Good morning everyone. We're going to call the Thursday July 30th first site meeting of this school year to order. Could we get roll call please? >> Superintendent Bartholomew. >> Yeah. >> President
Superintendent Ber >> here. Superintendent Cole we have Katasha. Um that's >> superintendent Corley absent.
>> Superintendent Bowman >> here. >> Present. Superintendent Fulmore present. Superintendent Gray present. Superintendent Guy absent. Superintendent Hall >> here.
>> Present. Superintendent Hullen >> here. >> Present. >> Superintendent Javia >> here. >> Present. Superintendent Jones >> here. >> Present. Superintendent Joseph >> here. >> Present. Superintendent Martin
>> here. >> Present. Superintendent Nik >> here. >> Present. Superintendent >> here. >> Present. Superintendent Pal >> here. >> Present. Superintendent Sto >> here.
>> Present. Superintendent Strong. A present. Superintendent Touche. Absent. Superintendent Vanita. >> Present. >> Present. Superintendent Boron. >> Present.
Um, and last but not least, Brandon Walker. Yes, we have a >> Thank you. >> First off, I'd like to welcome everyone to our meeting and say thank you to all of the members of the committee. I know at the beginning of school year, uh, not
easy to get here with the change of dates. I truly appreciate you making the effort to get here. Um, this went from maybe not having to have a meeting to the thickest agenda I think we've had in a year. So, uh, I appreciate you there. Before we get started, I also want to make some special recognitions. Thank
you members of LDOE who are here with us, but also members of our Bessie board. M Simone Champine, president and Mr. Joseph Cow from our best. We appreciate you coming and being with us today. This time, our first item of business. >> Our first item is approval of the
minutes from the meeting held on May, 2026. >> Need a motion to receive those minutes? Moved by Dr. Vaner, >> second by Dr. Stokes. All those in favor say I. >> Any oppose?
Next item. >> The next item is consideration of an update report regarding pre kindergarten monitors. >> Need a motion to receive that report. Motion to
second. >> Mr. Jones and Mr. call. Dr. >> Thanks, Mr. Ber, and welcome to the welcome to that seat. Maybe it'll be great. Um, I think this is our first meeting
since we announced um proficiency rates uh from the last school year. And I just want to take a moment um and thank everyone in this room for continuing uh to do your best to drive forward student achievement. you know, when we when we
announced the results um from the last round of assessment from last school year, while certainly they're not where we ultimately want them to be, um they are historic in terms of you posted through student achievement
the highest proficiency rates in the history of the state. Um and so I just think that's worthy of of taking a moment and and saying thank you. I I know I know how difficult it is uh to move a point, to move two points, to move three points especially and year
over year you all have just continued to turn in uh better uh better results every year in terms of student achievement. So I'm very uh proud of the work that you all are doing and certainly give a ton of credit to teachers out there driving that that work u in the classroom every single
day. um have to be careful because you know you certainly don't want to look too celebratory over the proficiency rates as they are but it's hard to not also acknowledge the progress that we continue to make together. So I just want to thank you uh all for that. Um
this was an issue um more so on the early care centers and some of the nonpublic schools more so than probably the impacts that you all are going to feel uh relative to this new item. But certainly we want to make sure that you all are are up to date on the
legislative shifts and policy shifts uh that have that have transpired over the last few months um so that you're prepared to go into the upcoming year. So Ashley Townson will give this particular report. >> Thank you. Good morning everyone. >> Morning.
>> So act 587 this year amended an act from last year act 409 that I know all of you probably heard about. Um a couple of things that I wanted to point out for you all today. So one of the new um results of this act 587 is a monitoring
requirement. So LDOE will be required to monitor preK programs at public and non-public schools. Um there are some exemptions for non-public schools, but for public schools for you all that will look like one visit a year unannounced on just those minimum standards. The
minimum standards were amended from the original 15 now down to 11. Um so it's those standards that mostly center on ratios and supervision. So our um our team will be in touch with you all with some more information, but I just wanted
to give you that um that update to be expecting that information from them. Um they'll look for written procedures and then from what they see on site when they stop by. Um also
there we go. Um there we go. Okay. So, um documentation of the visits will happen on that school finder tab. So, you'll see um a new little tab there on your school finder page for each school for prek. And
that's where the results of those visits will show up. Um anything that our team notices that is an issue, they'll communicate to you all as well. So um also if we receive any complaints about prek program safety and welfare of children, our first step will still be
to communicate that to you all because we know that you'll have that responsibility within your district for looking into those things and that you want to handle that too. Also um this act still requires that first beginning of the year form to be
sent home. Last year we sent you all the um the form to send. It had a complaint line on the LDO side. It had a spot for you all to put the complaint line on your side. That form has been updated with the new standards and the updates that were made to those. In this piece
of legislation, you'll see still at the bottom a spot for you to put your own complaint line. And so that's where, you know, you'll want to have parents reach out to the teacher first, the principal, like go up that same chain, but then whatever um contact point you want to put on that form where parents should
reach out if they want to elevate a concern, you'll have a spot to add that there. And then they'll have um our our number there as well. And that was sent home in the newsletter this week and it's available online now. And then the last thing, this is something that's new. So, one new
provision of this act is that there's certain information that parents of children in all pre kindergarten programs will need to be provided at the beginning of the school year. You can choose how to provide this to them if you want to work it into some of your standard beginning of the year paperwork, but this language here is
from the act and that's the information that parents will need to be given at the beginning of the school year if their children are enrolled in a pre-K program. Okay. Happy to take any questions on that. I just wanted to provide you with that brief overview.
>> Anyone have any questions? >> Mr. Dr. >> Yes. Thank you, Mr. President. Just uh will we receive the information as it relates to what will be uh observed observation?
>> Yes, sir. And if you want to just take a a quick preview of it, it's what's on that minimum standards paper. So if you look at that those 11 standards that's that's the um the scope of what we'll be monitoring for >> else
comment we're good receiving that report. We don't need to do anything if we're just receiving report. If we endorse it or we want to change it we don't we have to do something but we're good. We don't need to do anything. Next item.
