So we'd like to officially call this morning a meeting of advisor council to order at this time. Would you mind doing the roll call? I'm sorry. Back please >> here.
Mr. B is not present Mr. M is not present here present >> here Mr. D >> here Mr.
Mr. Y Mr. Den Mr. J is present >> present >> Dr. J is present >> here present Mr. N >> present >> Mr. J is present. Dr. Orley here
present. Miss Pal >> here. >> Miss Pal is present. Dr. F is not present. Dr. Strong Strong is not present. Much not
>> preser is present. Dr. >> here. >> Dr. President. Dr. Walker >> here. >> Dr. Walker is present. You have a >> Thank you, Mr. Did we uh at this time we normally recognize special guests particularly elected officials. I didn't
see any walked in who are here and would like to be recognized. Please let me know. But we do see a lot of LDO staff. We thank your welcome. >> At this time I'll entertain a motion for the approval of the minutes from our previous meeting.
and if you'll take a couple seconds to review those minutes. >> And if everything appears to be in order, we will entertain a motion to accept those names. >> Dr. War makes a motion. Second by
John. >> All right. We do have a motion for consideration to move item 3.2 up to the beginning of the agenda will be some schedule complex consideration for revisions. >> All in favor? >> Oh, all in favor?
Any opposed? >> Thank you. Appreciate that. And we have a um request to move item 3.2 consideration of revisions to bulletin 1508 appraisal handbook regarding IDA alignment before item 3.1.
Would we entertain consideration for that? >> Motion by Mr. Miler, second by Dr. Joseph. But this time we will take that motion into consideration. >> All in favor? >> Any opposed?
kind of move this ahead. Dr. Brley, do you have somebody to present that? >> Hey, good morning everybody. >> Good morning. >> Um, uh, just want to start by saying I'm really looking forward to, uh, seeing you all. Um, those of you who can attend summit, uh, coming up very soon. Really
looking forward to not only seeing you in sessions, but having an opportunity just to visit in the hallways and learn more about, you know, what's going on and what you're facing. Uh and then I think I'm going to uh Superintendent Pal, I'm also uh delighted to join you guys at your conference I think over the
course of the summer as well. So uh really looking forward to those opportunities. Um do want to apologize to because I'll be in and out a little bit um today because we have a number of different committee meetings over the capital today. Um but uh Lauren, you're
going to make the presentation on Mr. >> Thank you. >> Good morning everyone. >> Morning. My name is Lauren Wells. I serve as the exhibit director for the division of diverse learners. I appreciate the opportunity to talk with you this morning. Also, thank you for the motion to um present first. As Dr.
Brownley mentioned, with legislative session in certainly a busy time of the year for us. Um although with weather, I think I saw some coming in this morning. Everyone is drenched. So, not sure that we want to walk over right now, but wanted to share with you a proposed
update to bulletin 1508. This bulletin is our pupil appraisal handbook. So this is the handbook that guides special education evaluations throughout our state and is utilized by our pupil appraisal team members. So sharing with
you just a brief proposal. You can see the highlights here for what that proposed update will entail. We had a recent conversation with OEP, that is our office of special education programming, and it was brought to our
attention to update our bulletin 1508 to further align with our federal mandate of IBA. So with this update, we would remove the current evaluation timeline exceptions that are listed now and replace them
with the wording that you can see here on the slide. Now this directly aligns with IDA. So the verbiage was taken directly from our federal mandate. Again just ensuring that our policies are aligning with federal mandates.
So the proposed bulletin 1508 update evaluation timelines would now consist of the parent of a child repeatedly failing to or even refusing to bring that child for the evaluation. And then the other proposed update is
with the child being enrolled in another LEA after that relevant evaluation timeline has begun. So again, this is simply a special education policy update to further align to our federal mandates. We wanted to of course bring this to you first. We would
then bring this to our June Bessie meeting followed by direct communication with the field. So, ensuring that our special education directors as well as our pupil appraisal team members have this information readily available, communicated guidance with them as this
policy would go into effect for the upcoming 2026 2027 school year. Okay, with that, I will now open the floor for any questions that you might have. >> Just to clarify, this is um this is what the feds have asked of us. So they have
reviewed our policy and this is one of the changes they have asked us to make. >> Yes. Correct. This policy alignment would be in direct alignment with IDA per OAP >> and this has already gone to C. >> No, it will go to June. >> Okay.
