--------- Morning. Welcome to our Wednesday, August 20, Besse board meeting. I'd like to call the meeting to order. Could I get a roll call, please? Mister Appel, doctor Armstrong, mister Birkin? Here. Mister Castillo? Here. Miss Champine? Here. Doctor Clark, not in attendance. Mister Harris? Here. Mister Hollis, not in attendance. Miss Holloway? Here. Miss Mallory? Here. And mister Morris? Here. We have a quorum. Thank you. Members, would like to start us out with our invocation.
If you would please stand and join pastor Dennis Shafer from Open Door Baptist Church who will lead us this morning. For your leadership and education, we appreciate your excellent support group. No. Press the button. Appreciate your leadership. Let's pray this morning. Lord Jesus, we wanna thank you for an opportunity to meet today. I just ask that you would help the leaders who are here to be able to have wisdom and to understand the knowledge that you've given to us. We wanna thank you for your goodness. We wanna thank you for the work that you'll do in this special place today. I thank you for the advancements here in Louisiana and certainly for the opportunities that
we have had to be able to take those for future generations to be able to see how it is that even recently our educational system has been growing and prospering and doing much better. We're excited about that, and I ask that you would give wisdom today in a special way to be able to continue to advance our young people as they continue to learn, as they continue to understand truth, to be able to live wisdom in their lives. Lord, I ask that you would help them to be young people who will have that wisdom to prosper and to become moms and dads and business leaders and helpers
in our culture and our community that you would help them to be able to lead and advance Louisiana forward. We wanna thank you for what you do. We ask that you have blessed this meeting in a special and a wonderful way. We ask this in Jesus' name. Amen. Amen. Thank you, sir. Now I'd like to ask Monica Dunn to come forward. Monica's from EBR. She's gonna lead us in the play. Thank you, Monica. Alright. First item this morning, please. First item on the agenda is item 2.1, approval of the agenda. Approval of the agenda. Could I get a motion? Mister Burke and miss Champine? Thank you.
Is there any exception to this item? Any public comment? Hearing none, item is approved. Next item, please. Next item on the agenda is item 3.1, consideration of recognition of STEM diploma seal honorees. Could I get a motion, please, mister Harris, miss Holloway? Thank you. Superintendent Brumley? Yes, sir. We're excited to, recognize a a few, individuals here today, and I believe our, team, is going to provide this presentation. Good morning. I am here this morning to, recognize and introduce our STEM diploma seal.
I don't know who you are, but please identify yourself. I'm sorry, mister Morris. Jamie Mixon. I am the director of STEM and computer science here at the Department of Education. And doing a fine job. Thank you, sir. And I'm happy to be here this morning to honor three systems that have, within the 02/2024, 2025 school year, achieved the highest number of gold and silver diploma seals within our state. Silver and gold diploma seals are endorsements. They are recognizing students who complete one of Louisiana's five STEM pathways, demonstrating a strong
foundation in science, technology, engineering, and mathematics. Again, we are here to recognize these three exceptional systems who have shown a commitment to STEM education by hot by having the highest number of STEM seals within the last school year. Our first honoree from DeSoto Parish with 130 seals, we have mister Brandon Fontenot. And if our awardees will just remain standing, once we have all of our honorees, we'll take a picture with the board. From East Baton Rouge Parish Schools with 341 seals, we have miss Monica Dunn, doctor
Corey Burris, and doctor John Jenkins. And finally, from Lafayette Parish School System with 90 seals, We have mister Chris Broussard, miss Candace Guillory, and miss Sherry Livesay. Congratulations to all of these school systems. Your efforts are inspiring a new generation of innovators and problem solvers, and we thank you for creating this opportunity for your students to excel in STEM. If you'll hold for just a moment, we'll take a picture and one final round of congratulations. Alright. Thank you. Next item, please. Next item on the agenda is item 4.1,
approval of 06/03/2025 board minutes. Thank you. Could I get a motion, please? Miss Champagne, mister Rappel? Thank you. Is there any exception to the motion? Hearing none, motion's approved. Next item, please. Next item is item number, five, ex executive session. Covers item 5.1, 5.2, 5.3. 5.1, the consideration of executive section regarding the annual evaluation of state superintendent. 5.2, consideration of executive section regarding performance evaluation of the best executive director, including discussion of
character and professional competency pursuant to Louisiana revised statute forty two seventeen eight one, and 5.3, consideration of action regarding the best executive director including, but not limited to reappointment role modification and termination. Mister Harris, you had a motion? Do I have a motion to move item 5.3 out of exec executive session and put it on the regular agenda? Alright. Can I get a second? Miss Miller, thank you. Is there any opposition? Hearing none, motion passes. Item 5.3 is moved out of item 5.5
executive session. Now can I get a motion for, executive session, to for us to go into executive session? Miss Miller and mister Harris got a second. Is there any exception? Hearing none, motion passes. In order for this motion to pass, two thirds affirmative vote of members present is required. Can I get a roll call vote? Mister Appel? Yeah. Doctor Armstrong? Mister Birkin? Yes. Mister Castile? Yes. Miss Champine? Yes. Doctor Clark is not present. Mister Harris? Yes. Mister Hollis is not present.
Miss Holloway? Yes. Miss Bellerine? Mister Morris? Yes. Motion passes. Thank you. I'll advise the audience that we'll be in executive session for the length of time necessary for the discussion. No votes will be taken while the board is in executive session. All votes will be made in public. Additionally, public disclosure is not required of matters discussed in a properly held executive session. This time, the board meeting stands in recess to go into executive session. Just wanna let everyone know, I received a satisfactory evaluation from the board. Very thankful for that. Looking forward to, the continued work to improve outcomes in Louisiana, and the board is
moving to item 5.2. Alright. Good afternoon. Welcome back. To Bessie, can I get a motion to reconvene the board meeting and continue with the regular order of agenda to vote on the items discussed in executive session? Mister Burkin, for Champine, no exception taken. Thank you. So we're gonna return to our agenda. It's gonna be item 5.3. Item 5.3, consideration of action regarding the best executive director, including but not limited to reappointment role modification or termination. Can I get a motion, please?
Mister Harris, thank you. Miss Millerin, is there any, comments on the motion? Hearing none, no public comment. Motion passes. Thank you. Next item, please. Next item on the agenda is item 6.1, report to the state superintendent of education. Gonna get a motion, please. No. Don't need a motion for that. Alright? Superintendent Brumley? Yes, sir. Thank you. I'll keep this brief, as I know we're in the early afternoon already. Okay. Mister Morris asked me to extend these comments. So I I will keep this group.
You're trying to help me make some new friends. That's the deal. Right? I do wanna mention that that, last year during celebrate freedom week, we brought together some students who were twelfth grade students who were enlisted in the military and we held an enlistment ceremony at the World War two Museum, which was really cool and a good way to celebrate, our celebrate freedom week, which was authored by, then representative and house head chair Lance Harris. But this year, our fun times for Celebrate Freedom Week, we've partnered with the Reagan
Institute, and we are, sharing this information with schools across the state. We ask that you also share, And, we're having an oratory competition where students will recite one of Reagan's speeches, and we'll host the finals in Covington, Louisiana at the world's tallest Ronald Reagan statue. If you didn't know that that existed. And then the two winners will win an, a trip, an expense paid trip to the Reagan library in California. So really cool opportunity for
In the state, to the extent you can share in your channels would do that. Next, want to just mention, we were honored to have, secretary of education Linda McMahon join us as the first state, on her returning education to the states tour. Obviously, she joined us because of our historic progress. A couple of, staff acknowledgments I need to make. First is, one of our key staff members, in our students with disabilities, division, Meredith
Jordan, who is the executive director there, is going to be stepping back into the school system. So, you know, really pleased with the work that Meredith completed because, as you know, on NAEP, we outpaced the country for students with disabilities on growth, and we outperform them overall in, achievement. So, want to give, thanks to Meredith for all of her work. And then for the meantime, doctor Lauren Wells there she is. Hey, Meredith. We were just celebrating you.
