academic goals and instructional improvement committee >> for Tuesday, October 14th. And could we get a roll call? >> I'm not. >> Mr. Appel Oh, you're it. I'm expecting
>> here. Mr. Appel's present. Dr. Armstrong. Dr. Armstrong's present. Mr. Berin >> here. >> Mr. Perkins present. Mr. Castile. >> Mr. Castile's present. Miss Champagne >> here. >> Miss Champagne. Present.
>> Dr. Clark. >> Present. >> Dr. Clark's present. Mr. Harris >> here. >> Mr. Harris. Present. Mr. Hollis. Mr. Hollis is not present. Miss Holloway >> here. >> Miss Holloway is present. Miss Melerin.
>> Miss Melerin is present. Mr. Morris >> here. >> Mr. Morris is present. Miss Morgan. Miss Morgan's present. >> Say we have a quorum. >> We have a quorum. >> Thank you. >> Okay. Uh let's go to the first item.
Consent agenda. >> Your consent agenda is ready for approval. Adding items 5.1 through 5.4. Okay, >> motion. I'm saying I'm just looking some. Okay, we have a motion by Mr. Harris, second by Miss Shamp.
>> Any opposed? >> Any opposed? >> You're going to do it. I'm just trying to figure out who's on first. >> Any opposed to the uh motion? Hearing no opposition, the motion stands adopted. Next, >> there's going to be a motion to take an item out of order. >> Yeah.
>> Okay, Mr. Morris. >> Yeah, Mr. Chair, thank you. Uh, I'd like to offer a motion uh to take an item out of order. Like to move item 8.3 uh to the front of our agenda, followed by item 8.2. >> 8.1. >> 8.1,
>> I'm sorry, 8.1. Thank you for that. >> Okay, we have a motion uh by uh President Moore, second by uh Miss Melerin. Do we have any opposition to the motion hearing? None. The motion stands adopted. Uh who wants to handle this? >> Thank you, Mr. P.
>> I'll uh need to read it into the record. >> Okay. Your first item is on page 78, item 8.3, consideration of a discussion regarding the AI round table and AI workg groupoup. The recommendation is to receive and approve. Need a motion. >> We have a motion by President Morris,
second by Miss Melerin. Any opposition? No opposition. Motions and adopted. Okay. >> All right. All right. Thank you, Mr. Chair. Um members, this item is uh on our agenda to follow up on our
resolution from August uh Bessie uh where we unanimously um support the uh approach going forward uh to work with LDOE and and um all of our stakeholders uh to address our concerns for innovation going forward,
implementation of uh AI in K- through2 education. Uh so one thing that was brought to my attention this morning I thought was extremely relevant was um in my uh in my media release I saw that the Nobel Prize this year in economics was
awarded to three individuals to share that award and it was the uh the Nobel Prize in economics and they were cited for uh a key economic concept known as creative destruction.
Um and with uh and with this concept uh the uh the Nobel committee went on to say that uh the winners were credited with better explaining and quantifying creative destruction. A key concept in economics that refers to the process in
which beneficial innovations replace and thus destroy older technologies and business. the concept is usually uh associated with research from as far back as 1942. Um
but then uh the chair of the committee further went on to say that the laurate's work shows that economic growth cannot be taken for granted. We must uphold the mechanisms that underly creative destruction so that we do not fall back into stagnation.