>> Your next your next item, consideration of an update report regarding the new screen. >> We have a motion to consider. >> Motion second.
>> Okay, Mr. Ber. Um, thank you. Thank you so much for allowing us to talk about this particular item. I asked our team to put this item on the agenda for a couple of different reasons. Um the the first is, you know, it's been a little bit of time since we've talked just
generally about the numeracy screener. Um but number two, I I think it's it's really important from an instructive standpoint that we get to a place with the numerousy screener where we where we
are with the literacy screener that your teachers as a result of that screener get information on specific deficits. you know, how they might consider grouping, what activities they might consider utilizing. The literacy screener really does provide great
information postcreener that is instructive and if you and your system level academic leadership aren't really digging into how that can be utilized, uh I would certainly encourage you to reach out to Dr. Chassan or our literacy team. um be because I I believe it to be
true that the more you appreciate and understand what that um screener can do for you on the literacy side um the better the gains you'll see for the kids academically on on that reading side. But I was also um in a number of different
conversations over the course of of last year with teachers and facto meetings and and such teacher sites. And I heard on a couple of different occasions which is really like affirming and promising to me um teachers say, you know, the information we get from that literacy screener, we want that same thing from
the math screener. Um and so Jenna and Thomas and I have spent um a good bit of time talking about you know how can we deliver how can we deliver on that for the teacher ultimately for the kid. And so what we want to do today is just um u
open up some general conversations so that you guys know where we are on that. But then Thomas can speak a little bit too about how we're thinking through u making that more operational and impactful for the kid through the teacher. Thanks, Dr. B. So, I wanted to start
with just a quick timeline because one of the most frequent questions I get is when is this going to go into my accountability results? Um, which is a fair and valid question for assessment that they're not yet getting any data on how kids are doing. So, um 202526 was
learning your phase 1. We approached it number one, we've never built one of these screeners before. Um, we have used a literacy screener. We've done a lot of research about what's open source and out there. Um, we've contracted with a really great vendor out of Kansas that specializes in assessment. Um, they do
the entirety of the state of Kansas's assessment platform, all those things. They're called tight. They're the University of Kansas. But still we wanted to make sure that uh this this delicate interaction between a person who's giving a strainer and a kindergartener about math is something
that gives us valid and reliable results because it's numbers and you're using words to describe numbers like that is a a psychometric question that that we want to be able to answer the questions that you all have about it but we also want to make sure that the kids getting a fair way of being asked and then
demonstrating what they know. We learned a lot about that in year 1. We didn't give you any rolled up data just yet. Um 2627 is going to be learning year phase 2 where there will be reporting in window available. Um and we gave you an
example of that. Uh and we want you to take a look at that when we get to that part of the presentation. Um and that information is going to be available to your teachers in the platform so that they can look and say here are where my deficits are. um and you can start doing intervention. 2728 will be the year where this is
fully operational. The reports are coming much earlier in the window um so that you can intervene earlier those types of things. Um it will not be until 2829 that is the earliest that we will consider putting this into the accountability system. So, we want to
make sure that you all are very comfortable with the tool, that the tool is delivering the things that you need. Um, and we can make appropriate tweaks over the next couple of years to make sure that when it goes into your accountability formula, it reflects the assessment that we all want it to reflect. Um, so 2526 reporting, this
program was field tested. Uh, so no student level results were available. Uh the LDOE is producing end ofear summary data to show the average percent correct by school, school system and state and that will be made available to you via your school system FTP in the coming
weeks. Those will not be posted uh publicly on our website because it is it's very much field test data. It is very much data that on any other assessment we would not have released at all. Right? When we do field tests, it'll always ask can you give us something? We feel like we can give you
something here that we think will be helpful, but note that we have made adjustments to the screener based off of what we saw. Right there, Mr. There's just EO day on that. We're not going to see a bi. That's correct. Okay, that's correct. Um, so preview of
reporting for 2627, you are going to get every teacher is going to get that student response map that goes item by item at BOI and MOI. It tells you whether it's what reporting category it's in. I believe that the two examples that are on there are magnitude
and frequency. So it tells you what grouping the question was in and whether the student got it completely correct, partially correct, not correct or didn't answer. Um and that is something that we hope that you will take to your professional learning communities. Let your teacher sit and talk about what is
happening. Um why are young people not able to answer this question and then uh take action and respond to that. In addition, we will provide you with uh summary data that shows you the performance by numeracy reporting category at the teacher level. Um you
will also get grade level uh numeracy reporting by category at the school level. Um and then you'll get obviously that same type of information at the school system level. Um, and we will report uh that out at BOI and MOI as a percent correct. Um, like a very standard, you know, what percent of the
items were right or wrong, which is a little bit different from the way that we do raw and scale score reporting. We we're approaching this as an instructionally useful screener and assessment. That's like our first priority. And then the second priority is what achievement level are kids in. The first most important thing is that
you can use POI and MOI as an instructional tool. That was important to Dr. Grumbling and to Dr. chest on. Um, so you see these student response maps in front of you. Um, I'm not going to read this whole slide, but we hope that you'll be able to use it in alignment with your high quality instructions to to improve student
achievement. Do you have any reactions to that report that's in front of you? That is the actual thing that is going to come right out of the platform. The vendor actually delivered the final version of it to us this past week. Um, so we won't be able to make adjustments
for VOI, but certainly into MOI and EOI, we can start to make pivots as you all are using it. Um, we modeled it very much after the Eagle system that many of your teachers may have been using at one point, the very specific item responses so that they they can see it and they can get in there and resolve any
challenges that they see. >> Dr. I do have a question about um the the data specifically from the 2728. I know you said that we're going to be uh operational in 2728. It'll hit