And in the meantime, doctor Lauren Wells Lauren, just raise your hand. She's gonna serve as an inner in the interim role, for executive director of diverse learners. So I just wanted to, make a notion of that, a motion mention of that. And then want to also mention, how proud we are of, Caleb Moore, who is the deputy chief of staff in school choice, not just because of his gator work today, but because, he has been accepted and is entering into officer school, with the
national guard. So, we will be without him for a few months, but, miss Gilson promises all of us that she's got a good plan and and good backfield. I think Megan Thompson will step into some of that space in the interim to to help out, and you all know Megan is very competent. So just wanted to make mention of that, mister Morris. Alright. Thank you, superintendent Brumley. It's always, I know all of our board members have, mentioned this at one time or another, but it's always a pleasure to superintendent Brumley to recognize members of your
staff. They just do an incredible job above and beyond the call of duty, So I appreciate the recognition to Meredith Jordan. It's been a pleasure working with her. Also, Kayla Moore, appreciate that. Also wanna call out, The US secretary of education does not visit Baton Rouge routinely. So we did have the pleasure of her visit last week, and, l d o LDOE staff just did a fantastic job of hosting that event. So I wanna call out, Sabre Masters, Lexi Pritchard, Ted Beasley, and Matt Johnson. So thank you guys for for those efforts.
Really made, made us all look good, frankly, the entire state. So appreciate that representation and the and the job you guys did there. So sincere thanks for me and and all of our board. Now I'm advised again that I'm still, apparently a novice at public meeting law, and, we're gonna have to ask, miss LeGru to come to the table and, give me some more, individual, tutoring. And we need some intervention here. Item 5.3, a motion was made, but it has three conflicting, items in that agenda item.
So I guess it wasn't really clear whether there was a motion or action was Yeah. So on that one, I asked for a motion. I thought it was red, and there was no action taken. Okay. That's fine. Okay. Very good. Thank you. That does that satisfy all your concerns on now? Thank you. Thank you. Wonderful. Wonderful. We're it's a we're learning in progress. We didn't we didn't have that yet. Okay. So that gets us to, items item seven, on the agenda, mister Walker. I item number 7.1, reports from members of VESI statutory and legislative task force council appointees.
Can I get a motion, please? With Champagne. No motion here either. Alright. Thank you. Members, do we have any, any shares for today with regard to your participation on any statutory legislative task force committees? Doctor Armstrong. I must say the non public council has been working very closely with Ashley on, act four zero nine. And so I think there's been tremendous collaboration with the LDOE, with Ashley, with working with senator Barrow, and the nonpublics to work on all the waivers for the individual
schools. Great. Another major topic. Another acknowledgment of superintendent Brumley's staff. Very good. Very good. Thank glad thank you, Ashley Townsend. Miss Champine. Thank you, mister president. I also sit on the children's cabinet, and I would like to extend a thank a great deal of add gratitude to LDOE along with the children's cabinet. They have been, of course, our DESE member, miss Sharon Clark, who spearheads a lot of it. And they have brought together juvenile justice, system as well as all of the departments,
the the stakeholders. And I appreciate it. We do have a truancy summit in Alexandria on September 8. So I I wanna remind everyone this will be an awesome event. Thank you for that reminder. I hope we get a great turnout there. That's, got a lot of potential. Any other shares? Miss Holloway. I I'd be remiss if I wouldn't, recognize Trey Fox for his great work on America February. Our meeting was today at the World War two Museum, and here we are doing some work. But thank you, Trey. He is really an asset on that that committee.
And doctor Bromley, I think maybe you could talk about Reagan, the, that Reagan, you know, the Oh, the kept up toward Yeah. Yeah. So that, that competition, we've announced statewide. We'll have the finals of that in Covington, and two winners will win an all expense paid trip to California to the rating library. Yeah. Thank you with all that you've done, in that area. Appreciate y'all. Alright.
Thank you. Any other comments, members? Okay. Hearing none, next item, please. Next item on the agenda is item 8.1, board committee reports for 18 public hearing. Mister Burke. Mister chairman, president, I have, moved to approve the minutes of the eight g public hearing. Can I get a second? Miss Champine, thank you. Is there any comment? Any public comment? Any exception? Hearing none, motion passes. Next item, please. Item 8.1. No. Four committed, reports for academic goals and instructional improvement.
8.2. I mean, I'm sorry. 8.2. Mister Pail. Thank you. On behalf of the academic goals and instructional improvement committee, I move to approve motions one, through 31, noting that motion 17 through twenty seven and thirty one are notices of intent. Alright. Can I get a second? Doctor Armstrong, is there any comment from the board? Any public comment? Hearing none, next item, please. Next item on the agenda is committee reports for board administration and education finance committee. Again, mister Birkin. On behalf of and education finance committee.
Again, mister Birkin. On behalf of the board administration and education finance committee, I move to approve motions one through 38. Can I get a second? Miss Champine, thank you. Is there any other comment members? Any public comment? Any exceptions taken? Hearing none, motion passes. Next item, please. Item 8.5, board committee reports for legislative and government affairs committee, mister point four. I mean, I'm sorry. 8.5. 8.4. 84. 4. I'm sorry. 4. Miss Holloway.
Would you like me to go on on Go ahead, miss Holloway. On behalf of the educator effectiveness committee, I move to approve motions one through 22, noting that motions one through four are notices of intent. Thank you. Can I get a second, mister Harris? Thank you. Is there any board comment? Is there any public comment? Are there any exceptions? Hearing none, motion passes. Next item, please. Sorry about that, ladies and gentlemen. I'm now we're on 8.5, committee reports for legislative and governmental affairs committee, mister Harris. On behalf of legislative and government affairs committee, I move to approve motion one.
Can I get a second, miss Miller? And is there any board comment? Any exception, public comment? Hearing none, motion passes. Next item, please. Next item is item 8.6, school innovation and turnaround committee, miss Miller. On behalf of the school innovation and turnaround committee, I move to approve motions one through nine, noting that motion eight is a notice of intent and pulling motion three as a rate a read. Can I get a second? Miss Holloway, thank you. We got some, just public comment. Noted my recusal as it relates to motion number six.
Okay. We got that, mister Walker. Good. Yeah. Okay. And, well, we got some public comment here. Doctor Vanessa Begod. Is Vanessa still here? She's gone. Summer Dan's still here? Wow. Do you get the gold star for perseverance? And she wishes and she wishes to speak. Just read the line. Dan. Sorry about that. Please identify yourself for the record. Good afternoon. My name is Summer Dan. I am the director of Capital Area STEM Network Center, which is part of the law STEM network across the state. I am also an associate director for the Caine Center for STEM Literacy at LSU.
Okay. Can you hear me now? Okay. We are support of the AI literacy and proficiency by, integrating AI training into education. Currently, we have three large scale training, opportunities, that emphasize AI. These companies are Fortune 500 companies, the Department of Engineering and Computer Science, and then other regional businesses in the state have reached out for training for teachers, for students, for community college individuals, for, university students.