>> Yes. >> Thank you. This time do we have any questions for Dr. So the timeline would be u determined by um who if they >> the timeline for the evaluation that's proposed here
>> if the parent doesn't show up. >> Correct. So our people appraisal team members would utilize this bulletin to follow for any exceptions that might might be made to that evaluation timeline. So people appraisal staff would document if that parent isn't showing up to bring their child for an
evaluation just with that appropriate appropriate documentation and then in ESR our um of course our platform that exception would be listed there. So the team members would check off that that child did not show up for the evaluation
and the exception would be granted. So basically what we're saying is if if an IEP or evaluation wasn't completed within the time frame we had evidence that the staff was doing everything they were supposed to do that the payments failed to do what they were supposed
they could not then come back and do some type of due process against the school system as long as we had evidence of this. >> Yes. Correct. deserves tomorrow. What are the current exceptions to the
timeline that are being removed that this is replaced? >> So other exceptions um with our bulletin included um just parent approval. So a discussion with the parent maybe around end of the year thinking about summer um
circumstances with maybe limited staffing that occur. So those are some exceptions that are currently listed in our bulletin. So this policy update is to ensure IDA alignment. So those exceptions would be removed. And then for the upcoming school year, only these
two exceptions would be allowed. >> Dr. When we refer to prompt completion, some of my smaller schools who are not uh who does not have the staff to carry out a lot of the extended time, the work that
needs to be done to complete a full eval. Uh when we say prompt completion, are we giving more flexibility on a time frame to have this done as long as we have ample enough data to justify a decision or we have to uh extend this
all the way to a specific timeline, a ending or a period of time in order for us to say, hey, this child will qualify. >> So outlined in the bulletin are the amount of days uh that that timeline needs to occur. So the change does not
occur with the amount of days that are given for the timeline. It's simply with these two exceptions that are now allowed. >> Okay. So spec so what we're saying is you still have to follow whatever timeline is given. You cannot end or or finish uh an evaluation prior to the end
of those days. >> Correct. >> You cannot be within those days. It have to be >> correct. All right. Thank you. Any additional questions? All right. As we discuss uh each time we meet, we always have the option to just
simply receive the report, take no action, endorse these changes, or not endorse. Would anyone like to offer a motion for this particular motion items? >> We have received endorse. We have a motion on the floor
to endorse this >> and a second by Dr. Walker. All in favor? >> Any oppose? >> Thank you. >> Thank you. >> Hey, come back soon. All right, we're
gonna go if if it's okay, I'd like Warren to see um preview a couple of the sessions uh relative to students with disabilities for the um upcoming summit with the group. Highlight some of the sessions.
>> We are super excited for sessions. We have um oh goodness, he put me on the spot, so I'm not sure the number, but we have English learner sessions. We also have students with disability sessions and then gifted and talented students. Um some sessions that you might find of
interest include some panel sessions talking about high growth systems. So hearing from systems that have had high growth with their students with disabilities, really having the opportunity to engage with those um sped leaders of their districts to kind of
dive into their data, figure out what implementation has looked like across their district. So that way we can hopefully model that continued growth across our state. We also have um other panel discussions that are really diving deep into some coaching around special
education teachers in our districts. So talking about how to retain these leaders in your districts, what other systems have done to ensure that um they've been able to hold on to their people. So we're really excited about some of those panel sessions which you might find of interest. We of course are
highlighting the special education playbook. We have seen the growth. We've seen our NAPE scores. We know that our students with disabilities are out growing and outperforming students with disabilities across the nation. And so the sessions around the special education playbook continue to highlight
that growth. And so again, thinking of sessions as you plan for next week, we would certainly um invite you all to attend. And then additional sessions around our 1508 updates. We know that is a session that currently has a wait list and we are trying to find a bigger room
to make sure that we can accommodate all that want to attend. So please share the information with your teams because we are really excited for next week. >> So uh Lauren uh Wells is um in her first year with us in this role because uh
many of you know Meredith Jordan. Meredith actually took an assistant principal job uh near her home in St. Tammy for this year. And so we're really pleased that uh Lauren is with Lauren. Lauren, your doctorate is in um >> speech language pathology. >> Speech pathology. >> Yes.