accountability in 2829. Are we going to use the 272 2728 data for growth um for for that baseline for 2829? I think that will depend on if we have to make any adjustments to that assessment in 2728
going into 2829. If we get through this year, we make whatever adjustments we think we need to make and then 27 28 is like the the same assessment, then I would say absolutely. But if we have to make changes that make us believe that the achievement levels are going to vary
for the kids, I think we probably would not use that growth baseline. Um, >> and Dr. relevant to the development of the the screener itself. Are are you all I know
obviously not releasing up to us but are you using any type of value as the line to the leap 2025 from third fourth and fifth because obviously that's you know that's our end assessment that we're looking for. So is that part of the review process of the screening that you all are doing from a analytic
standpoint? The so it's hard to do that uh priority because you the kids are being screened and then they're taking the leap a couple years later. So there there are challenges in doing the correlational work like that. But what we have done is
we've worked with our literacy with our numeracy team sorry our numeracy team um and they are looking at the standards and how they spiral and what the foundational skills are. So there is a face validity to that, right? Like you have educators that are looking at and saying, "Yes, these are the foundational
skills that a kindergarter needs to be ready in first grade and then first grade to second, second to third." And then longterm we'll be able to see whether it's correlated, right? And what it's exactly correlated with because proficiency versus scale score can be different questions. Yeah, certainly as
long as that's being considered during the development because especially considering you'll have two years of data that we would not have specifically seen to draw that correlation because ultimately that's what we're preparing or we certainly want them to be high achieving on on the screen itself. Ultimately when it comes to third,
fourth, fifth, we certainly want we like to see that somewhat of a correlation. That's right. Mr. Thomas from a teaching stand uh perspective will they have materials and I know it might be outside of your scope but u are we having conversations department having conversations around
what supports teachers will need materials supplies curriculum uh also are we having any uh trainings and things like that to help them to to to be able to produce what we need to produce based on the screen. >> Yes. So uh slide 13 uh to support virus
monitoring teachers and schools the LDOE has developed a K3 numeracy toolkit to use in alignment with the student response maps. The reports those resources will be available with the reports to support teachers in analyzing those student results identifying instructional needs and planning charted
responses using high quality instructional materials and our numerousy team helped us do all of that. So this is very much a hand and glove relationship between a strainer that is designed to help teachers and our instructional support team that is going out and supporting teachers. So the
there have been lots of uh uh kind but heated discussions between the psychometric side of this and the assessment development side of it and the like this is what this looks like in classrooms and what we should be assessing. Um, and I'm grateful to Jenna's team, Sharon, Nase, um, and, uh,
Jamie Abear who have just been unbelievable and their teams have been unbelievable and supporting us and, uh, pushing our thinking on this. Um, so we did some screener updates based off teacher committees. Uh, you all know we put every item before it goes in front of a young person, goes in
front of a Louisiana educator. Um, while we were with those teachers, after they had done a year of doing some of these screeners, uh, they they shared with us some feedback on ways that we could improve the way they were questioning, the words that we're using. Um, and we
put together just a a little list of some of the adjustments that we made. Um, so one we used we provided additional language specific to restating the question and prompting students who do not immediately respond because we heard that there was some you
know you you you're asking kid sometimes it's it's a teacher that's never interacting with the kid with them. So there are opportunities for them to prompt restate etc. Two road counting sections have been updated. the TAs will be required to report the first number and the last number of the student says
in the count sequence and then they mark yes if the counting was completed in sequential order. Um that's basically to give us more. They're already there asking the question. If they give us the those three pieces, we can then tell you more about what the kid could or could
not do as opposed to they could or couldn't do just that one question. Three items with more than one answer record box are going to have to be completed prior to moving on to the next item because there were some places where people were not answering that completely. Um all short answer boxes on
the teacherled sessions are restricted to numerical values only because we had some cases where non-numerical values were being entered. Um we also heard you want length. Um, and we're not the shortest we would like to be, but uh, this kindergarten, which
is a teacher-led component, the kindergarters do not engage with the computer yet. Um, in this trailer, they don't engage with the computer in the screener. Um, that's a 5 to 7 minute screener. In first grade, it is a 7 to 9 minute teacher with student trainer. And
then when you get to second grade and third grade, the teacher le times stay about the same. But then we add a studentled on the computer individual component so that we can get more information about how the kid is doing without using more of the teacher's
time. Um, so we tried to really reduce the amount of time where the teacher has to be in front of the student in order for us to get the information, but also acknowledge that we're we're not ready to put a kindergarten on Chromebook to do um to do maths or anything.
Technology is not there, kids, all of those concerns. And that's my update. Uh if you ever have feedback on reports, school tools, things that you need, just just an email or just let me know or grab me back. You know, I've had the opportunity to speak
a lot um over the last couple years around the complication that happens across the country when you look at at students in math from fourth to 8th grade in particular, proficiency goes down at scale the longer that the student is in the system. Um and so
we're trying to float that obviously in Louisiana and and I think we've done a lot of really good work on the math space. We're top five in the country for math growth. But um the the illumination of the early grades math I think will be really helpful. Um but also the new
standards and the specificity of the new standards that don't um leave questions unanswered for teachers so they more readily understand what they're being asked to do. I think that's going to be helpful with the foundational math. Um and then I don't know assuming you have
this but at that student level um this um assessment and results tied to those standards I think will be really impactful. And so we're we're in a we're in a space here where if we continue to execute well on this I think we'll see substantial math growth over the next
few years. Are there any other questions on the math screen that anyone need an opportunity to ask? Any public comment? Is there any favor to do anything other than just to consider?
>> Hearing none, we're moving on. Next item. >> Your next item is consideration of revisions to bulletins and response to acts of the 2020 legislative session. >> Motion to receive.