The training can be for all of these and beyond for career development. The projects include something called digital twinning, which incorporates a three d model of structures for our industrial plants, bridges, and more. In these new structures, they will have thousands of sensors and smart equipment that's going to be run by AI. Another project is digital twinning for data centers for training for the AWS cloud computing and the AWS, AI certificates. This is gonna be critical for our North Baton Rouge, individuals up there for training
so that they can work in those data centers for Meta and others. It is critical, critical for our students. Oh, I missed one. I'm so sorry. We also have one lastly for connected autonomous vehicles, and if you've seen these Waymo cars, we have to have individuals that know how to program these cars and how to implement the AI for these. It's critical for our students not just to be users of AI, like not just using ChatGPT, but to also be the innovators and the critical thinkers who understand what
they are asking the AI to do, how it works, and how to use it responsibly. I just want you to think back to 02/2008. Would you have gotten in a car with a stranger to go to the airport from somebody that you contacted on the Internet? No. People were afraid. There was a lot of fear around the technology. But today, we get on our phones and we pick up Uber and we get in these vehicles and we go. The convenience of AI is going to overrule a lot of these fears.
We have to have the workforce prepared to be able to have those companies be here and keep our kids here. I just wanna know want you to know the future of AI is right now. It is happening fast. And personal from a personal perspective, I have two kids that went through the k through 12 public system. They went to universities here in the state, and they have gone out of state for technical jobs. I want those companies here because I want my kids back. Thank you. Thank you.
No other public comment. Members, do we have any comment? Hearing none, motion passes. Next item, please. Ladies and gentlemen of the board, we have one item that was referred, deferred, I should say, to today. It was agenda item 3.1, consideration of update report regarding artificial intelligence in Louisiana k through 12 education. How how do we address that? Sure. That that resolution. So what am I supposed to do is I'm gonna make a motion to accept it. I'd like to make a motion to accept a substitute resolution entitled BESE resolution on advancing artificial intelligence education in Louisiana.
The resolution has been circulated to members of the board, and we can make it available for public viewing. Okay. Do we get a second for the motion, mister Birkin? Is there any further discussion? Is there any public comment? Okay. Hearing none, motion passes. Next item, please. That concludes the agenda. Thank you. Where do we put in for overtiz? Part: 2
Ready? and a lot of right obviously down it All right. Well, our do testing Okay, we're good. I'm glad you sold it.
Hope you made some money. Uh, we're going to go ahead and get started. Mr. Walker, do I have the green light? All right, we got the green light. All right, I'd like to call the meeting to order. Could I get a roll call, please?
Here. Here. Here. Here. We have We have quorum. Sorry. Good. Uh, regents, roll call, please. Regent Aubrey, here.
Regent Cordell, absent. Regent Creed, here. Regent Gaveid absent. Regent Finley absent. Regent Glazer. Regent Pixon here. Regent May absent. Regent Mir present. Regent Prior here. Regent Reeves here.
Regent Sarda here. Regent Shamia absent. Regent Sterling here. Regent Temple absent. Regent Williams Brown here. Here we have a regent's qu.
Thank you. All right. Uh, first item, please. I'm reading it. Okay. Uh, first item is item 2.1, approval of the minutes. Got to get a motion, please. Mr. Harris, Miss Melerin. Thank you. Uh, is there
any comments from the board on the approval minutes? Hearing none. Do we have any public comment? Hearing none. That item is approved. Next item. Next item for consideration is item 3.1. Consideration of an update report regarding course additions to the
Topps University core requirements. Can I get a motion, please? Over here. Miss Champine, Mr. Burkin, uh, Dr. Brumley, I believe you have the ball. Yes, sir. Thank you, Mr. Morris. Um, first of all, I'd just like to acknowledge that Dr. Craig and I are
going to do our best to hold this together in the absence of Commissioner Reid and Regent Cordell. Um, we have committed to each other that we will keep this uh between the lines and and moving the ball up the field. So, uh, bear with us in our work today. We're
excited to serve you all. Um so the first item is a consideration of an update report regarding course additions to the TOPS university core requirements. Um uh Dr. Tristan Denley uh is going to provide that information with support from Dr. Ernie Singleton
from our office if that is necessary. So Dr. Denley. Yeah. Terrific. Thanks. Thanks so much for for that and good to see everyone this morning. So uh this is kind of a a standard approach for us. Uh whenever it is that there's a request to expand course offerings in as part of the the
TOPS core, we have a process where we uh we present those materials to each of the institutions and then they're reviewed by the uh chief academic officers of those institutions uh and then we get feedback uh from those uh reviews. uh these different courses as
you can see several uh new languages and then also uh a new uh social science uh international baloria course have been reviewed by our institutions and have been found acceptable and so we're presenting those for uh for your consideration today.
All right. Is there any further discussion from the uh what should I address you guys as the panel over here or is there any further discussion from the panel before we go to the board? All right, hearing none. Uh members uh regents any comments?
All right, hearing none. Is there any public comments? Hearing none. All right, looks like that motion passes. Next item, please. Next item is uh consideration of um update report regarding act 347 of the 2025
regular legislative session tops excellence. Yeah. So I think this is me again. I think that's are are you can I get a motion information only? All right. Thank you. But do you want a motion to receive the
report? Yes, please sir. Thank you. Mr. Harris, Miss Meerin. Thank you. Any exceptions hearing? None. We're good on that one. Yeah, thank you, Mr. Moore. So, we're gonna keep Dr. Denley up to do a majority of the work today, I believe. Um, so, first of all, I can say that we
were pretty excited about some of the work this legislative session at at our agency. Uh, and I know the same is is true for regents around uh TOPS and providing uh more opportunities and certainly opportunities for some of the uh highest performing students in the state to potentially retain more of
those students. So, Dr. Dr. Dimley, it's uh your presentation, sir. Thank you very much. Yeah. So, uh echoing uh Dr. Brumley's comments. So, last year, actually, as part of a a study res resolution from the previous legislative session, uh we we compiled a
sort of a full 360 assessment of the state's financial aid tools. Really looking, as you might imagine, those financial aid uh programs had been created really across 30 years. Uh they were created for all kinds of different purposes. They had all kinds of
different uh approaches, different ways in which the the students uh would demonstrate their um their their eligibility for that, what it is that they might cover, all of those kinds of things. And we as part of that report, we'd be happy to share that had about
eight or nine different recommendations uh for ways in which those financial aid tools could be could be aligned in ways that really better serve the state and of course uh serve the students of the state as well. We were very happy that
many of those uh recommendations were in fact adopted as pieces of legislation and many of them were actually passed as part of the last legislative session. One of those observations from uh from TOPS was that as things stood, we were
really losing many of the best and brightest from our state being attracted to rather than staying in the state, being supported by the top scholarship instead choosing to leave the state and be attracted to go and do their education in institutions in in some
often neighboring states. I I hear some of them are actually going to Alabama. I believe that that that that may be the case. Yeah. Yeah. We we will certainly not name the states because we don't want to give them any just a just a terrible rumor.
There's there's a rumor from Yeah. Um I I may have taught at one of the institutions that they uh that they they glad to see we recruited you to God's country. Take that the matter is intended. That's right. Uh so um so so so one of those
things was re recognizing the fact that as things stood the tops scholarship had really been frozen in times in 201617. Uh so the opportunity performance and honors scholarships there the amount of money that students received was frozen
at the tuition rates in 1617. And as you might imagine between now and then things have changed quite considerably. many things across our lives has become more expensive since 201617 and university and college tuition is uh certainly one of those. Uh as part of uh
act 347 was really uh an action to try to address that specifically for our very best and brightest. So, one of the things that act 347 does is to introduce a new level of tops uh for uh uh uh for
for students who are scoring at the very highest level. If you have a core GPA of three and a half at least and then an ACT competent score of at least 31, then you are eligible for that new excellence level award. It carries a an award level
of up to $12,000. So, uh, tuition and fees alto together, uh, you can receive up to $12,000 or the total of your tuition and fees, whichever is, uh, whichever is less. And so, uh, there are already students who
are uh, going to receive that excellence award uh, this coming year. I believe there are about about 140 students that Boston has identified who are eligible for that in this coming year and will uh, will be receiving that moving forward. Of course you might imagine
there will be many more students this time around there are many students who have already made decisions to uh to already but certainly hope Mr. very competitive. Yes, the 12 grand is that per year or per semester? It is. Thank you for that clarification.