>> Um and so we we had a team meeting yesterday relative to better uh serving student disabilities and families and we talked a lot about um uh the way in which we want to engage the special education directors over the course of the year. I think the way that we've
handled that the last few years has been really positive in creating that network where they've been able to interact with each other across the state. Um, and that was a that was a press I had on Meredith. Uh, and I think she did a good job with that. Um, and so we're going to keep our aspiring sped leadership uh
program programming running, but also I've asked her to commit to um making sure that that we stay solid on maintaining that network of sped directors around the state because that can be lonely um for them in their individual your individual system. So we
want to keep doing that. Um, and then we talked about some other gaps that we want to help explore. Like one of the things that we've uh a couple of things that we've found systemically that we see that might be the opportunities for support. So uh thanks for welcoming her even though you've been with us for a
little bit. Um uh and uh we look forward to continue to do good work in this space. >> Absolutely. Thanks everyone. Appreciate you. >> All right. At this time, we'll go back to the original order of our agenda and entertain a motion for consideration of
subject area content standards includ complete this presentation uh and I will uh support occasionally. >> Yeah. >> Morning. >> Good morning. >> Good morning everyone. Jenna Sasson,
Department of Education. just wanted to talk for a few minutes this morning about some updates to our ELA and math standards that I know you all are aware of that were passed unanimously by Bessie at the meeting. Um, and we've gotten just a number of questions from school systems around the impact on
instructional material review process um and the materials that you all are currently using and how the new standards are going to impact that are currently rated through our um IMR process. So just wanted to bring a little bit of information and a brief update today um around what that looks
like. So we do have an IMR team at the department and just a little bit of history they have um IMAR has actually written into legislation uh that's over a decade old now and requires the department of education to review
materials and produced a tiered review system um for school systems to utilize. And so the revision of the standards obviously has an impact on that process because the IMR team leads teacher leader advisors which are folks out in
your systems who apply to become TLAs every year. It's on an annual basis. Um there's a small contract that they procure with us at the department and they review the materials. They do this on rubrics that show alignment to the standards. So, the IMR rubrics now have
to be updated because the standards were updated. So, our team is hard at work um updating those rubrics currently and we're currently doing what we're calling cover page reviews of all materials that are currently posted as tier one. So, this is really in hopes to give you all
um some level of uh comfort in some cases, some level of understanding uh to show the alignment between the new standards and what you all are currently using. So, we're completing these cover page reviews right now. If the current materials pass that cover page review,
they will then go into a resubmission process for a full review um using the new rubrics that have been developed. If they have an archive date um that is not currently expiring, so materials are
only uh that review is really good for six years before they archive. And so we do have a few that are on that approach to archiving. Um so those will do that, but if they still have time left um for their tiered review, then we'll they'll
go into that resubmission process. We will begin accepting new submission reviews in October. So, we do have a number of products that are um very interested in coming into our state. New products from um some publishers that already have a footprint here in
Louisiana, some new publishers that don't have a footprint here in Louisiana that are interested in coming into our process. And so, that new submission review will open in October. This is just a look at the timeline. um we'll have those cover page reviews,
those resubmission reviews, and when all of that will take place. But what the cover pages will tell you, um is how aligned or not aligned the current products that you're using. It'll give you a snapshot into how aligned or not aligned the products that you're using are to the revised
Louisiana standards. Um and those should be completed by July. This will also impact our professional learning partner guide because as you all know um we produce this guide again um as a way to be helpful to all of you
so that we can really stream professional learning partners and provide some level of information about um you know what they offer, the quality of what they offer. And so we'll again be doing a sweep of those professional
learning partners. And so any that are not supporting curriculum that is still part of that process and part of our tiered review would be removed. We'll be making updates there as applicable so that the our PLPG as we call the
professional learning partner guide lines up with any changes to material statuses. Dr. Brley, I think you wanted to add a few notes about the new standards and our work there. Yes. >> Sorry, we just got those printed. So,
um, some of you, um, Super Pal, I know that you'll probably remember this. In one of our small group meetings with superintendent, uh, that Dr. Shassan and I held, we talked about the need, uh, as we saw it to have more students reading
fulllength, uh, books instead of just excerpts of p of passages. um especially with uh obviously the expansion of AI and the way in which AI is really going to impact um society and education uh
over the next you know certainly uh next few years uh that we're going to see a change and so with that we didn't want to see a corresponding decrease in students engaging with actual uh text
and I think that what we have also seen over the last um really couple of decades is a movement away from full length uh novels and books to reading of short passages and to me that's
concerning and so um I know we had discussion around that and so what what we would like to do in conjunction with the uh release of the new standards is we've been working internally looking at developmentally appropriate and age
appropriate grade appropri ate uh like classic uh literature by grade level uh and and compiling a collection of of novels and books by grade level um and then doing a policy that says that
annually, you know, a student must at a minimum read one of those books with teacher support. And so we're not trying to say the way in which that looks. You know, you may want to do that as summer reading and then the teacher comes back and they they talk about that particular text or they engage or you may want to
do that over one of the series over the course of the year. We're not trying to get into that. But, you know, I think it is important. It's important for me and I think it's important for our team to make sure that that we are um trying to shore up this space where we don't feel
like students are um engaged in the reading of of fulllength text. And so what this particular policy says is that not for this upcoming year, but the year after uh that every student with teacher support would complete the reading of
one of these fulllength literacy selections and they're aligned to the new standards. So the new ELA standards that we put forward, they're they're aligned to those things. And I'll also tell you that, you know, while we want this to go forward, um, I'm working on
securing some level of funding to help with this. And so, if I can't secure some level of funding, I'm not going to push forward with the policy. But I I want to be able to provide some level of funding uh to support you all with this. And if I can't do that, I'm going to pull this until I can be successful with
providing some level of funding. So, um, that's that's, um, what we're trying to do here. And I'm hopeful that you all actually would consider endorsing this because I think it's a good space for us to be um, with the reading work that we're doing in the launch of the new
standards just to encourage kids to have to read. So, they can say, "Oh, yeah, 10th grade year I read whatever." And whether they're in, you know, Jefferson Parish or Cat Parish, those kids are saying the same thing now, but throughout the course of their life.