Mr. Hall seconded by Dr. B. >> Yes sir. >> Yes sir. >> I just want to begin with the disclaimer said before but we are not legal counsel uh for your systems. Um however we we are we did feel compelled to share a few
of the um a few of the conclusions in the legislative session just so you have that uh top line to the extent that you needed. >> Um good morning again. So, we I I I don't want to go through all of these acts individually with you all, but we
did want you to have a copy of the policy revisions that will be proposed to Bessie in August and just highlight a few of them. Take these back, look at them with your teams. If you um have someone on your team who wants to set up some time to talk with us in the next week while we finalize these documents
for Bessie, we would be more than happy to engage. So, just reach out in the next couple of days, set that up with us, and we'd be happy to talk with them about it. Um, so you have a few a few bulletins there in front of you. Um, several of these have beginning of year implications for you. So, we've worked
really hard to get the documents that you'll need for those out to you already. So, some of those were in the newsletter this week. On this first slide, you'll see um there's a notice that was there about act 144, some advanced planning to do related to
career exposure activities for students that will have to be documented in an IGP. There's some information that's required to come from Louisiana Works and they've told us that they have um an updated page on their website that's coming soon. We have a link that we're
sharing with you all and that's where the new information will be. So that that link that you get from us is straight from Louisiana Works and they're going to continue to update that with the information that you'll need to complete those act 40 act 144 activities. Um on the act 237 for the
special ed classroom camera reporting just to flag there that um it will likely require an update to local policy. So look at that with your legal counsel and determine what needs to happen there. Um and then on the um
on to the next slide. So a couple here on act 548 for the suicide prevention awareness act. Um Louisiana Department of Health has told us that they're still working to secure an actual poster or document that will satisfy that. But if
you go to the 988 louisiana.org org web page. There's a materials generator there that's sponsored by Louisiana Department of Health where you can generate signage that will satisfy that, but we'll also if they share some specific link with us to pass along to you all, we'll do that as well. The act
650 safe haven relinquishment law. This is a required flyer. DCFS has designed that. Um it was completed this week and posted online two days ago. So that link will be um available to you all next week. people send it out via the
newsletter. And then also every year we post that um active note for system leaders where we give you the acts that we were tracking throughout the year and we link any guidance or documents on there. So we'll have that linked there for you as well. Um on the act 782,
that one and act 619, both of those require some information to be sent home with students in the first 5 days of the school year. Um there also is a parent acknowledgement form that has to be signed and returned. So we do have both
of those um documents developed already. They were linked in the newsletter this week. We have um a template for the form that you can use to get that parent um acknowledgement signed and also um a version for middle grades, a version for
upper grades because that was one of the things that the ACT said we had to do was develop material for those grade levels. Um we have some um some guidance there too about the the act itself but um those materials are there available for you but just flagging that does have
to be done in the first 5 days of the school. Ashley, could you repeat that number when you're asking? 782. What was the other app? >> And 619. >> That's not on here, right? That's >> it's not on this on the slide, right? Um, but those are you you'll see when you look at the apps, the language
requiring what you have to send home is almost identical. And so for both of those, it's in the first 5 days of the school year, send this information home with students, go over it with students, parent sign, acknowledge, return. And so the the action step there is almost the
same but on two different topics. So we've did both of those documents and they were both in the newsletter this week. Um and then also wanted to flag on Act 21, this does require some updates to your emergency operations plan. The name
of it also changed to emergency operations plan and those updates have to happen in the first 60 days of the school year. So, um, just wanted to flag that for you as well so that you can make plans for that. And then you have some updates there to
bulletin 1119. We won't go through those, but they're there for your review. We also have some updates from acts 943 and 9:44 on the behavioral health services. Um, you know, we have a guidance document out for that that has
been updated and we anticipate it to be available next week. So, we should have that linked in our accessive note document that goes when we um or that that goes out to you all. And then um you'll see several bulletins are um proposed for revision due to act
964. This is adolescent literacy. It touches um several different pieces related to teacher preparation and certification. The main action step for you all right now is the adolescent literacy plan. According to the app that is due September 1st of this year, our
team has developed a template. It's available now and was linked in the newsletter this week. And so that that adolescent literacy skills plan will be due September 1st. Um the rest of the provisions in the act don't go don't go into effect for you all until next year.
Um but if you have any questions for the team or want to engage, I know several school districts are planning to go ahead and pilot some of this this year to be able to work out operational considerations. So if you're interested in any of that, feel free to reach out to the literacy team. Okay. And so again, I know that was a
lot. Feel free to share with your teams and reach out to us with any questions or if you want to look more specifically at any of it. >> Does anyone have any questions at this time for Ashley? Ashley, I do I do have one if I'd like because this came from my people. Act 144, the guidance in the
law and the guidance that come in the pupil progression template from the state do not match like the numbers of what you're supposed to do in the law don't match what it says in pupil progression. Can we please just check and get some ideas of
>> Yes, those updates to the pupil progressional plan guidance were supposed to go out. We had some more revisions to do because we had three different acts revise something related to individual graduation plans or pupil progression this year. So we gave it some extra time and attention and eyes on it. So it should be out any day now.
The updated guidance because they were saying it was the updated one. So >> Oh, the updated one still. >> Yeah, I just if I could check on that. >> Any other questions? Any public comment? Anyone have any favor to move anything on this? We're
good. Next item. >> Your next item is consideration of revisions to bulletin 102, Louisiana Physical Education Student Standard. >> Motion to receive the report. Dr. Greg,
>> Dr. We're going to begin this presentation with some burpees. We're excited. Uh I'm excited. I don't know if anybody else is excited, but I'm excited about the changes that we are making um to the physical education
standards. you know, um I just I just think that the more active that the students can be in those appropriate environments, uh the better it is for their mental health, their physical health, their their academic success. So that's why we, you know, we pushed on uh
recess a few years ago and a few adjusting there. We had to adjust. Um, and then most recently over the last uh year, we've been working on these uh physical education standards with members of your team and and other
content experts throughout the state. And um, you know, much like many of the standards that we we um produce, we often time take longer uh than the initial timeline. And that's never Jim's fault. that's always my fault if I I
delay it because I want to change something or shift something or get some more feedback. And that's that's the case with the the PE standards as well. Um because we want to make sure that they are what they need to be is I
really I really want systemic change in feeding the programs K12 throughout throughout the state. Um and just just frankly with with you all and so many of you will understand this. you've been a former assistant principal or principal. So much of this comes down um to the
excitement of that PE coach or PE teacher and their willingness to actually have a program. Um and so we are we are at a place where we are ready to present um and we put these standards in front of people but present these standards to the plate board for their
consideration. But but just frankly that that's only going to take us so far. Um, it's going to take attention at that that principal level to those peing programs to make sure that that that these actions that these standards are
actually um taking place and and that's a reality that's that's faced in that content area. I feel like in a different way uh that's faced in some of the other content areas. And so we we have a real opportunity. Um I it was also important that we provided some type of of
developmentally appropriate um assessments, testing with physical fitness throughout the year so that students will take ownership um of of their own physical fitness so that they learn how to do that at an early age. So that way they're a later age in life
that they already understand some of those principles. And and two, we know as technology shifts over the lives of of these students, the the way in which they engage with their own health and and healthcare system will also shift. But we're excited about these standards.