It is per year. As well as that, there are actually some uh some specific uh elements of that for people who are part of the National Guard. So, if you're an excellence award recipient and you're part of the Louisiana Louisiana National Guard, you
also receive a book stipend and also a stipen to cover other additional expenses as well. As you might imagine, it's primarily uh for uh primarily students will receive that 12. All right. Thank you. Uh members, any
any comments, questions and that starts for that starts for which this this is yeah part of this academic year. So there are students who are you know already beginning there are students who are already on campuses who are uh receiving that award uh as we uh as we
sit here. Great. very encouraging. Keep those keep those uh rising stars in state. Yes sir. Light didn't come on but Dr. Dley will we be able to track uh the number of students who are in that new category
uh as compared to the prior years just to see if it's been attractive and and would the data suggest that we get more or retaining more of those students? Yes, we will. So actually every year we uh we produce a a report our TOPS report
uh and in that uh in that report it's a standard item for us to look at not only the students who are eligible for the various TOPS awards but the proportion who actually choose to receive those awards. So we will track that. We have already done the analysis to see well
what does that yield rate if you will look like for performance honors and opportunity. And so we will be able to see for those students who are in excellence does do that we see that increased yield rate as we would hope that we would for those students who are
at that very highest level. It's also the case we have not we don't do this every year but we did do it uh uh I guess the year before last and we will look to do this again uh we'll give it a year and then look do it again. Uh we can use the the national student
clearing house to see where it is that students actually go. So those students who leave the state uh we will be able to see uh how many of those students choose to uh see uh educational opportunities elsewhere and see whether that is a different picture from the
picture that we saw as say a year or so ago. Yeah, I think that information would be very helpful. And I know that we do these long comprehensive audited reports, but if if after registration or maybe a while, maybe before the end of the year, we could kind of see a quick
snapshot at the fall semester, you know, particularly if we've seen a tick in students who are at that greater than 31 ACT in that GPA, just to see did it have any immediate impact. I know a lot of times this would require us to study
over a period of time but no you're exactly right. I mean so again just for for for those who are well actually for for all of the group we when we receive our we receive our data on a student level course level grade level uh uh granularity for the fall
semester. We get that in the right at the beginning of the of the new calendar year in the in the January February time frame. When we get that certainly we will look to see how many of these students who were eligible for excellence did in fact choose to enroll. As I say this first time around because
of the fact that the act is not actually signed by the governor until the middle of the summer we anticipate there would be many students who would have already made arrangements of enrollments and all of those kinds of things. It will be next year, I think, when we will really see this this uh uh this new excellence
award really make an impact. But certainly, we'd like to see what the leading indicators are to make sure that we we are missing an opportunity that we otherwise would be able to uh take advantage. Yes, sir. We will have that how this
change is impacting us retaining our best and brightest. So, I just and I hear you agree. We will take a year to really look at that. But if there are some early wins or if we can share the message to the institutions, if we're
able to because of this keep a student from going to these other schools, we need to tell that story sooner rather than later. That's exactly because it always a lot of challenges during the session and legislators trying to make adjustments to tops. This
is a very positive thing and we need to tell that story. Yeah, I completely agree. Thanks. Excellent point. Let's let's recognize the wins and uh let's let's share those good news. So yes sir, just uh to carry that um discussion about retention a
little further. Do we have data on how many graduates more specifically TOPS graduate graduates actually stay in Louisiana for their careers? I mean that may not be something you all would collect maybe the workforce commission or some conjunction.
So actually this is uh this this is this is uh information that will soon be coming. So one of the things that's just been added uh as part of the state's data capability is a longitudinal data system called LA first. uh as part of
that the sort of uniting of that data across K12, higher ed, across the health care industry, across uh across the justice industry as well. There are now there is now an ability to enter many questions
that we have never been able to answer before. As you might imagine, we have not in the past been able to see whether when people graduate from us, do they in fact stay? What do they do? What do they earn? All of those things that we want to know that on a individual basis, but
we want to know it from a from a macro from a macro level across the state. It it is part of the plans for this year's analysis from LA first to specifically study TOPS to see yeah across time how have TOPS recipients as you might
imagine they we know that they graduate at higher levels from us probably not going to surv what does that look like across their careers all of that LA first will be able to provide that picture as part of their uh this year's report I think yeah I appreciate so you within a year
or so we'll have some data like yeah I think this time next year we will certainly be able to see that thank you Dr. Denley to Senator Arel's point could you make it available to uh members and regents what is possible to retrieve you know what what data you guys are actually monitoring be be
interested to see what's available and and then obviously you know when we get that report out but maybe before that report is released if we could get some appreciation for what's potentially available. Yes sir. No we can certainly do that. Thank you. Any other comments? Yes, sir.
So, I guess uh following up on that, the Louisiana first will give us new data including the excellence award. What data do we have right now that shows uh how many of percentage of our honors top honor students stay in Louisiana?
Yeah. So, so to to to to clarify we will it will be a few years before we really see exactly the impact of the excellence award because it is the case that only lead right now where students beginning to receive that. So to see any kind of impact about where they stay and all of that it'll take a
few years but clearly you know to to to Aubry's point we we want to try to give everything we can uh information about whether or not people do in fact stay in the state. We have um we have as actually as part of the TOPS report, we have a data sharing
agreement with the workforce commission that gives us a snapshot right after graduation about whether or not people do in fact appear in the in the UI data, the unemployment insurance data that gives us partial information, right?
Yeah. But but but not all of it. Sorry to cut you off, Dr. Dunley. I'm asking specifically of how many of the TOPS recipients choose to use their TOPS award and stay at a Louisiana school. Ah, okay. Yes, this this we can give you and I I'll be happy to share the latest talks report that has all of that
detail. Sorry. Yeah, perfect. That's certainly have that. Yeah, we we'd like to get a copy of it, too. Sure. Thank you, Mr. Morris. Yes, sir. Just a comment. uh very it's anecdotal but uh in the 9th through 12th grade space and certainly
uh in having conversations with a number of families of juniors and seniors uh each year um and many of those students are engaged in school visits to uh institutions which we're not naming evidently um but I I just want to
further echo how important I think this piece of legislation is to make us more competitive as a state to retain the best and brightest for Louisiana. So, we are just super hopeful about this particular award. Awesome. Awesome. Always encouraged when I hear Louisiana wants to be competitive
globally. Thank you for that. All right. Any other comments, members? Panel is good. All right. Mr. I'd like to recognize Mr. Temple and Dr. Shamaya. That I'm sorry. Mr. Temple has joined us. Welcome, Mr. Temple. Dr. Shmaya,
welcome. Thank you for that, Dr. Brumley. Um, all right. If we have no comment from uh members or regents, is there any public comment hearing? None. Is there any exception? Hearing none. Uh that item's passed.