Thanks Dr. Any questions or comments for Dr. best on this particular >> if we if we are already using the guide books is most of this covered I mean that people that would be that
>> yeah a good bit of the text um that are in your your current HQIM are included within this list >> any more questions I did have one question regarding the new submission reviews of visual tier one group. You mentioned there are other
vendors who may not be part of our state right now but have entered in joining but then also there's the note on your presentation says new submissions require school system endorsements. Can you explain what that might mean and how
that might work for trying to get a new curricula? >> Yeah, thank you superintendent Pal. I actually I um missed that on accident. and I meant to mention it. Um, so we have added to our IMR process system endorsement. We've done this because
there have been materials reviewed. You know, we're over 10 years into this process as a department and as a state. And there have been materials reviewed that no one ever buys. And so they're on the list. Um, maybe one school system buys it, maybe no school systems
purchase them. These reviews are very time consuming, which makes them very expensive. um it means department staff, it means these teacher leader adviserss who do this work. So, it's incredibly important um that school systems have an interest in purchasing these endorsement
letters which we've provided samples um for you all do not mean that you are promising to buy it. You are simply saying I've we've looked at this as a team. We have an interest in potentially purchasing it in the future. We would like for the department to bring it
through the review process. So, your endorsement is not saying that you think the curriculum deserves a tier one status or that you're promising to purchase it. It's you and your team doing um you know a cursory review and saying we do have some interest in this product should it go through the review
process. >> So, just so I'm understanding that correctly, that's that's for some of the legacy curriculum that's that's on the list right now or that's all like sometimes we'll go to a conference somewhere and we'll hear something going on great at another state. You know, maybe Todd, me and James went to the
same conference. We're like, "Hey, we we'd really like for that to be considered in Louisiana. We would really need to do this endorsement or this or LT consider >> new submissions only >> or new >> new submissions only." So, if you're using something right now um that is going to go through this cover page
review, this reubmission, the endorsement is not necessary. >> Thank you. Yes, sir. Dr. Just a a quick question. often times when we find something that we would want to endorse for this we like or pretty close to
ready to move. So if we move to this process would it mean there would be less of these materials to review which then speeds up the process? >> Yes. So the the short answer to that is
yes. Um because what has happened in the past and we stopped reviews while we wor for ELA and math while we worked on the ELA and math standards. It didn't make sense for us to be reviewing materials but prior to that um we it will it will backlog the system when we have so many
publishers submitting but we don't have anyone necessarily who wants to purchase it in our state. So this is our way to show well we know three school systems at least are interested in this. So, you will have you will have publishers asking you to write a system endorsement. Don't feel like that's a
promise you're making to them to purchase. It's not you telling us that you think it's super high quality. It's you saying, "We have some interest in it. We want to look at it more. We would appreciate it going through the review process. start. >> Um, going back to the uh
the literature, the LDOE required classic literature list. Forgive me, I'm not I'm not familiar with we have currently a list. We are developing said list. Um, and we have
paid special attention to by grade level and the standards and what looks developmentally appropriate. And then and frankly, I'll tell you, we're also exploring like to make sure that none of these books are like super controversial in some kind of way. That they're that they're classic
>> that they're just they're just more or less classic books that everyone for the most part would say, "Oh, yeah. I remember that." >> If it helps at all, too, the the current draft does have 10 books per grade level. Um and so this this policy says
that there would be one. So you would be selecting one out of 10. So there would be a range of options. >> Any other questions, comments from them? >> So is this that the add-on is part of 3.1 that we endorse 3.1? Is this
>> Yeah, I think so. >> I mean specific >> I would probably do that separately. >> Yeah. >> Um that would probably be helpful. And again, I want to reiterate if I can't if I can't come through on some funding, I won't push forward.
>> We need to add into that. >> So, we want to do this. >> I guess just from a procedural standpoint, this may be a um Bar question or this more like a question is would we because it's not listed currently as an agenda item, can we still pull it out and endorse it? I
think we we generally speaking would probably make that motion but because it's not a specific agenda on what would be it. >> So okay. >> Well I would I I think we probably can like to Mr. Walker's part point that you just share with me we probably can just do it all as one because this is
relative to the content standards because this is relative to >> because we are this is a result of this change. >> So this is just some backup to the item 3 one point. I I think the little bit of confusion might be because this is
specific to a change in a bullet in bulletin 741. So I mean I have no problem from a procedural standpoint saying uh you know if someone wanted to offer a motion was to endorse this consideration of certain content standards including the proposed change to language and bulletin 741 as a motion
and then that way it would at least be on record that we we receive a specific request for a change bulletin 741. If anyone would want to make the motion to endorse that move thank all in favor.
>> Any opposed? >> Thank you. Thank you Dr. Motion. This time we'll entertain a motion for consideration of implementation of updates and power lines related to school and district performance. I'll make a move
second by Mr. department. All in favor? >> I see. Mr. Lbert has joined us at the head table. So, >> yeah. Um I think I think Dr. Ortle had requested for us to um just give an update on this particular item relative
to the release of the first year of new DPS SPS on the revised. So, we're happy to happy to do that. Um, the other thing I would I would suggest to us together is to in front of that front release uh
for I'm I'm offering to leadership of of your association that we work together on some type of um uh of communication plan just so that the general public better understands the shift uh and what that means and what we're trying to do.
