some even called to we put cursive
standards, cursive writing standards in ELA. That was always required by legislation but wasn't under standard. So we solved that problem, too. Um one thing that the the public did ask for was more examples and references. So we are going to build a standards reference
guide. So that will speak to some of the feedback we got there. But by and large folks seem pretty happy. Any questions I would have to ask any questions or comments from you did a great job. So this is
considerations for revisions to bulletin. So just as a point of information this this council does have the ability to just simply receive this information or we can endorse or not endorse it. So I enterain any motion that anyone would like to make regarding
this particular being heard we have heard your report and we appreciate it. So we will move to item 3.2 consideration for revisions development 119 Louisiana school transportation specifications and procedures regarding speed limits.
Jared Martin has made the motion like the motion. >> I will chair guys. [clears throat] Uh >> yeah. Yeah, I'll take this one. Ashley Town isn't able to be with us today. So,
um I'll do my best to present this. So, I know first of all that um Mr. Martin, you brought this item to Sandy Holloway as a board member and she wanted me to express her appreciation to you for raising this particular um idea to the
board. So, the board asked us to consult with um other other state agencies and to see if um any of those agencies had an opinion on this particular matter. If you recall uh several years back, the uh
speed limit for buses was essentially taken out of of statute that lower u uh speed, but it remained in Bessie policy. So what you have is a situation where state statute um or rather Bessie policy
is a little more prescriptive on what is required for uh buses to not travel beyond a certain uh speed. So, we reached out to Louisiana State Police and we reached out to the DOTD.
Um, they both gave us plenty of information. Um, and also our team looked at a number of different uh studies that have been conducted over the over the years. And basically, um, LSP, Louisiana State Police, they just basically said that they are going to
enforce what the statute says. So, whatever the statute says is what they're going to enforce. They're not enforcing Bessie policy. They're enforcing the law. Um, so that's essentially what state police said. Uh, DOTD more or less just said that the
speed limits as set uh in statute and in best policy were engineering decisions based on safety. Um, and they were not uh going to appine in one way or or another on rather Bessie should remove that that 55 mileph uh limit that
exists. So uh that's where we are. It's the item that Mr. Martin um uh asked Miss Holloway uh to take a look at. Um the board asked us to get information from LSP and DOTD. We've done that. And
so the board will make a decision at their upcoming meeting on do they want to um hold policy as as it is, make a change or uh maybe delay a decision until additional action can be taken. So
Mr. That's about all I have to share with that information. Thank you, Dr. Any questions or comments from the council. >> So just for clarity, what what I'm hearing is from the state police and or DOT basically whatever the posted speed limit is is what they're supposed to be.
>> Yeah. So that's LSP is is saying whatever the posted limit is in statute, that's what they're enforcing. So they're not they're not enforcing a Bessie policy. They're only enforcing state law. So would it the decision that the Bessie
that Bessie chooses to make on this could change policy to reflect similar language to what LSP is saying or they could do nothing and just say this is still going to be policy but drivers could do whatever.