Next item, please. Consideration of update report regarding the tri- agency teacher apprenticeship initiative. Uh can I get a motion, please? Mr. Temple. Thank you, Mr. Harris. Thank you. Yes, sir. So, we're really excited about
um the way in which um the K12 space has cut teacher vacancies over the last few years. We've really cut that by nearly 60%. Um and that's through a number of different uh efforts. Certainly, individuals coming through the traditional colleges of education, but
also alternate pathways. Um our associate teacher program where individuals with associate degrees can become teachers of record and enroll in four-year institutions to complete their degree. Um and then permitting for master's degrees and bachelor's degrees so that people can teach in the
classroom. Um but also this new space of apprenticeship that we're looking at for teachers but also many other professions in the state of Louisiana. So um Dr. Denley uh along with Dr. Gofrion from our team and I believe Dr. Calderon uh
representing Southeastern are here this morning and can make remarks about this particular endeavor. Uh but Dr. Dr. Deley, I believe we'll start with you or Dr. Craig. Yes. Hi. Yes. Uh Dr. Joe Fion and uh Dr. Calderon, if y'all could come up, that'd be great.
Great. Uh good morning everyone. We're so happy to be here and to talk with you uh just very briefly about the work that we are about to begin, but wanted to explain that this really is the next iteration of the work that has been
underway for several years. Uh uh many of you know that we've come to you um at the joint board meetings talking with you about the teacher recruitment retention task force and the good work that that task force uh did over the last several years. That particular task
force sunseted on June 30th. But towards the end of that that work um uh the committee felt like what what's the next phase of our of our work? What is what what should we hop to next? and focusing
on this idea of teacher apprenticeships and really leaning into um our connection of of leaning into education to workforce pipeline. This was the um the next step, if you will. We've got some pockets of goodness happening
across the state, but really wanted to have a coordinated effort between our three agencies. So, this isn't a task force. It's not a commission. And really, um Dr. Brumley said it atly. We don't we didn't need a resolution telling us we need to work together. We
work together well on our own. And so what we are doing is the board of regents, the department of education, and the Louisiana Workforce Commission are coming together quarterly to really solve for this problem of teacher
apprenticeships and possibly having um that year-long residency um have additional funding for those students who are in our teacher pre uh teacher preparation programs to have some additional funding while they are giving
up a full year. um in in our school setting. So I'm going to turn it over to Dr. Calderon, Dr. Joeon to really talk about the teacher apprenticeships, the model and and then what and what we might do uh moving forward.
Good morning everyone. Thank you for having me here. This is really exciting work. Um when Dr. Brumley and Dr. Derrion reached out and uh asked if Southeastern would participate in a pilot. We jumped immediately because we
tend to lose students after their junior year when they realize that they cannot afford to pay full-time tuition for two semesters and uh and work for free and not have a job at all. And uh I've said this in front of all of you before,
there is no way that you can bartend until 2 in the morning and then teach English at 7:30. it's just not going to happen. Something has to go. And so this is uh really exciting. I've got a few college ambassadors who have already been doing uh tours, VIP tours on campus
and they have said and we have this teacher apprenticeship and I'm going to get paid next year. And so they're already talking about this and and we we're excited that it's going to grow a little bit. I know that um there's many different types of apprenticeships. What
we have started is just that residency year. So think of it as a paid residency. They have gone through their freshman, sophomore, and junior years. And then when they get ready to go into their residency, they're getting paid the uh price of a para, no less than
than the salary of a para, which means that they are invested. um they have insurance, they have retirement, and when they get hired by that district as a certified level one certified teacher, they're starting off in year two. And
so, it's a win-win for everybody. It's a win for the school system as well. And um we might after this is really successful, we might branch out and start parah to educator and allow our students to be apprentices during their
sophomore year, during their junior year. But just to be clear, right now it's in it's in year four. So you'll notice on slide 13 what the traditional student actually goes through. During the four-year process,
the student pays tuition for each of the semesters that he or she is enrolled, including during the resident year. So, you all would would be familiar with the past student teaching, which was was
typically only one semester. So, in Louisiana, students are required now to actually do a year-long residency. When you look at slide 14, we actually have an example
of what year 4 would look like. So similar to other highnee professions such as welding, process technology or mill rights, this model actually provides a full apprenticeship for those who are participating in the fourth year
of their teacher education program. the individual becomes eligible to receive uh paraprofessional pay during that resident year. So in year four of their college enrollment,
they're being paid by the school system um at the paraprofessional pay. We do give you an example and obviously the pay is going to vary depending upon the local education agency that the individual would do that resident year
in. But we feel as though the resident should receive the same opportunity that other apprentices in high wage high need um positions do receive. Is is this available? Is this available
to all uh college seniors? So, it is currently available only to the uh apprenticeship agreement that we have with Southeastern and Tangabajoa Parish School System. So, Southeastern is the exemplar for the
state. Yes. So, we congratulations Dr. Cobberon. Yeah. We at the department in conjunction with Southeastern actually applied to be an apprenticeship model to the Louisiana Workforce Commission and
we were granted. So now because we have an exemplar model, we are able to expand that to any university and school system who are willing and able to participate. We don't currently have funding
available. Um, Southeastern and Tangaboa actually work through that together. Um, but we are applying for several grants and looking for opportunities to be able to expand this model. Yes, sir. And
I'm sorry, we have a question from the um regent. Dr. uh Jeff, why did you exclude welding? It's not in the apprentichip. Uh, welding is not excluded. It was used as an example. So, we're currently across the state of Louisiana doing this
apprenticeship model with several high wage, high demand jobs, and welding is one example of a profession that these apprenticeship models already exist in. Great question. But what we're trying to
do here is is take um take this model that's been in existence for other areas like welding and apply it to the teaching model for many years. This teacher this residency this year-long residency where our teachers um even if
let's say for instance Southeastern students started today uh Dr. Calderon is here with us, but they started today. Um, her residence started back on, I believe, August the 1st or 2nd when school opened in in the parish where
they began because as part of the year-long residency, they go in the schools when the schools open and they stay until schools in, even if they graduate on May the 12th or 15th. And so what and so what we're trying to do now
is take this fantastic model of apprenticeship and now apply it to to the teaching prof profession and that is the reason for this tri- agency work group that we're that we're really just we're just starting right we're just
starting um this initiative and we're um we hope to come to you in December with some uh updates on progress that we've made because this is just the beginning. And for those of you thinking about your constituents, they're already knocking
on my door and we are looking at ways, strategic staffing ways so that they can get apprenticeship apprentices rather in their schools as well. And so we're not stopping with just Tangible Hopeo Parish. We are looking to expand. Um
it's just we're taking baby steps. We want to do it right. Do do you guys have a headcount for this semester for this year? I don't even know. Five. I think it's start starting off with five. Okay. I have a quick question. What's the supervision model for the apprentice
for the apprentice? Yes. It's exactly like the residency which is they have a certified mentor teacher in the classroom and then they have one of my faculty members that is a professor in that area English education, biology education, music
education and who that does the supervising and the evaluation based on we started off with the um NIET aspiring teacher rubric which now is the LER Louisiana aspiring educator rubric and
that is what we evaluate on. So whether it's a paid residency or an unpaid residency there, you cannot tell the difference between the evaluation or the the setup. Everything is the same. What's the requirement of the supervising faculty to touch that
apprentice? Supervising faculty or the mentor teacher in the classroom. A supervising faculty supervising faculty has to meet all SAX COC requirements to be hired at a university which is a master's degree or higher those who are supervising our
postbalora interns all have doctoral degrees per sax COC requirement they had to have been a classroom teacher in that content area and so for instance if I have music ed students I have to have a music ed supervisor
what's their requirement to actually interact with the apprentice. Do how many times do I actually see that student that apprentice? So in the schools you will see them a minimum of four times a semester. So that would be eight times a year and
then you have meetings with them virtual or face toface in between those four times. Okay. Thank you. So in addition to that they are supervised by a certified mentor teacher who is with that individual through the entire residency
and that apprentice actually does the teaching in that mentor's classroom. Super does the or could where could the funding come from for that apprentice?