I know that when when there was a shift in 2017, I know that we tried to do that from the superintendent standpoint when I was there. Uh, and I felt that that was pretty helpful. And so what I'm offering is on this shift, um, that we're willing to work with you all and think about what communication might
need to look like for your communities on this. Thanks, Dr. Rumley. Um, I've got one slide and then I'm going to hand it off to Dr. Singleton for some proc some updates around supports that folks are getting around uh, college and career readiness. uh May, the month that we're in, uh it's really important that
our district test coordinators and school test coordinators are applying those accountability codes on the assessment platform. They've done this every year. Um it's important to just check in with your folks to make sure that's getting done because if it's not done now, there's crunch times during the summer where there's another
opportunity to clean it up, but you know, folks are taking well-deserved summer vacations, etc. So, doing it on the front end really helps. Um, this is also the moment where it's really important that we get our transcripts finalized. Um, per policy, you can't issue a diploma until a kid is in the
transcript system with a graduation date. Um, and and often times I receive calls well into the fall about young people that don't have graduation dates on their transcripts and then we move heaven and earth to get them on that transcript as quickly as possible. Um,
that's really important because there's no longer a lag on the cohort graduation rate. So, please make sure that your folks are getting those transcripts updated by the time kids walk across that stage. Uh, August to September, we've listed off the important activities that are going on around data
certification. Um those are all of the things around the nationally recognized exam, the graduation uh cohort. Um and reviewing assessment data and enrollment records and uh that assessment data certification window will also include LEAP, LEAP connect, ELPT, Dibbles um and
ELPT connect. And then we expect to be on a very similar schedule than what we've been on in the past. released simulated scores with the uh prior methodology um and the revised official uh scores in November side by side um so
that the public can have them and can see this is what would have happened under the retiring system and this is what's happening under the revised system. Any questions about the timeline before um I hand Dr. Excuse me. When will receive the assessment
also in the summer? >> Um we're always trying to beat what we did the previous year. Um and that's what we hope to do. But I would expect on the same timeline as last year um late June. Uh but of course we are
pushing our vendor as hard and as furiously and as fast as possible because we've uh heard loud and clear what we expected that the earlier you get the results the better things are. Um so uh we're going to keep pushing on that. >> And what about K3 or K2? How's that? Is
that coming out this year? Will they receive a letter grade this falls? >> That will be included in the formula. Uh just like ELA is covered. It'll be included in that indicator. Um, and by now you should be able to pull those reports out of Amplify and start to
model out what that might look like. >> I'd just like to say, Tom, I appreciate the November release of both sets of scores from D. I think that's going to help transition, too. I've had people asking that I appreciate y'all doing. I know there's more work on your department. Um it it's important that
folks understand the state that that that we're in um in both systems and they can compare the two results so that they can really have a conversation about did the school decline or are we just resetting a baseline? So we we are really happy to do it.
>> Did you want to mention anything about the ACT piece where rescoring whatever is that? >> Yeah. Will that impact so? >> Yeah. The the headline on that is ACT had a an equating issue that they decided to correct. You may be aware of
it. We sent out emails. Um ACT sent out emails. Uh the headline is is that they're not going to lower anyone's scores. Um so the the net impact will be positive. um in the data that they've shared with us, even if they hadn't
chosen to not lower scores, it's a very small number of students who gotten a lower score in their equating methodology because of where the problem was. Um so you shouldn't see an artificial bump, but if you were looking at your spring tester results and you
said, "Man, these are like a half a point lower than I would have expected or a point lower than I would have expected." That's because they were and ACT corrected that mistake. Um that was a nationwide problem um for everybody who did online testing in the spring at a school site
and those updated scores will automatically flow into data certification. Um and you should be able to access those through your ACT now login. Um they're updating those on a on a rolling basis, but I'm pretty sure they're almost done with those. They
have to be done by June 2nd is their commitment. Any other thoughts, questions from M? I will say before Dr. Tman speaks, Dr. Romley, on your on your notion about working together on the communication piece, I do know that Mr. Beasley works very
closely with a lot of the school PR personnel from the state. So maybe that's something we can task with uh maybe working together rather than individuals. So, I mean, I think most of us would sign off on anything that that came out of that group, but know they're all working together with your folks as
well as folks. >> Good morning. Just want to provide you all an update on workbased learning and where we are with that in regards to implementation of the Thrive component of revised accountability. So this year, your efforts with your school systems as
well as LDO, we had over about 5,000 students to participate in work-based learning in a variety of areas. We also um have a lot of school systems that have been utilizing advanced credentials. The numbers that we see on
here are from 2425. So the state average was 14% earning those advanced credentials, but we had over 23 systems who are providing those advanced credentials above that average. So we are getting there and providing more support to those students and getting
those high wage, high demand credentials. We also had over um 6,000 internships secured over the over this academic year across the state. And um those internships were in 66 of
the 69 school districts. We are targeting those last three school systems that do not have any internships identified by us or them. even though we've seen data from work saying that they have students working in entities in their parish but we just don't have
them enrolled in that particular course code. So we're working with those school systems to make sure that they are getting those credits as well and we have word that one will have some this summer. Um, some examples of internships that students participated in this past year are with nursing homes, automobile
automobile dealerships, schools as host sites, technology companies, engineering firms, hospitals, and manufacturing and construction companies. So, it's a variety of opportunities that students have participated in uh throughout their