Um and uh Jenn presentation on some of the specificity behind them, but also we want to make sure that you all are all connected to um working online too if you have any specific questions. >> Absolutely. Good morning. So just wanted to bring you all some of
the details around the new K12 physical education standards. Um I will introduce we have Miss Morgan Smith um here today and Morgan is um our PE lead who is really uh the brains
behind all these efforts over the last year. Um although we consider ourselves expert in a lot of things, PE was not one of them before we hired Morgan onto the team. Uh, so Morgan comes with a wealth of knowledge and experience that she's brought to the team that she's now ready to bring across the state. So we
did use this past year to revise our PE standards and these will be going to the upcoming vesting meeting in just a few weeks and just wanted to bring to you all some of the review goals. And this is really just um showing on the slide that Dr. Brumley has already spoken to a little
bit um that we had some really clear goals. We wanted to increase the focus on foundational movement skills um that really promoted lifelong physical activity for students. We also had a goal around ensuring developmentally appropriate progression and improve the vertical alignment of the standards. The
standards beforehand were a little peacemeal, a little out of order. We really wanted to align that vertical progression. Um another thing is that we want to support high quality instruction. We wanted to be able to embed expectations that address the needs of all learners. We know that students are really different physically
and have different physical abilities and capabilities. Um, and we also know that PE teachers are teaching in a wide variety of settings across schools. So, we wanted to make sure that these standards would be able to be applied in practical for real classrooms, no matter
what that setting looked like. We also wanted to make sure that we were integrating movementbased standards and physical fitness outcomes into the standards themselves. So we ran a really typical for us standards review process where we had a steering committee. We
had workg groupoups um of experts from across the state. So these were folks thank you for allowing them time outside of your school systems. Um so we had various expertise around um around PE able to come to the table and talk about
what these new standards should look like. So they did that work over a series of of months and we're really grateful to the time and commitment. Um, these folks were really excited about the work that they were able to do over the course of this year and through that they made some real shifts in the new
standards. These are some things that you're going to see that are different in the 20126 standards from what we saw in the 2017 version of the standards. Um, we saw a real shift towards a more skill- centered approach. Um, we also have that developmentally appropriate
progression across grade bands. Another significant shift is the simplified organization of the standards. The revised standards were designed to support highquality teaching while remaining realistic and flexible. And finally, and I think most importantly,
there's a real shift around students learning through movement. The standards before um could have been interpreted and implemented in a way where students were sitting sitting in classrooms receiving information. And the new
language in the standards really promotes physical activity. And so I have an example of that here on this slide um with the old version of the standard in comparison to the new version. Um and you can see of course on that left hand side you see we saw terms
in the old standards like recognizing or identifying and in the new standards you see more actionbased expectations like the one you see here demonstrates activities to improve muscular strength and endurance. Another example I want to show you all
today happens in on the middle and high school standard level where there was um a real intentional approach to embedding fitness-based standards. Um and this is really along with the goal of creating
lifelong learners and these lifelong fitness roles that could be a part of students not only when they're in school during their K12 experience but after they leave a school environment. Um, so these really shifted into these fitness-based standards that you see
more in middle and high school, hoping to encourage students for lifelong physical fitness and health. This is just a look at the progression. So, this is one of the things that I think was was sort of cleaned up where we saw kind of peace meal and things out of place and maybe out of order. You can
see there's now a clear progression from kindergarten all the way up through those high school standards um that progress the skills in PE. And then I think really important and probably um I think one of the main questions here is what is the timeline? So we've undergone the review process.
Those standards we think are in a really good final draft place at this point. They'll go to Bessie in the upcoming week hopefully for approval. And following that, that brings a learning mirror this year with full implementation intended for the 2027
2028 school year. Um Morgan on our team is offering a variety of trainings around these new standards. Um this is going to be over this upcoming year. Um, we'll be offering some things across the state, but it will mostly be upon
request because we want to serve you and your e teachers during the days that fits the best for you. And so, we've already had several requests for Morgan. She has different versions of the professional learning for these new standards. Um, it can be a 2hour, it can
be a half day, it can be a full day experience. Um, and that the ability for you all to request will be released next week on our system leader call. there'll be a link that you all will be able to complete to request um when you would like Morgan to visit and provide
training for your PE teachers. Um so this could be done easily on any of your district PD days or when you might have parent teacher conferences scheduled. Um Morgan can also help with you setting district-wide expectations around physical education. Um I think sometimes
we're walking into PE settings and seeing far too many students sitting instead of moving. And so Morgan is also really help helpful at the district level or she can be very helpful at the district level to be set expectations for what high quality PE instruction
should look like um across your schools. Um, we also she will also be able to offer things around best practices in PE instruction. And then included within these standards are also some updates and information around water safety, um,
injury prevention, which is something that I think has been really top of mind for a lot of people, as well as proper attire for physical fitness. Um, and Dr. Brley also mentions that fitness testing. Um, so Morgan can be of help there as well.
So Morgan is here today. If you want to engage with her after the meeting, but also for everyone and everyone watching, you'll be able to request her support um via a link on that leader monthly call. >> That concludes my presentation. >> Do you have any questions for Jim?