So, we we've actually uh been working in conjunction with several agencies and we've just recently submitted a a grant um to the federal government that we are very hopeful that we will receive. It's a $3 million grant. If we receive that,
we will begin to to bring sort of to fruition the model that we're using. we would allow other universities and school systems in partnership to apply for funding um to
the department through that grant. Mr. Burke, I would also offer that um school systems may want to on their own participate and fund something like this because they know they have a designated candidate that could could seamlessly
transition right into their system in year two. Well, that's what I was wondering. If um if the student teacher agrees to a two or three year contract, would they not want them to to pay them?
Is that a requirement uh for the apprenticeship that you have to teach at the the school for one year following graduation? The the school will decide how many years. It's typically two to three. And so if I if I pay you during your uh last year of your undergraduate program,
you're going to come work for me if I have space for you for x number of years. And you see that and you see that Mr. Morris and other professions. So it's not uncommon. Um it is a bit uncommon in the teaching profession because it's not something that has previously happened.
But I do think that systems are very interested in you know what can we do to attract, you know, talent into the system. So I think you will see more of that. But certainly as Dr. Gaion mentioned if there are grant opportunities and otherwise that can be a catalyst for some of this that would certainly be supportive as well.
And more and more of the research is showing that those who go into the education profession typically will teach within their backyard. It it's like a 15 mile span and the educator is teaching within in that span. So
committing to a place that you do your residency is not something that is extraordinary for that individual who would likely teach in their home school system. Anyway, just want to reiterate in on the nursing side where we do this, the likelihood
that you work where you have a stipen is greater than 90%. For those that are, you know, I know my preceptor, I like the environment. I've been treated well. I have somebody at least in the beginning that's going to help me navigate. So, it's proven to be
a worthy investment on the private side where we do this. Absolutely. So, if you look at slide 16, there's obviously several benefits not only to the resident but to the school and the school system. I'd just really
like to highlight um the the bottom two bullets. So, Dr. Calderon and Dr. Brumley have have both mentioned para educator vacancies. So just like the shortage that we're facing with teachers, we're also facing vacancies in
the pareducator position. And when you're hired as a paraprofessional in that resident year, what it does is it reduces the teacher pupil ratio. So if you have 25 students or I should have picked an easier number. If you pick if
you have 20 students and you have that resident, it's a a 1:10 ratio in the classroom and instead of hiring someone who would just serve as a parro, you're hiring someone serving as the apprentice who will then become one of your
certified teachers the following school year. Um in addition um we know that those who typically do student teaching want to remain in that school because they create those relationships.
And another benefit is when the resident moves into the first year of teaching, they're actually on the second year of the pay scale and they've also been able to receive insurance and benefits. So when the individual gets to retirement
age, they're also increasing retirement and increasing the amount of time that that resident has benefits and that's a win for everyone. Super. Sounds like a great plan. Yes, sir.
Um what precedent and where has anything like this? Have you all studied anything like this? I love the idea. I'm just want to know. So as part So as part of the tri- agency work group, we are working with um a
group deans for impact that has done a significant amount of work in Texas and they've uh they've been very successful with this model and uh as uh we are actually working with this group to to bring parts of the Texas model here.
Going to Texas, there's there's also another state that we will not name that uh the the legislature has actually um authorized the use of multi-million
dollars for this across their entire state. And so we are definitely studying that model as well to ensure that we provide the Louisiana residents the the best opportunity for success. I appreciate the the outreach there to
uh to other states. Ju happy to share with everyone comments that Secretary McMahon shared with us during her visit last week. She said she's going to Texas to see how AI works. Uh so might want to keep that in mind as well. Mr. Temple, also I would just say as as
Regent Sterling mentioned, there are other sectors that do this and we can we can learn from them as well. So while there are some sectors specific to the I mean some examples specific to this you know nursing is a is a really great example as well as some of the other fields.
Great. Yeah. All right. Any other comments? I I just and I probably I think you probably said it and I may have missed it but do you anticipate this Dr. Craig replacing over
as we apply this? Do you see this apprenticeship model replacing the the traditional student teaching model? Well, the um no, because right now the model that is currently in place is is the is the year-long residency. What this is now going to do is just add an
extra benefit to the actual resident that it's paid. So, the the residency model is a Bessie requirement. The year-long residency is a current not this semester that. Correct. This has been in existence since 2016. So we've had um
but we but we've seen a pattern as Dr. Calderon has mentioned um of of some residents who get to maybe their late sophomore early junior year financially realizing that they are unable to continue. They uh change to a general
studies degree and then go back and get an alt certification. we'd prefer them to continue throughout their education, get the degree in education by allowing this year-long residency to be paid. So, we're we're just looking at options. So, I don't think it's going to
replace anything. It's going to create an added benefit for those teachers who are continuing in the education program. Okay. Thank you, Senator Bell. Just a question. And maybe I'm getting
way in the weeds, but um do we have any studies that show the efficacy of these uh apprentices, apprentice teachers, uh par profofessionals? Uh how many years does it take before a teacher uh
achieves a high level of success in the classroom? I mean, is that something that y'all are studying or are we just putting a body in there? I guess that's my question. We actually publish a workforce report annually that is
presented to you all. And what we have found in the workforce report is that those who do the year-long residency tend to remain in the profession longer than those who don't have that year-long residency, which is what we want to
prevent. Those who want to go into education but do the alternate pathway to get to that. The other significant piece is during the first year of teaching, it's critical that the teacher have a a mentor. Um, and we we've got
research that shows that in addition to doing the year-long residency, having a successful mentor, that first year teacher, that first year of teaching increases the likelihood that the individual will will remain. So, these they're not they're not thrown
into a classroom. They're thrown in with my words thrown in with a mentor so that there's Yeah, that that was where I was going. Yes, Mr. Bill. I I want to add to the the the workforce report that we provide you there there are a lot of uh good
data in there that that show um you know if if a teacher is certified here, if they went through this program, this is their longevity, this is their success. So when we get to the point in the Bessie season when we present that, I think you'll appreciate a lot of the data points that are included in that. Yeah. Well, again, I'm not so concerned
about longevity as I am about efficacy. Yeah. Yeah. Right. And I I think you'll you'll see that in the report as well. Okay. Thank you, Mr. Cascu. Yeah. I was going to speak from the other side. If you're the employer, if you're the administrator and you're hiring a firsttime teacher who's never been in a classroom and you
put them before students, now that's scary. Uh we've had there's one incident where there was a teacher like two days before just said she saw the kids and said I just can't do this. Um and and having that experience uh at least one
year something gives an employer administrator school administrator some level of comfort. Yes. All right. Any other comments from the board regents? Hearing none. uh our panel. Any other comments? Thank you
so much for that update. Very encouraging. Any um any public comment on this one? Thank you guys for a wonderful report. Look forward to hearing. Thank you. All right. Our next item, consideration of update report regarding the task
force on career alignment. Can I get a motion, please? Mr. Harris, Miss Holloway. Thank you. Yes, sir. Brumley. Yes sir. I too want to add uh my thanks to Dr. Craig and Dr. Calderon um and Dr. Joe Frion for working together on on that and and providing a
good presentation. Uh moving back to Dr. Denley for a consideration of update report regarding the task force on career alignment. Yeah, thanks so much. Actually be before I I go into that I I do want to clear something up from my previous remarks. I think I understated the number of
students who um LOSA has identified as being eligible for the excellence award. I don't want you to have the wrong number in your head. So there were 1415 students that LOSA has identified in this current year will be eligible. 1451 greater than 31.