Um, so I think it's it's very timely and very appropriate that the state of Louisiana addresses uh AI innovation uh and and how we're going to approach it in K- through2 education. So that's the intent this morning uh is is to follow up on on the work this board has
previously done. Uh initially we had planned to uh uh ask Dr. Dr. Deadto to come to the table and and sort of set the foundation of this conversation with us with the with the base case that that the state department of education brings
to the table, the work they've already done in this in this uh pathway and and the foundation going forward. And then we were going to follow up with the Bessie item uh to build on that foundation recognizing that uh we don't have the internal horsepower. I don't know that any state in the country has
the internal horsepower to to move this very far. So Bessie's intent here is to leverage uh external resources and build on the department's work. Um but because of some uh schedule conflicts this morning with with some of our major contributors to this conversation, we're
moving the Bessie item ahead of the LDOE item. But I wanted everyone to appreciate uh the intention here is to uh appreciate the the base case that state department of education brings to the table and then Bessie's intent is to is to build on that. Uh so so moving
forward uh just wanted to acknowledge uh both the Bessie members that were able to attend our roundt discussion at Ben Franklin High School on September 24th. Um so uh Dr. Armstrong, Senator Pel, uh and Mr. Castile, thank you all so much
for taking time out of your busy schedule to attend as well. I understand we've got several members here from our round table uh that that brought us a broader perspective uh to this conversation and and some of that external horsepower we'd like to
leverage. Um very excited uh to share that uh we have support um from uh a number of leaders uh in our state particularly in the education space with regard to Bessie's initiative. um here with us this morning. In a second, I'm
going introduce uh Louisiana Tech President Dr. Jim Henderson uh who we're going to propose would chair a Bessie committee to lead this initiative. Um but uh at this time uh also wanted to recognize as I said several members of
that roundt discussion uh who were able to attend this morning. So, if you're in the room, I just want to let you know we really appreciate uh your initial interest, your support, and hope that you will be interested in working with us on this committee going forward. Um,
so with that, Mr. Chair, I'd like to introduce a motion uh for uh Bessie to create uh an uh uh a committee tasked with prioritizing and strategizing opportunities while recognizing the risk
of artificial intelligence in education. Uh I further I move to appoint Dr. Jim Henderson, the current president of Louisiana Tech as chair of the AI work group. >> Thank you. That that's it. >> That's my motion. Yes. >> Okay. We have a motion by President Morris and second by Mr. Harris. We have
any objection to the motion hearing. No objection. The motion stands adopted. Do you want to call up? >> Yes, sir. If we could, I'd like to ask Dr. Henderson to approach the table. Okay. And and if you would uh share with us >> Let me uh if you don't mind, let me while he's coming up, let me share a
couple of thoughts I personally have on the goals that we're setting forth. I look at our role in implementation of AI in two parts. One is what does the classroom of the future going to look
like? As as I pointed out when my kids 20some years ago went to school for the first time, there were no laptops. There were no iPads, right board, so forth and so on. And in the course of their career, it all changed dramatically. Well, I
suspect that u where we are today and where we'll be in five years and 10 years will don't won't look anything like where we are today. So, that's number one, the classroom future. Number two is what what is it that we're trying to accomplish is in in educating uh our
young people in AI. Um, first of all, we need to know what fits with industry, what fits with higher ed, and what fits with uh votech. But we also need to coordinate with our state workforce commission, economic development folks
um and of course the universities and with industry, private sector. So the challenge to this committee will be to try to encompass all those things in one uh output and not just issue a report that sits on a shelf as we've discussed
but actually come up with practical workable uh steps for us uh so that Louisiana can be a leader in this field. Um it's it's early in the game, but the game's moving rapidly and we have a chance to jump ahead uh of many other
states and this is a great opportunity. So with that, uh Dr. Henderson. Oh, do you want to introduce his >> Yeah, actually I would. Thank you, Mr. Chair. Um so, uh personally, I I've had a previous work experience with Dr. Henderson. Um members, if you would uh
look at your your handout um on the first page of your of every handout that we give to the board, uh there's a definition here for career and college readiness for the state of Louisiana. Uh so Mr. Castillo and I had the pleasure in the last Bessie working with Dr.
Henderson. Uh he was instrumental in helping us to put this definition um in place and uh get unanimous support from Bessie as well as the board of regents. So Dr. Henderson has been instrumental in our in our work at Bessie in the past. Uh he he's recognized by most
everyone in this space, but for those who may not have already worked with Dr. Henderson, I just wanted to share uh the background that's provided by the university. Uh so if you will, Mr. Chair, uh Dr. Henderson, Dr. Jim Henderson became the 15th president of
Louisiana Tech University on January 2024. Uh his ties go back more than 80 years when his father Clim Henderson was recruited to play uh play for famed Louisiana Tech football coach Joe Iay. His mother Martha was a two-time Tech
grad. Uh Dr. Henderson previously served as president and CEO of the University of Louisiana system, one of the nation's largest university systems. As the longest serving UL system president, he led the universities of Louisiana in the creation of a strategic framework that
charged its member institutions to produce the most educated generation in Louisiana's history through various systemic initiatives such as Compete Louisiana, the Regginal F. Lewis scholars, and the challenges associated with the global pandemic and fiscal uncertainty. He developed a notion of
system that will continue to benefit each of the nine institutions for decades to come. Henderson also served as president of his alma mater, Northwestern State University, where he invigorated student life in campus culture, leading to the highest enrollment in the school's 135-year
history. Before taking the helm at NSU, Anderson served as chancellor of Bojer Community College. During his tenure, the institution ranked among the five fastest growing colleges in the nation for five consecutive years. In 2012, Dr. Henderson was named a Northwest Louisiana Business Hall of Fame laurate.