high school career. Um we I don't want to move forward without saying that we are aware that we do have some some barriers to this still and we are working on some solutions that we can provide to you all over the this summer as well as this
coming year. One thing we have in development is what we call an internship in a box and it has all of the tools that you would need as a school system to implement an internship. So it has checklist, sample schedules, information on vertical
alignment from elementary, middle to high school, job descriptions. So it just has variety of tools in there. Um we know that school system as the employer is one of the easiest ways to get that internship and again we are modeling that. We will have a a young person here in the department this
summer performing um working with our STEM team. So we will have an intern um from West Parish. Um and so we are continue to work with school systems who don't have um advanced credentials. We have a list of those who may not be
implementing that. So we're working with them on how they can utilize those advanced credentials or bundles as well. So do you have any questions? >> Any questions? And correct me if I'm wrong, but isn't there like a
timeline in which internships you'll start counting in accountability? Can you elaborate on that? >> Uh for the next the number of years, I think it's seven years. It will be bonus points. Um at which point will it become an expectation?
>> Just for a point of clarity, I want to make sure. Are we using internship and work-based learning interchangeably? At this point, >> we we are calling it work-based learning. And work-based learning includes internship, cooperative education, and apprenticeships.
>> So on the report that you just gave us, it says 4,000 students were enrolled in internships and cooperative. Okay. So that's that's workbased learn. So it's not just the internship. And then they own. >> So I said 5,000 that includes the
apprenticeship as well. >> For sure. >> Yeah. And then the 6,329 internships is fold on that last bullet is that >> those are numbers that we have identified as internships >> true internships. >> Yes.
>> Thank you. Is there a place where that data is how so you can match and make sure that when you have you know we have the same information the the like the internship numbers or the enrollment
numbers both the internship numbers not necessarily because that's information that we have garnered by going to businesses in the community and so not that but definitely the enrollment numbers. Yes. So because that comes from with all our other
>> Yes. >> But I would I would think that we could probably if a system needed like if if San Helina for instance wanted to know what's been what we have helped secure in her area that we could like send her a list of if there are any that your
theme has >> and the and Dr. Samson the 6329 these these are correct me if I'm wrong but these are ones that we've we've talked about in our meetings over the course of the year where you guys have gone and secured it might not mean that a student is in it
>> correct >> but you have secured the opportunity >> yes >> okay >> I know can I ask the difference between so that the 4953 students enrolled that that's y'all can look at our information systems or it's feeding into
y'all reports of how are ending in terms of course. >> Yes. Yes. >> And then the 6329, I guess I'm still a little fuzzy on where that number's coming from. >> So the 6329 is coming from reports of us going out to businesses in your
communities and saying, "Oh, here is a hospital and would you all be willing to provide internships to students in your community?" So like the hospital and Alexandria have told you that they're offering 10 internship spots. Correct.
>> But we don't know if anybody's in those spots. >> Correct. And that's the that's the question that Kelly was asking which is >> because we've been working over the course of the year on like heat mapping etc on >> doing our part to support you to be able
to have the opportunities and like whenever I speak to groups I'm always would you consider doing host an intern um and so we have a lot of followup between those conversations and her team where they go out and so that 6,000 number is not a number of you know there
are 6,000 kids in these these are opportunities available um that we've secured over the course of the year. Now I think that this is a good point that for next year we probably should make this master list available to you all um so that you you know here are some opportunities that that might work for
you >> and I will say that a lot of times these are done in conjunction with your school systems. So we are meeting with your career and technical education supervisors to discuss how we can provide these opportunities to the students in your uh systems especially since we have to have that workace
learning coordinator. So we want to make sure that you all have somebody there doing this and cultivating this as well. So we're helping the district person to know how to go out to the community to approach people to provide these internships. Well, that that's you kind
of answered it. If we could work to put together a list because as I'm listening to you, there's some things that other superintendent we haven't thought about because there's some who are way ahead of the game in internships than others. And I feel like if we could get a list of just the ideas you talked about or
Dr. Romy said to put that list together also with our principles. I I think the more people that are thinking about, boy, I never thought about the nursing home down the street from my school. I mean, I think that you start getting principles thinking about that as well. It takes a little bit. If we could get
some list generated from our organization as well, I think that could help us push this along as well. >> Well, absolutely. And we do have several sessions at teacher leader summit focused on this as well. Okay. >> And how this happens a lot of time, just like for me personally, not for Dr. Singleton or you guys, but for me
personally, how this happens a lot is, you know, I'll have a Lions Club or a Rotary say, "Hey, come speak to us and wherever." And I'll go speak to them and in part of the pitch, I'll say, "And if you in business and industry, we'd love for you to consider hosting a high school intern." Well, then after that meeting, someone comes up and gives me a
card and said, "Hey, we'll take we'll do one." And so then I give it to Dr. Singleton and then she'll go up to wherever that is and they'll meet with them and they'll secure two or three interns. So that's like organically how that is happening for me personally. >> Inclusion of our local workforce development boards would be very
important as well. >> You know, and I will say Sheldon and I representing northeast corn of the state uh and maybe not as much for my district, but for uh some of our more rural districts in that part of the state, this is going to be very problematic for them and even finding
one. So any help that uh y'all can give I mean I think about our colleagues at Russ and Tinsaw and Joyce and I have had those conversations and that's that's a tall tax when there's not many options at all. >> Any other questions for M?