Yeah. Yeah. So it's a goodly number of people. That's impressive. It is. Thank you. Sorry. Sorry about that. But thought it important to have that detail cleared up. Thank you. So yeah. So um so on to the to to this resolution and this is uh really uh
thank you so much to uh Senator Edunds uh for his support and efforts in this work. It really in many ways is along the same kind of theme as what we were talking about for the excellence award because the the reality is that on the one hand we lose our best and brightest
when they choose where it is that they go to college. But another place where we end up losing folk is after they graduate. If they're not able to find lucrative employment here in Louisiana, then they leave and go somewhere else. And so this effort is really trying to
find ways in which early and in intentional ways we can help students who are in college to make those connections with Louisiana employers identify uh what are the effective um employment and career pathways that they
can explore, make the connections between what it is that they're studying and what it is that they might do after they graduate. and then really try to make that be an intentional part of the educational experience in our colleges and universities. There are so there is
a fair amount of national work that is being undertaken right now principally by the the Strata uh educational foundation to really study the efficacy of what they call quality coaching. This is about making sure that when students
are in college or in university uh that that working with the career center is not an afterthought that you do in the spring of your senior year. Uh but instead is an intentional orchestrated experience that is part of your first
year that that right from the very start you start to figure out okay so where am I headed? What might I do? What are the connections that I might make? What are ways in which I might build that into internships that I do in the summer or work-based learning kind of experiences
that are integrated through my degree or program experience. And so all of that has there is pretty a pretty significant amount of evidence to show that all of that has very significant impact on the ways in which graduates are able to then
make good on the credentials that they have earned. And of course, it stands to reason that if we're able to make those connections early, that it makes it much more likely that graduates will in fact when they do graduate, not only find those good career opportunities, but find them right here in the state of
Louisiana. And so that's the work of this task force uh that we have now representatives from really all across the state uh industry industry kinds of uh uh organizations like leaders for a better Louisiana Brumley is on that uh
that body as is LED the workforce commission representatives from the regional economic development offices and of course all of the universities and colleges are represented too. We will now be spending the next roughly year and a half to really identify what
are the what are the established evidence-based practices that we can bring to the state. What is uh the best kind of practices are you being utilized across the country to make those connections early and in very tangible ways. What are ways in which we can
expand work-based learning opportunities across our institutions in all of the different ways that that might be both from an industry standpoint but also uh study abroad, service learning, undergraduate research, all of those we know have significant impact on exactly
this kind of work. And then lastly, creating a a report card, reporting a creating a way which we can assess the the ways in which our institutions are actually piece by piece by piece putting those evidence-based practices into
place. So that the first part of this will happen uh just in a few months. We will have our first interim report in January 2026. Uh the final report will be in January of 2027th, but the committee has already
started meeting. We met uh late in July or the very first meeting. The next meeting is in September the 4th and happy to to send details for that for any members. So So this this isn't uh in place today. It's a work in progress. Is that what we're hearing? That's exactly right. So of course on
every campus there are already ways in which people can engage with uh with career offices and all of that. Those kinds of things have been happening for a number of years, but this is really trying to double down on really in very intentional and deliberate ways weaving
those kinds of experiences into the degree experience itself, not sort of having them as an added expert. And can you help me out? I didn't catch it right away. Who who all is involved in that process to develop this strategy? Yeah, so there is a very broadly uh
representative group of uh this uh this career task force. happy to to give you the full uh the full membership list. There's about 20 people who are on that. Can you just ballpark me you know by category as opposed to individual? So yes of course representative from all of
the four systems in higher ed both uh leadership representatives and then also people who are on the ground involved in these kind of activities representatives it is co-chared by the commissioner and then also secretary Shiaan from okay workforce commission Brumley is on that uh on that
group as are members from all of the different industry organizations leadership for better Louisiana uh the Pelican Institute is is also on there as well as well as uh economic development offices. LED all of the eight reads are
represented as well in and so and then we also have that's right we also have four four okay good as well so it's very broadly represented very good very good any comments members okay next slide is that it or
yes all right any uh other questions yes sir so you you mentioned students on there are these students uh going to be widely represented across all four of our systems, right? There is a there is a student representative from each of the forces that
I'm happy to make that connection. All right. Other questions? All right. Is there any public comment? Hearing none. Uh any exception hearing? None. Next item, please. 3.5.
Last item on our agenda. Consideration of extension academy helix membership steam academy and city of Baker schools. Can I get a motion please? Mr. Castile. Okay. Dr. Armstrong, Senator Pel.
Thank you. Uh Mr. Morris, as you are certainly aware, uh we have a couple of sites in the state, New Orleans and Shreport, where these extensionmies exist for students uh for whom uh are on track for a graduation, but they may not
be on track for a a TOPS award or a credential of value. And so what these extensionmies essentially do is uh give these students additional time and additional year uh in these settings to get where they would like to be so that
they can enter into university space or the workforce uh in a better position. And so what we have today before you uh and Dr. Dr. Ernie Singleton from our team is is here to take any specific questions should you have any. Uh but we are recommending the approval of an
extension uh academy here within the city of Baker uh with an agreement with uh Helix Community Schools. Morning Dr. Singleton. You want to introduce yourself and you have a presentation? Uh no, no presentation. Uh but we recommend approval of the
extension academy and uh Dr. Singleton and myself are more than willing to take any questions. Okay, great. Thank you. Uh yes, sir. I move for approval. Okay. Any any We got a second. Thank you. Got a motion and a second. Thank you so much for that. Uh do we have any comments for Dr. Singleton or
Superintendent Brumley? All right. Hearing none. Is there any public comment? We do have a comment. Can you make a comment even though you refuse yourself from the uh from the vote? I can always count on my good friend uh
Mr. Temple to put me on the spot. In fact, I'd love to do so. I think this is such a wonderful opportunity for uh for students. And again, these are students who have met all the the graduation requirements, but they're not quite there in terms of being prepared to
enter into college or get some sort of credential. And we have kids that we lose and they fall in this gap where they finish high school, but they don't have a path to college or to career. And if they could get one more year with
some support, with some help, then we can bridge that gap. And so this program allows us to do it. All too often I'll see a graduate that is working at a local convenience store or some other place and and they were a good student,
really good kid, but they fell within that gap. And so this this law allows us to support them for a little bit longer and help bridge that gap. So, I I thank all of you for your support uh and the department for um putting into policy
something that the law has created for some time and we're taking advantage of for kids. Thank you for that. You obviously have unanimous support here and we wish you the best. Thank you, sir. Yes, sir. All right. Any other comment? All right. Hearing none. No public
comment. No exception. Dr. Brumling. Uh yes, sir. Some closing remarks. Uh I think I probably speak for Dr. Craig. When we have an ask for you, um our ask is that you notify Regent Cordell and Commissioner Reid that we kept this between the lines and we moved the ball
down the field. And so we appreciate all of the work that you all do. I know that we enjoy working together and we collaborate uh consistently. Um and if our office to ever help in any particular way, just let us know. Thank you for that. We look forward to committing again in December.