And in 2017, he was inducted into the Northwestern State University's Hall of Honor, the long purple line. Dr. Henderson holds a master of science and administration from University of West Florida, doctorate in management, University of Florida. In 2010, he completed the University of Education
Management at Harvard Graduate School of Education. He currently serves as chair of the board of visitors of the Marine Corps University. And uh happy to add here and share Dr. Henderson. The smartest decision Henderson has made is marrying his
college sweetheart. Tanya, who founded her own media company and after a successful career in advertising. The Hendersons have three children, Reagan, Nicholas, and Alexander, who's majoring in chemical engineering at Louisiana Tech, and four grandchildren, Zachary,
Miguel, Maria, and Lucille. Dr. Henderson, welcome to Bessie. >> Thank you, Mr. Thank you very much, Mr. Par. Uh it is it's a pleasure to be here with you and I appreciate the work that all of you commit to the to advancing Louisiana in uh what I think is one of
the the the only ways we can and that's educating our populace and uh certainly uh to be associated with this work is is something that I'm honored by and humbled by and working with a broad way array of stakeholders to come forward with a framework. I think that what
you'll find usable is is quite a tall order. Uh mostly because we don't have a lot of time to develop this. This is a uh you know chat GPT Open AI released chat GTP2 to the to the rep to the public in November of 2022 and I think
it took about 60 days to reach 100 million users. Uh I was in the parking lot earlier today with Ty Romel as I was getting ready to walk in. he was picking up a football helmet to deliver to a legislator because that's the important work that we do sometimes. And he showed me on his phone his itinerary for New
York City that uh he just went into chat GTP chat GPT and said I need an itinerary for 3 days in New York and it had the most comprehensive list of things that would have taken usually an hour, two hours to to do studies and do all these kinds of things to try to put
together such an itinerary. AI is ubiquitous and there are so many tools that are available to us. It is uh a stunningly complex challenge and what we have to do as a state as certainly you as an entity that oversees public
education in the state is ensure that we are preparing young people with the competencies necessary to operate in this world. AI has become such a foundational competency. It is belongs with the three Rs writing, reading and arithmetic. It is something that is is
that even those of us that don't consider ourselves experts on AI utilize every day every time we do a Google search. Um we have talked about the future of work for a long time. And I go back always start in the 19th century when the lites were destroying factories and machinery these artisans that were
afraid that technology was going to replace their jobs and it didn't. It actually led to an increase in employment and same thing in the 30s when John Mayard Kaine talked about technological unemployment. that technology was actually going to replace so many jobs, we would all be looking for ways to spend our leisure time. And
those predictions have occurred over and over again in history. And there's a lot of angst about what what artificial intelligence is going to do to jobs. And I will tell you there's a little bit of a difference this time because the
exponential advance of technology associated with AI is one that is moving quickly and it doesn't seem to have an end. Every other advance in technology has has come upward on a curve and then plateaued and we've been able to catch up with education. This one shows no
signs of slowing down and if you look at the nature of AI, it really shouldn't. So formulating a plan to ensure that all the young people that come through our schools develop a core competencies AI literacy understanding the ethical use of AI. I think that's going to be very
important. But you're also dealing with a cadgery of teachers many of whom have been in the classroom for 20 years some even longer than that have a need to quickly get up to speed with AI competencies. You have families many
uh 2001 a space odyssey and we saw what how did uh with intelligence he got he decided to serve his own purposes rather than those who were masters so it's not uncommon for us to be a little bit angstridden with AI but angst doesn't defeat doesn't doesn't mean that AI is
ever going to stop it's something that is here it's with us it's going to continue to develop and having a framework for the state of Louisiana that allows us to empower empower our people to take advantage of it. Gives us an opportunity to take a competitive advantage in the country. We have a space to lead and I hope that we can uh
develop a framework that allows you as a board to do that. Mr. Chairman, I'd be happy to answer any questions. >> Thank you, sir. Uh members, great opportunity here, Mr. >> Thank you. Yeah, I want I want to tell you I appreciate you taking this role on
because I think it's so critically important that we do get ahead and thank you uh President Morris for doing this. I'll just give you an example. We've been working with AI and my little old company and it's moved so fast. Uh last
week I was able to tell Grog to write me a 20 second ad. It wrote the script. I put it on to uh the chat GTP and did the SRO5 and within 10 minutes we had a 20 second ad with that looked
professionally done out of uh you know just the air. I mean, it generated the humans. It did everything. So, there's no copyright problems. But that's incredible to me because it's happened so fast. And I think that we need to