>> If if you guys don't mind um I'm going to ask you the same question I asked Lauren just to preview Dr. within a couple of the sessions or Thomas if you'd like to share for the summit. >> Yeah, so we do have um as you know fast forward convention has been folded into teacher leader summit. We work with the
teacher leader summit team to create some expanded sessions focused on career and technical education. So we'll have several sessions focused on internships, apprenticeships, uh cultivating uh those opportunities as well as grading funds
so that we can definitely utilize the funding that you all have for career and technical education across uh the the area with regards to CTE. We also will have several sessions focused on alternative education. We'll have some
panels and school safety as well. >> And for me, uh Dr. Dr. Chasson and I are of one mind on this idea that assessment and teaching and learning should fit really well together. So what you'll see is sessions that are targeted toward academic instruction that are heavily
supplemented with how you can use the data and the reports and the tools um in order to make sure that your teaching and learning matches the expectations on the tests which is the expectation of the standards but there's data in the middle to support. So uh you'll see a
lot of my team AAA involved in these content sessions um because these two teams are working in lock step at this point uh toward assessments that measure what's happening in classrooms and we want to make sure that when we're doing training that we're talking about what should be happening in classrooms and
how the assessment supports that. So you'll when you see a content session know that Dr. Chass on team and my team are working together on it and you'll see somebody in the driver's seat um of that session but there will also be somebody probably in the back of the room that is from the complimentary
team. >> All right. Thank you guys. Um so receive a second and all favor. Any oppos? Thank you. Moving on to our last official agenda item is 3.4 consideration of an update report
regarding teacher leader summit which I believe we received a little bit of updates as we've gone along today. >> Yeah consideration >> I move >> second all in favor. >> So this item is really to get an over or
under on how many steps Mr. false will take each day at teacher leaders summit. So the number will start with 6,000 steps. >> But anyway, Dr. Chess, you're up. >> 6,000. That's not for that convention. Sorry. Okay. So, we are ready for next
week uh teacher leader summit. This is going to be our largest teacher leader summit to date. We have um nearly 7,500 individuals registered for this year's summit. We have 368
unique sessions with nearly 700 total sessions being offered. Um these sessions go through a very intense process. Um from the title and the description all the way through the content development to make sure that
they are just really tight, very aligned, very focused and quality. Um so I think you have some high expectations for sessions for next week because we work on this throughout the year. Um this is no one's complete um job
description or role here at the department. Some folks spend more time on it than others, but it is truly a team effort. It takes nearly the entire department of education to pull this off. Um so the Cat Cent app did open. I do recommend that superintendent
register for sessions that you really want to attend. Um, however, there was a role selection when you registered called superintendent/cao. Um, if you are a superintendent and you have that badge, it does mean that you will be allowed into sessions without
registering for them. However, um, you know, we cannot disobey the fire marshall. And so if the session is full and there are already too many individuals in the room, we won't be able to allow you in. So if there is a session that you really want to go to, make sure you pre-register before on the
app. Um if not, if you more want to walk around and find sessions that you're interested in, maybe that your people are going to, you can just get in um with that badge. If it's not a session that's full, that's no problem. We wanted to add that for this year to make it easier for you all so that you can kind of go where you please and as the
day takes you. We are doing something a little different with our superintendent sessions this year. We're offering four superintendent roundt blocks. Um and this was really taken from a very successful Lassa conference in December um that we were invited to attend and
participate in um that really got a lot of good feedback these roundt sessions. And so um we're going to operate something very uh similarly to those of you who attended LASA. We have these roundts set up where you'll get to um receive some new learning or some
affirmations or reminders on different topics and then you'll get an opportunity to collaborate with other superintendents at the table. These are invite only sessions for only superintendent. So you will only be allowed into the superintendent roundts if you are a superintendent and you see
it appear in your app. We also have CAO roundts. Only CEOs are invited to those sessions. um are those who identify as that CEO role. Um they will be invited into those roundt sessions and that should have appeared in their app as well. Um if you're not seeing that in
your app, if your CIO is not seeing that in their app, you all can reach out to me. Um and we will we will make sure that we get that fixed for you and for them. But I think those will be some really good personalized individualized uh time for you all to interface with us
at the department. have um lots of department experts there. We have everything from best practices in communication to special education to emergency preparedness to finance. Of course, we'll have literacy and math updates in there. Um so, we'll have just a lot of good things that I think and I
hope are top of mind for you all right now. Um that we'll be hosting these roundt sessions on next week. And just um a quick reminder that we will have early check-in on Monday evening. Um, so just want to encourage you or any members of your team to come out early
so that you don't have to wait in any line uh on the Tuesday morning. Any questions about future leader summit? >> I actually have one on just request. Uh we have a session on federal programs um
finance uh superintendence. My I have a new CFO that's inter room. She's she's getting ready to finish up some of our course work to be fulltime. She just asked could she attend along with me. So I said I'll just ask Dr. Chad. I don't know if that's something that she said no. It's just >> is it one of the superintendent round table?