>> Mr. B. Dr. Chess, just one question. I'm happy to connect with Morgan later, but is has there been any conversations around just kind of building some excitement and energy around competitions, you know, statewide, regionally. I mean like I don't some of us do some things specific
to elementary uh physical fitness competitions but but I think there could be some motivation and energy around that or what the students are doing if if there were organized hey pair teacher of the year you know all those types of things do um physical fitness challenges
and is there an emphasis on uh following the resources with the presidential physical fitness challenges >> that is something that we have talked about all of that um what we do maybe regionally are statewide. Um there's also been some newly released I know
guidance and information from the federal level around that presidential f physical fitness. So Morgan has been really an active participant. There have been some statewide convenings of leadership around that physical fitness. Um so Morgan's been really um keeping up
with those groups as they discuss it, but there are plans in the future for some statewide physical fitness. And one additional point, superintendent power, on that is, you know, President Trump signed back into effect the presidential fitness uh test and then Governor Landry
on top of that sign something in for the state of Louisiana. So, and and I want to support that. And what what we wanted to do and part of the timing delay a little bit was we wanted to make sure that the movements that we were asking
the children to do in different grade levels were were developmentally appropriate leading up to that. And so some of the tracking that you see and assessment type stuff that you'll see and you can get in with Morgan later it it is like a building block to that so
that there's not a disconnect between you know what the president has asked what the governor has asked and what Bessie is asking you know we have alignment there any other questions any public comment hearing none next item please
>> your next item is consideration of an update report regarding the US Department of Education's funding waiver. >> See report second back. >> Yes sir. Thanks Mr. Ber. Um so we just want to provide a little bit of an
update here. Um we have a really strong relationship um with the US Department of Education real collaborative relationship uh with them and um Bernell represents us well and some of the engagement with the um grants management
uh and federal financial support. So I wanted Bernell to give a few comments today. Thank you Dr. B. >> Yes. So um as many of you know the U president the United States and the department of ed they are looking to
give states more flexibility and more power for those that are closest to kids to make decisions. So as a part of that um our state we applied for a couple of wavers but the first one you see is a flex waiver here and this waiver gives
Louisiana department of education the ability to approve certain waiver requests on behalf of our LEAs rather than inquiring and approval from ed to move forward. Uh this change streamlines uh decision making and reduces
administrative delays. So many of you um in working with your federal program directors uh you're probably unaware especially during those uh co months when we got the co funding uh many of you were focused on using those funds
and many of you needed uh some additional time uh to spend your regular title funds that you get on a regular basis. So one of the provisions of this edge flex waiver is we use for title one there's a requirement that you obligate
at least 85% of your funds on an annual basis and if you need to carry over more than that 15% um into the next year you would have to request a waiver from us as a state well um you only get one every three years and so we would have to ask Ed hey can
we let your district although they requested one the previous year, can we allow you to uh access that flexibility for an additional year without being penalized? So now we as a state of Louisiana, we have the authority now to
give your districts that uh 15% uh carryover waiver. There's another program um title four uh for student achievement has three categories well-rounded education safe and healthy schools and effective use of technology
where there are certain um parameters of the law that require certain percentages in those categories that you had to stick to. Now, we have the authority to allow you to budget those title four funds beyond those uh required
percentages. For example, if you want to do a district-wide STEM initiative and you want to put the bulk of your funds in that initiative, well, now you have the flexibility to do that. So, with the ad flex waiver, we've been approved for it. We actually have an application
already out for uh the title 4 flexibility um that uh some of your districts have applied for, but we look on building uh the momentum and getting more of you um having access to that particular waiver. Um another waiver
that we've um requested is called the consolidated allocation plan waiver. Now this particular waiver operates at the state level and allows it agency um to come behind our state set aides to more
effectively support you. And you'll see on the slide some of the benefits. Uh it helps us to align our investments with evidence-based practices that have contributed to Louisiana's national recognized academic growth. Uh reduces fragmented compliance requirements. So
for example, we can um actually there's a set aside for title two that we um use at the state level. There's a set aside for title four. So theoretically we can combine those funds and place the emphasis on uh those areas that are
important in supporting you guys rather than being bound by everything has to be spent like for title two are we going to use some type of for funds. Um so uh you'll see here it also allows the funds to be deployed um where we
have the greatest impact on student outcomes and many of you are already aware of some of those areas that we are are targeting literacy math achievement high dosage tutoring teacher development attendance improvement and then other
types of student support services. But the key for you guys here with this waiver here, although this is flexibility for us as a state, this does not impact the amount of funds that we have to flow to your school systems out
of those buckets of funds. All right? It does not impact that the formula funds that has to um go out to your school systems. All right? So um I'm going to pause there. That was a lot of information to see if you have any questions.
>> Any questions on the first point? Waiters. >> We're good. >> All right. Thank you. >> Before we get to our last item, they're going to be passing something out. I do want to recognize um also another special guest here. Dr. Sabre King is
hiding in the back over here. Dr. Sabra is the senior education policy adviser for the governor's office and we are glad that you today and we thank you for being here. So they are going to be passing out this information. If you would please read our last item.
>> The last item on the agenda is consideration of an update report regarding artificial intelligence leader competencies. >> Motion to receive this board. Dr. Joseph second.
Dr. Van meter, we were um we were one of the we were one of the first we're one of the first states um in the country to really jump into that AI space um by putting out a framework uh
and some guidelines a couple of years ago. Um over the last few years we've spent um time at teacher leader summit training on various AI endeavors. I know
with our uh computer science standards uh we've embedded a good bit of the AI work in there and we we know that this is more than anything else fluid and moving
rapidly and um we know that's true. uh and we know that anything that we we publish um also has to be fluid, but we can't run away from publishing and providing guidance just because we know it could change tomorrow. Um and so
we're thinking about a number of different competencies for AI to try to be supportive uh to you and your systems. Well, you know, what does this look like for a student to be competent? What does this look like for a teacher? What does this look like for a leader?
Um and so because we don't have all the answers, uh we are engaged with, you know, various uh groups and individuals to help us make through this. Uh and you're certainly included in that. And so we wanted to go ahead and share with
you um what we're thinking on the leader competency. So what is a what what makes a leader uh competent in AI from the educational standpoint in in in leading um in this particular space and so Jenna
is going to make a presentation. >> Thank you Dr. Brmling. Um so I think to start one of the things that we've tried to do in particular over the last year or so Dr. only talked about our work over the last two years around AI and over the last year we've really tried to ensure that we are thinking about AI and
leading around AI from a really coherent perspective and not seeing AI as something very separate apart from everything else that we're doing but make sure that we are integrating it um and that we're doing this both in our approach to student learning around AI but also adult learning and adult usage
of AI so we did release several years ago that AI guidance which includes included our AI framework. Um, and it really, I think, set the stage with just like some some parameters, some guard rails around AI. It gave some things to
think about. Um, but we do have new updated AI guidance that will soon be released. It's that that old document that had some new information. Um, because it is time because as Dr. Brownley spoke about, this is a a really rapidly changing environment. Um so
there are new things that we are doing that we are leading on around AI. We have leader teacher and student AI competencies. We did engage in a teacher workg groupoup over the last several months throughout the spring um around teacher and student AI competencies.