Menel, Mr. Chair, I I just like to throw something on the table and particularly a request of regions. Uh Bessie and Department of Education are undertaking an preliminary steps of
looking at into what the classroom of the future will look like in the world of AI. Um, we need a a vision of where we're going to be in five years and 10 years and 20 years so
that we can do those steps necessary now that we can be on the cutting edge of integration of AI and other processes into the those classrooms of the future. So from the perspective of our relationship with with regents you guys
have the the expertise in the universities um in particular we're looking for futurist people with broad knowledge of um of where these technologies are today but where they're going to be in five years and how that
can fit into our strategy as we go forward. So I just wanted to make that pitch. there's no specific ask other than we're going to be reaching out u over time uh looking for assistance and also for um connections with say uh some
of the bigger vendors like Google and Meta and different things of that nature uh because I know that they participate at state levels in helping design systems. So anyway, that was that was it. I don't I don't have anything other than a comments. Well, I I'm I was
looking for my good friend Dr. Dentley, but he must have stepped out. I know I know you're right. Okay. Talk about what you're presenting today, but we we actually were pre planning to talk about this in December and talk specifically about what about what you're asking about. Okay. Because I
think we are also from a region's perspective um thinking about what the future looks like. And so maybe talk about and and I might add one last thing uh in in relations to workforce. Uh I I follow the business journals a lot. There is a
huge undercurrent of change in workforce as a result of AI especially at white collar jobs and in manufacturing jobs. It's not directly related to K to2 education. But it does relate to uh where the jobs are going to be in the future. So that's another aspect of
this. I'm sorry. Dr. Incidentally, I know you and I have discussed this uh and just want to let you know uh that you know you and I both serve on the surai commission uh and I have sure I have shared uh those deliverables with the LDOE staff so they
have that information already. Terrific. Thank you. Yeah, exactly. I I was sure enough going to mention our our work together on the Sr work which I think has been very eye openening and very I think very well crafted. So that's given us a lot of insights into
the way that things are unfolding not only here but across on a national level. This afternoon, as part of our momentum moment, we will actually be announcing a a partnership that the board of regents institutions, all of
our uh state universities and colleges are have entered into a partnership with the national association of system heads and also uh Google to be able to make available all of Google's professional certificates to every faculty member,
staff member and student across Ross all of Louisiana's public universities and colleges. So I think this is a pretty unique step across the country. As you might imagine, there are many uh states across the country who are also looking at much of this work in AI. But to make
all of these resources completely freely available to the entire uh both student and staff and faculty population across the state is quite quite an undertaking. uh one of those uh certificates and actually all of the uh the board of regents board members I believe you uh
were given access to this yesterday and so I presume you did your homework last night sure enough uh well or now uh but of course I'm joking but uh so all of our board members were given access to the AI essentials course uh yesterday evening uh it is not the now that you
have access to that you actually have access to all of those Google micro credentials should you choose but certainly uh we are very much going to be uh recommending that as many and as much uh people are in involved in utilizing that resource as well as
others as well. So so regent members can earn micro credentials in AI. That's what I'm hearing. Is that right? Exactly right. Wow. May you already have them. Wow. That's impressive. That's cutting edge for sure. Uh Mr. uh uh Castile.
Castile. Thank you. I'm sorry. Masters. Uh AI can't fix everything. There you go. Uh let let me uh take advantage of an opportunity given that we're having this discussion uh on AI and Mr. Morris has been doing a wonderful job from the Bessie
perspective of of leading the charge. Uh I really want to thank the St. Landry Parish School Board and system as some of you know uh Regent Arbory thank you for your technical help. recently uh we launched in partnership with that school
system and Helix Helix AI and Medical Academy that opened two weeks ago as a as a K5 school to grow and and so we're talking about Senator Appel what does the future look like and being able
to expose children and have them to not only just think about what AI is but to become active participants and learners and creators for the future. So given that we have both Bessie and the border regions here and we're not just trying
to predict the future but trying to create the future, this is a wonderful opportunity and for the very courageous forwardinking uh members of the school board in St. Liew Parish. I just wanted to share that and Dr. Brumley came to
our our groundbreaking then a year later to uh our ribbon cutting ceremony and I'm so pleased. It is a wonderful new school. If you're in St. Landy Parish anytime in the near future you should come by and see what's happening in my
little small hometown of congratulations for that Mr. Castile. Dr. Armstrong. What I'm interested in and hope that we can expand is how we can collaborate and coordinate your teacher preparation programs with AI with our teachers that
are already in the classroom that also need that preparation and support. So I think those discussions ongoing discussions would be wonderful. That's our plan. And that's our that that I believe is the the plat. Yes, that's correct. I want to echo and
certainly applaud the effort on AI, but I also want us to not forget our students are coming into the workplace without the emotional intelligence and the social soft skills. And we are certainly beginning to see
that group of individuals that went through the COVID college come into the workforce with some significant deficits. Um and so while we certainly want to
make sure that we have all the innovation in those pieces, we have to make certain we think about, you know, in in healthc care, we never thought we had to teach compassion. We thought it was something that nurses
just naturally had and then there now is the science of how to teach compassion. And so we need to think about the science of how do we teach the science of those soft skills. And you probably you guys know more about that. Me and while I'm talking about that I want to
also applaud the effort of fundamentally getting our reading scores K through four. Great work, lots of good progress, but we've got to get our kids reading on level to even get to the gate.
Yes, sir. They didn't sit us together today because we asked too many questions when we when when me and David sit together. Uh I just wanted to say and this goes back to your comment about 5 10 and 20 years. Um for the entire time that uh that I have I was born in New Orleans,
lived in Louisiana my whole life. And so I have felt like uh we I've been a defensive player in our state in so many different ways. not only in education but in business and so many other areas and and I have been so pleasantly surprised to see our state uh go through a transformation
uh business education uh whether it be Bessie or border regents where so many great things have been achieved and uh as you talk about the five the 10 and the 20-year plan AI and these other things that are involved um I love the fact that we're an offensive player now
and uh as a state uh that we are, you know, Dr. Reid is uh with Misti, they're over in Oxford. They were invited to that. And so people are now seeking Louisiana's advice. And so I think my responsibility and all of our responsibilities is to make sure that
that we continue to grow and do things uh to move forward. And uh so as you talk about AI and how to integrate that, the the programs that you spoke about this morning, I'm just I'm overwhelmed. my first joint meeting, but I'm overwhelmed at the things you're doing to continue to grow education. Uh, which
education is a way that changes lives. Uh, once somebody is educated, that can never be taken away from them. And so, uh, I'm passionate about that. I know all of you are. I'm speaking to the choir, but I just want to see us continue to do that so that we do have this 5, 10, and 20 year plan. So, uh, so
that we continue to be an offensive player and grow and do better and better. And so I'm just proud to be here, proud to be a part of it. But I'm also proud to hear these conversations and the passion that the different people on this uh in this group have towards not only doing the right thing,
but being an offensive and uh uh player as far as uh moving us forward. So thank you. Thank you for your comments that uh any reference we have, I think, to our our desire, our passion to compete in a global economy uh is really going to get us head in the right direction and at
the right pace. It's going, you know, I share with folks a lot here lately that this thing is going so fast. I feel like we're headed in the right direction. We're on the bus. The bus is going the right direction, but we want to be on the plane, right? And you know what? We want to be on the front of the plane. But it it takes the attitude that you're
talking about with the can do attitude, proactive attitude. We want to compete. We want to be successful. So, thank you for your comments. I would say more, but in the interest of time because you wanted a short meeting, I won't. But we do have uh chairman Cordell appointed me as uh chair of the
uh AI committee from a policy perspective and so we will be doing more and you'll hear more collaborative opportunities how we're going to integrate those conversations across systems. I I will take that back in in terms of including uh the Bessie board
as a part of that conversation. My only point was uh I just wanted for the record because you move meetings fast. Congratulations. But uh just one note that I missed earlier uh just a correction on the minutes just for whoever taking the minutes I was present and uh and there's
some discussion. You'll see my name throughout the minutes. So just just correct that. That's all. We got that. We got that. Thank you sir. Any other comments? Going once. going twice from the panel hearing none. All right, I think we're
adjourned. Thanks everyone. Mr. Morris, I know that I'm sorry, Dr. Brumley, you have comments. No, this is logistics. Bessie may begin at 10:30, just FYI. Okay, great. Uh Dr. Dr. Brumley's messaged to Bessie members that we're scheduled for 11, but we've got 30
minutes of flexibility there. So, we can actually start Bessie at 10:30. So, is here in 15 minutes. Thank you.