>> Yeah. And if you say no, I'm fine with that. I'm just asking a question because she's new and she saw it and she's like look, hey, can I be a part of it? And I don't know if that's something that you would permit or not. I'm just asking a question. >> No, for the round table, but we do have other um like general admission sessions
that will be applicable and be helpful to her that we can point you >> that's fine. Thank you, Doc. I just >> any other questions or comments from Dr. I do want to say thank you Dr. Chester for the engagement throughout the year and particularly for the LED's
participation in our superintendent conference on behalf of the association. It's been beneficial and very well received. And I also want to acknowledge that we know that just about every year, at least for the last four or five years, the department has tried to uh do some things specific for superintendence
to try to make it as engaging and helpful and beneficial for our time down there. So, thank you'all for that. I do look forward to the more engaging session this year, creating tables, engage session. So, thank you'all for always considering us. And the whole mayor thing is is a great idea. So,
thank you. I would like to answer that Dr. Sh maybe I missed it somewhere along the way but this news release that came out yesterday on the waiver returning education to the state
waiver what exactly does that mean? So, okay, there's a nine. >> I don't want to speak to it erroneously. Um, this is the waiver if I recall correctly that I brought to our last SAC meeting
and talk to you all about the different different funding that could be consolidated and giving greater flexibility >> that now that it's been approved. I'm just curious as to what more details
are. Does that impact the amount of money retained at the state level? That could impact the amount that's distributed to districts or does that distribution remain the same? But both at the state level and the
local level, we've got those flexibilities. >> The you're the latter part of that. Um it does not change the distribution. It doesn't change the amount that we receive. It doesn't change the amount that you receive. um it increases the flexibility where um previously you know
there's these really like finite buckets for the different funding. It increases the flexibility on your end and ons and not open a big can of worms about it but thanks for bringing it up back. So so I think we all received kind of some at least one page two page guidance on
the funds that there will be some what what most of us would consider increased flexibility. Some of us thought it was already there, but will we be receiving any like specific guidance particularly for our federal programs directors and coordinators who are typically the ones
who come to meetings and then come back and tell us we can't do something. So, are they going to be provided some very specific guidance on how yes, we can, right? >> Yeah, absolutely. Um, you all know that we our federal programs does regular engagement. um we have those monthly
calls with federal program directors and so you all can expect some some really clear guidance soon about those changes and updates when you're in. >> Thank you. Any other questions? >> Before we adjourn, I do want to take the just a moment of personal privilege to
say thank you to my peers for having the opportunity to serve as president of the association which by default has me be chair of this committee. It's been a pleasure and I know you are looking forward to having Mr. Ber the ever present Mr. Ber being
forth but want to specifically thank uh Superintendent Jones who's been a steady leader and top for many of us but particularly for me Jones I appreciate you as well as Dr. Warling who you and I have had many early morning
conversations throughout many of the things that we've gone through the last couple years. So I appreciate the the camaraderie amongst all of us as peers and over the next couple years Mr. Ver and then Mr. G will follow shortly after him and then and we know that our state
is continuing to move forward. Many of us had the opportunity to come down to Baton Rouge last week to be part of a celebration with the governor and Dr. from as well as Bessie Members, legislators with so many others to continue to celebrate the tremendous success that's happening in our state
with our students and with our teachers. But it is a privilege to be able to be a part of that work and it's a privilege to be able to serve alongside each one of you. So, thank you for that honor and I look forward to handing the g over to Mr. Ber and with that I will entertain a
motion to return. >> Do we have a meeting in July? >> It's scheduled. Our first order could be a cancer July. Don't make my life. >> Too fast. It is. Yeah, it's too fast. >> It's in a packet. The next week they
back home.