Um and we wanted to bring to you all today what some leader competencies might look like in alignment with those student and teacher competencies. Um, we also are creating along with the new updated AI guidance an AI evaluation
tool for school system leaders to think about what AI you're bringing into your school system. So something to help you there. Um, also a teacher toolkit that has been created by that AI teacher collaborative. Um, we also have been working on professional development
around AI and in the coming months we'll be releasing a professional learning on our Louisiana professional learning platform um that is meant to be foundational AI literacy for educators and for school leaders um with following
that more advanced AI training for those interested meant for educators and leaders. We're working with um LA Tech on some more advanced training and what that could look like, but that foundational will be released this fall. Um so we're doing quite a few things
around AI, but really working on AI um from an approach and you see even with some of the the things that we're piloting and working on, one from a very coherent approach. We're thinking about what does AI look like in conjunction with um our educational technology plan?
what does AI look like within computer science? And so you all are welcome um to request support in your work around AI as you think about um AI policy, AI implementation, the use of it by both
the adults and the students that you serve. Um we have a fantastic computer science team. Um and they cover computer science and AI led by Jamie Nixon who's here today. Um, so you can chat with her afterwards, but you can also request support from that computer science team
and that includes AI through our menu of services um that was released last year. Um, so they're happy to visit with you all on a phone call or Zoom or also make a site visit out to your district to talk about um what you're doing and thinking about AI right now. But these
AI competencies are in front of you. This is it says draft on it. It is absolutely meant to be in draft form. Um, one of the things that we've been thinking of is how do these leader and teacher competencies connect to our Louisiana leader rubric? How do the teacher competencies connect to the
Louisiana educator rubric? If we're thinking about AI from this lens of coherence, what we don't want is a separate AI checklist that you might be looking for as you visit classrooms. But how does this connect with what we already want to see a teacher doing in
best practices within our educator rubric? Um, so those are some things that we're thinking about adding in, but absolutely open to any feedback um, either now or in the future if you want to take this back to your teams and visit around it. Um, we're happy to take
feedback around these new AI competences. >> U, Jenna does a really good job of of grounding us uh, at our um, leadership level around coherence of everything that happens. And um, this is just
another example. We know we know for instance the vendors that are all coming at you with various products um in this space and you know certainly some are good and some are not and um you know we
we thought we thought about you know on the on the vet you said evaluation tool. It's essentially a vetting tool that you can you can use to make sure that products that are entered into your system are coherent to your
academic plans. And so we made the decision at at our table to say, you know, we're not just going to go and grab a vetting tool that's readily available online that another organization that does good work organizations have put together. we want to build our own using that information
because we want to make sure that we have coherence to what we're asking uh to be done in classrooms. And so that that is uh certainly forthcoming sooner than later. Uh but whenever you whenever you begin to interact with that, know
that your your academic teams and your technology teams should should be able to go through that tool and and make better decisions on whether uh a particular product or vendor will add value to your academic program or
distract from your academic program. And so we're really excited about providing uh that to you all as a support. It's not anything mandatory you have to use. We're just trying to to um um provide some additional support around that because I look I've been in your seat. I
know the ways in which you're probably being hit by various vendors on this topic right now and they all have the absolute best thing. Just ask them. Um but you you have to make strong decisions for the kids and the teachers. So, um that's important. And also, uh Jen, if they want to if they want to
engage more on a leader framework, should they just visit with Jamie or >> Absolutely. And Jamie's here today. Um, but we're happy if you want to send it to me and I'll pass it along. We're happy to uh receive any feedback on competencies or provide any support um out in your systems as you think about
because it's here. >> You got any questions before they wrap up here? That is our last agenda item. There's a question before I was a little confused relative to the agenda today. Um, chair, I know there
were some changes because there like even in the book that references several agenda items that I expected there at least to be possibly some discussion. One of his towns was up earlier relative to um the legislative act. So I I assume because I had read that prior to coming.
I wanted to really talk about some of the potential impacts relative to the bulletins as you're revising them. Is there any opportunity to maybe if we because the agenda was changed, we can make a motion to go back to the legislative agenda item because we did not receive an official agenda, but I
really would like to share some concerns that we have relative to the behavioral health providers in our schools. >> So, I make a motion to return. I don't know what the agenda is now because I don't have the actual agenda. What's printed in the vote is not accurate. Are
you referring to the acts of the 2026 regular legislative session? >> Yes, ma'am. I >> like a motion to return to item 3.3. >> 3.3. >> So, a motion from Dr. Orton to return back to 3.3 second by Mr. Powell, Miss Ashley. Any opposition to that motion
>> and and I just want to make one clarification that the it is accurate because the acts fall within buckets of bulletins. So, there's more acts than there are bulletins. So there was 40
acts but it's only affecting six or seven bulletins. So the agenda item is accurate. It's just the acts spread out amongst those things. And for me it was just typically we the materials that sent in advance we have the opportunity
to review including changes to bulletins that was never we were never afforded the opportunity to talk specifically about that. So I ended up those things were removed. So I know that there was still some development taking place which is kind of what led to confusion of when do I bring this up
>> Dr. Organ. >> Thank you. >> Miss Ashley is available. >> All right. So it's specifically in reference to um bulletins 135 and 1706. And it references really the behavioral health providers of um the act 944 that
was changed in this last legislative session two years ago. uh just for the superintendent's point of reference uh the law was passed that required us to allow behavioral health providers in our school systems to help in certain situations whe special needs students or
whatever it may be. Uh generally speaking I know speaking on behalf most students we allow however laws pass. Uh, one thing that we and and many of us including last were active at the state legislature relative to this particular actually really fought and I know um to
you as well fought long and hard relative to um a lot of our teachers and principles feeling as though um some not I don't want to classify or make assumptions some providers were looking at this as an opportunity really to to
to almost be a monogram at times right almost a vendor type um law. However, the law is passed. So, we had to advise to that. What in my experience is super in St. Charles Parish, what we have found is that providers are taking this opportunity to come into our classrooms
and really in our opinion interfering with the instruction and and the PII information we try to protect in our student classrooms by prize and we've addressed this at different levels. So, don't don't want to assume that you guys are going to take care of that. However,
once this law was passed or updated 944 requires them to have a meeting with us as we would typically facilitate through an IEP meeting, right? We really fought hard and long to put that in there and I see that as part of the requirements of the bullet to change which I appreciate.