So just >> and that's what we were asked to do for pass collect information and that's >> so just for our benefit and even any conversations with members if the policy stays the same then I think where we will we would get some concerns still be
from our areas of risk management that if we did something that went could potenti you know advise our drivers that if there were no governors on the buses or whatever they drove the posted speed limit and then god forbid there was some type of accident and we were driving the
post but it was against policy I think there would be some issues with the risk management insurance I think just I know we have a couple executive board members in here but I think that's some conversations we may want to make sure we still have because if policy says something that's more stringent which it
is go out and do what state law says and then our drivers are violating what policy said even though they haven't broken a law it may create other issues for us from a risk management standpoint points. Appreciate the All right. And with that u
again we can receive endorse or not endorse but no additional changes there just an update onation. So I don't think any action needed to take from the council. Then the last motion on on the agenda here for us to consider is update regarding high school internships. I
have a motion. >> Thank you, Mr. Thank you. This this has been um this is a a good presentation to provide. I know all of you have been working really hard within your business and industry community also with your higher ed partners who's been Cabal. You know, if
the kids going that university route, making sure they have those connections early, thank you for that. Um the the space where we haven't really been in as much to the degree as the college space is that career uh side on the business industry whether it's apprenticeships and we'll be doing a little work on that
piece later but internships as well. I know you you CT folks spend a lot of time um talking with business and industry and we've tried to do the same um and you know Dr. Samson and her team, we meet, we track what we have available out there in the field. And I would just
like to say if you ever within your own uh community want us to come in and have a conversation with business industry industry groups or specific uh businesses, we'd be, you know, thrilled to to do that and support that. But Dr. Son, you want to be able to of the
connections that you've been working with? >> Sure. Good afternoon everyone. Ernie Singleton, LDLE. So, just as an update to provide you all, work-based learning is something we have been working on over the past year and making sure we're having a lot of opportunities for our students to engage in that. And there
are three different types of work-based learning to the slide. So just to give you a brief um overview of the three types that we are focused on cooperative education which are paid credit bearing employment aligned to the students career goal that involves 15
hours of work per week at the minimum um and five hours of classroom instruction. Then there's internships which is a paid short-term project projectbased work can be during the school year during the holiday break or during the summer that
includes 106.2 hours of work and 26.5 hours of classroom instruction and then the apprenticeship which is a fully immersive experience allowing students to gain that real world experience. So this particular side just provides you an overview of the difference between
cooperative education and internships. This is the amount this is the area that we get questions about the most. And so, uh, both offer great opportunities for our students to discover and build their occupational identities with the support of a classroom teacher. Uh, they're
great because students encounter real world real world work challenges and there's a dedicated adult assisting with triaging difficult situations that they may encounter in the workplace. both offer opportunities for our school systems to build better relationships
with industry professionals depending on the business capacity. The cooperative education job as well as the internship job could be at the same location just depending on what's happening at that particular uh place of business. In addition, cooperative both cooperative
education and internships require that students are financially compensated for their work. And this just shows that there's actual value in what they are doing. The main differences are in the instructional time on the job chain training and uh program length. Notice
that the internship is a the focus is on project based work. So that's your short-term paid opportunity as I stated previously. However, both of them have the same certification requirements for our educators. So this slide kind of talks about where we are right now with
internships across the state. We have over 5,800 opportunities available for our for our students across the state in at least 64 of our traditional school systems in our in 16 type two charter schools that are also offering internships. So
those particular internships were opportunities were acquired by you all at the system level as well as our LDO staff going out and going to businesses and asking them to provide these opportunities. So it was it was on both
sides of the coin that we got those. I thought there was another slide. It's not coming up there. But the last slide that I did want to talk about was the technical assistance that's being provided to your school systems. And um we have assistant leader leader regional collaborives counselor institutes
one-on-one technical assistance the summer committees we had last summer as well as community services that Dr. Chazar mentioned earlier. So those types of technical assistance including information on vertical alignment uh industry alignment implementing
workbased learning funding opportunities and alignment as well as forming community and business partnerships. And as Dr. Chasson said earlier and Dr. wrongly say that we are more than happy to come out to provide assistance as needed. As we're moving forward, we are utilizing the data that we have with uh
industry based credentials to see where school systems are and what assistance is needed so that we can make sure that we are getting the industry based credential as well as the workbased learning to benefit our students. Thank you. >> Thank you Dr. Singles in any questions
or comments regarding the Baying High School internship. saying it to them. You know, most of the cooperative education hours are based on three colony units. Is there any thought with the department of possibly for cooperative education one or two having
one or two units available so that we could work with our students that have challenges scheduling three units? >> We can definitely look into that. >> Thank you very much. >> Is there someone on your team that you want us to follow up with? >> Yeah. U
reach out to Yes. Thank you. >> Dr. Singleton, relative to the conversation about cooperative education and internship, how should we approach conversations on registered apprenticeships?
>> Give me a little more background. >> Uh, Louisiana Workforce Commission had created a list associated with registered apprenticeships. So, um, I just want to try to figure out what would which approach would be the greatest bang for the buck. Would it be
focusing on the internship more so than the registered apprentichip? >> I think the more bang for the buck will come from what is the student interested. So is a student interested in that apprenticeship and they want to go that route which would allow them to get that head start in that
apprenticeship model. So if they start the apprenticeship in grade 11 and grade 12, they'll be two years into that in apprenticeship versus having to start an apprentichip after they finish high school. So I really do think it depends on what the students want as to whether or not it would be prudent for the
student to go to the internship route or the apprenticeship route. >> So limitations that we encountered with that businesses had to be approved to be on that list to offer the registered apprenticeship by Louisiana Workforce Commission. And we found that in some
districts there very few practically no businesses that were on that approved list. So it was far more challenging um to offer kids the opportunity. >> Yeah, I think internships are a it's an easier lift than the full than the
registered apprentichip. Um, one of the things I would call out though on the apprentichip piece is to the extent that you can utilize what Fast Forward offers you. Meaning if you have a student in an apprenticeship junior or senior year for
instance, the those apprenticeship courses take the place of the high school courses. So they don't have to do the the courses in the high school and also go do that. They can just do the apprenticeship and take the place of the high school. So our work for our local
workforce development board organized some meetings and we had business come in um workforce commission came in actually the shared application process but of course one of the challenges was most of those businesses wanted those students to be 18 years old
uh in order to be able to participate so when you start talking about juniors participating came along problem. Thank you. >> Thank you Mr. Json. Anybody else with any question about this legacy? Dr. Sing, I want to first thank you for
all the hard work you've been doing to help support Beerus and all the work they're doing. I also want to thank Mr. Kim Bradford as well as Mr. Matt Johnson and workforce commission on on several different issues and so they they've definitely helped us out a lot with
that. We have one question relative to JAG and its uh role in where we're moving based on internships. Um it's my understanding that there still seems to be a little bit of a disconnect with the way the Jack programs are set up where
there's the curriculum or the expectations for workplace experience that Jack has. Do you see a pathway for workforce when JAG is now under workforce and LD coming together with I mean we have about 120 JAG teachers in
in high schools that it's literally their job to do what these policies say but there apparently are still just some disconnects with some of the language of what's expected there. Can you tell us anything about uh where the discrepancy is there and what anything that maybe we
can do to help close that gap? So yes, um, one of my staff members has been working with the JAG staff over at LWC to make sure that we are all on the same page with that. And right now the biggest discretion is a lot of the work that JAG is doing is cooperative
education and we're trying to get them to do more internships. But so we're working through that process with this small pilotage that we have and I want to say your system is one of the pilots with that so that we can better provide opportunities for those students to do those short-term paid
uh opportunities that are project based that are more aligned with internships. So we're still working through that process. >> Okay. So you you do see a popular time but we'll get Thank you. Any other questions or comments regarding high school internship services?
All right, with that I do want a little point of clarity for item 3.2. There is a suggested revision that aligns with what Dr. Brley said in bulletin 119. So should Bestie entertain this particular revision, it would have
the net impact of changing the policy to reflect about what the the title 32 says. So the revision says the a new part of it would say the maximum fee for school buses shall be in accordance with Louisiana by statute in title 32 motor
vehicles and practice regulation. So um if if someone on the council would like to go back and revisit 3.2 and potentially offer an endorsement for Bessie, we can do that. Otherwise we're we're >> All right. So we have a motion by Dr. do
to go back and reconsider item 3.2. We have a second. >> I'll second, >> Dr. Walker. All right. So, with that, it's it's open back up for discussion and with an understanding if you see the the wording on page five exactly how um
it would be put in bulletin 119 that would be more reflective of what the my understanding of what the state police and what would be enforceable through title 32 is motor vehicle and traffic regulations. So again, um we do have the
option to just receive this or offer an endorsement or not endorse it. So I'll entertain any any option there. >> Yeah, I mean I I will move to endorse the change to reflect state law simply because I think it's in our interest to have a consistent approach to
expectations from both the state and Bessie and parish levels so we don't have an inconsistent message out to our joiners. >> So for that reason >> second. >> All right. and a second by Dr. Stose. All in favor? >> I. Any opposed?
Please let the record reflect that this identified the council is endorsing the revisions for bulletin 119 Louisiana school transportation specifications and procedures regarding speed limits. Right. With that, there's no other business on the agenda. I'll understand
a motion to adjurnn. So we'll do as war quickly says got second by Dr. V. So thank you. Thank you. >> The next meeting is March 19th. >> March 19th. March 19th. >> Do we know the time? >> I think it's 10 o'
really pretty soon.