Since the law has been passed already, as of this week, we have a provider that now wants to enter a prek3 classroom, three-year-old classroom, uh, to provide supports, right? We we haven't even had the opportunity yet to evaluate our
ourselves, but according to law, they have the right to come in. What they are pushing us back on are the trainings and requirements that we have to abide by when an adult enters our campus rather than to providing services to our kids.
These providers have total access to our classrooms to our students, not necessarily PII information. However, they can collect information uh indirectly by them being allowed to be in a classroom all day if they want because
the law doesn't state specifically state that in our opinion they're collecting information for other students and reaching out to parents. Of course, I realize that's a of, you know, that's something we have to address, but are there any barriers we can put in place because now they're giving us push back
on having to be mandatory reporters and that they don't have to they don't have to take this training and that training. So is there any way the state department when you're considering these revisions to the bulletin while we have I'll say fought but have worked with legislators
to try to put some barriers in place to not interfere with teacher autonomy and instruction in the classroom as well as the principal's view that this could open up a a variety of avenues for people to be in all of our schools some more than others and really protect the
student as much as our teachers as much as our um you know our principles and our school systems to ensure that there's some clarity relative to the the training. I understand we have to develop a policy uh but it would help if we had some backing relative to the bulletin that if they're on our campuses
they have to abide by the same laws that are in place relative to to our our teachers and they have access to our students and to other things. So, one, you you're not going to find an agency or a leadership team that has been more
outspoken on protecting instructional time. Teachers are not social workers, you know, teachers are not counselors. Um, parents need to be the ones in the driver's seat around making uh healthcare decisions, which includes emotional help. Um, so we we have been
very active and outspoken on that. Now, you you have various acts that have passed because various legislators uh and lobbying groups andor um families wanting them to pass. You know, I know our chief of staff, Ken Bradley, who was
at the table a number of times on bills just like this working to protect instructional time. I know we worked behind the scenes to protect instructional time. Some things still still made it through the process. You know, I would, and I'm not suggesting you haven't, but I would also encourage
you guys um if if your organization as a whole um has a complication with one of these bills that you know interfered with instructional time, you you go out front and and and make those testimonies. Not saying you didn't. Um but uh all that to say once once it's a
signed um an act and becomes a law then we have to deal with it. But you know I don't I don't mind having to actually connect with you beyond today and and learn more about specifically is there anything that that that Vessie uh can do on the policy side to provide some
additional safeguards. We can we can certainly do that. Um but I don't know that you know in this setting right now we're going to solve for what those things are. But I'm certainly happy to um if we can if we can help assist you with um you know in the the protection
of instructional time as a result of an act that is outside the bound of our work we will do it and I appreciate that and really it was just to provide feedback because I saw it was on the agenda originally with that bulletin specifically. So uh and in the law it doesn't say anything about
them having to you know abide by the trainings all those those other things that were trying to be protected. So that's the only reason I really wanted to bring it up today, but I'll be happy to follow Miss Townson's report. >> Yeah, please do. >> And actually, we had worked with her previously because this was something that was going on that we worked very closely with.
>> Anyone else? >> I'd also ask that we return to agenda item 3.4. Um, I know we move pretty quickly. I I feel like those social studies standards have been the physical education standards have been properly vetted. Um,
a lot of time put into it. I think they're good for students. I think they're good for schools and I ask that the council consider endorsing it and 3.4. Mr. Jones has made a motion that we endorse
the PE standards in this committee. Do I have a second? Dr. Gray seconds that. Any opposition to that? So we will make that note that item 3.4. All in favor say I. Any opposition?
I can give you one time to correct mess. >> So with that being said, Dr. Brumley, do you have any closing thoughts? just um um you know we don't there there's no there's no good time there's no good time to to to to do um kind of a around
the state beginning of school life uh collaborative um but we wanted to do it and so Jenna and Trey and I uh have have been working uh on what we're just calling our top of mind tour and we're calling that just because just because just we think these are some of the
things that should be top of mind for you and your systems And so that week of that week of the 10th through the 13th, um we have I think seven different opportunities around the state where we're just trying to pull you and and two members of your team together should you want to collaborate with your peers.
Um we worked as a team to try to think about, you know, what are some topics that might be worth uh discussion. And so if you registered and I and I think nearly 60 of you already have um so that's that's fantastic. But if you haven't, uh, we welcome you to come. And
also, we know it's the it's the first of school and it just may not work for you and that's fine. Um, but it's hard to have a top of mind tour for the first school with it not being at the first of school. So, um, that's that's what it is. If you can come, great. We'd love to
have you. If you can't, no problem. We're just trying to, um, be as accessible as we can, and we'll hit seven stops over four days. >> Thank you. Just a couple other reminders. August 13th is the legislative MFP task force at 1:00. That is on August 13th. You will be getting
some surveys from LASA in the next week. So, please be on the lookout for those as we try to gather some information for our executive director on August 18th. Committee meetings for Bessie. The MFP Bessie task force is at 3:00 on that afternoon. MFP we all know is going to
be a pretty big topic. So anytime that you can give us your input and and be part of those, we'd appreciate it. And with that, our next meeting is on September 17th, 2026. Do I have a motion to adjourn? Motion by Dr. Gray, second by Mr. B. All
those in favor of journ say I motion carries. The meeting is complete. He knows I have Goodbye.