really get on it to make sure that one thing that I appreciate out of your comments is that our teachers will be comfortable. Uh because I do see some of them being a little nervous about it. I don't think it'll ever replace a teacher. It'll be a tool. and also the
families and everything else. So, I look forward to seeing what this committee uh produces because I can tell you just from the business side of it, uh it is incredible the things that AI has done for my business over the last year. Uh
it's just and there's no stopping to it. I think it's going to continue and we've got to get in front of it. So, thank you so much for chairing it and I've worked with you in the legislature. It was always a pleasure even through those hard times when you needed money and there was none. So
>> my memory is a little foggy on that. >> Yeah. So Mr. >> Thank you so much. Yes sir. >> Mr. Castile, >> Dr. Henderson, uh thank you for all that you've done throughout higher education and the work that you're going to continue to do. Uh one of the topics that was raised in our uh our round
table discussion is on one hand we have AI literacy. We certainly want our teachers to be literate. We want our community, the country to be literate, but someone's creating this technology and and I and as the president of
Louisiana Tech, um I think it shouldn't be lost on all of us that we shouldn't just be consumers of the technology, but we should be designers and innovators and that we should be on the forefront of that as well. Uh, too often we see
the new and shiny technology and we can't wait to have it, but someone created that and I'd really like to see our folks be on the front lines of of that creation. So, I just would encourage the committee to really strongly consider that. >> I appreciate that comment and and I look at the work occurring in AI just at
Louisiana Tech. It's certainly this great work occurring at LSU and at two lane and so many universities across this this state, but at less programs. Craig Vans Slike is leading one of the most advanced AI creation
programs that exist anywhere in the country. In fact, he speaks all over the country on AI where they're they're getting into the algorithms and understanding how you can use data in large language models and in other applications to develop AI tools and that's a very specific skill set. But at
the same time in industrial engineering, Mary Finley is leading research on how industries can incorporate AI tools in their business processes. So it's an application piece. They're not creating it. They're just using it to to streamline their their their work. In an
IIO psych industrial organizational psychology program, we have researchers thinking about how do you prepare your workforce within your organization to respond to a world that's constantly changing, a work world that's changing because of AI and the cultural implications that has within your
workspace. And so there's so many different elements of that. And in the college of liberal arts, they're trying to determine when a student is using AI to write a paper. So there's so many facets of this, but you're right. We've got to be developing the talent that is creating the next AI tools even as we're
working on this very broad universal approach to AI literacy that's going to affect all of us. It's a multiaceted framework that is is going to be required. >> Correct. Thank you. >> Yes. >> Go ahead, Dr. Armstrong. >> So Dr. Hers,
>> I person I personally want to thank you again for doing this. Um, I appreciate your focus on education and how all grade levels from preK through the university level will be able to
implement this safely for all of our students. And I'm glad our paths are going to cross again. >> It's a it's a dear pleasure. My daughter won the the fourth grade math competition at St. Thomas Moore uh middle school. It's I don't want to guess how many
years ago, probably 20. And but deeply appreciate your role in that school's role in my children's formation, Dr. Armshop. It's good to see. >> Okay. Anyone else? Go ahead, sir. >> Yeah. Uh before uh you head out. Uh Dr. Henderson, just wanted to bring a couple things to members attention. Uh just
want to share that uh have spoken with uh uh Senate Ed Chair Rick Edmonds, House Ed Chair Ly Schlaggel, and Board of Regents Chair Misty Cordell. uh they're all on board, very supportive, looking forward to working with you on this initiative. So, I wanted to share that with members. Uh, additionally, you
and I had discussed uh that this committee uh would uh or this board, I guess, could expect to hear from this committee no later than March 12th. Uh so, that would give you two or three months to to convene uh with with your committee uh and and then give us some
feedback by March 12th. >> I think March 12th is a great date. I think it speaks to the urgency of this issue. I think that the the the membership of the round table that you put together earlier uh is a model for bringing a wide level of participation from multiple voices. I think that many
of those people will serve on the committee as well and really looking forward to working with them on and on on an a pretty aggressive pace but one that I think is reasonable and certainly one that is aligned with the urgency of the issue. >> Right. Right. I Well, just one point of clarification here. I think you and I
talked about March 12th, but our our Bessie meeting is March 10th. Uh so we'd we'd like actually like to see by March 10th. >> This is unreasonable. >> We can work on that. >> Thank thank you again so much for taking time out of your busy schedule for meeting with us this morning and for your leadership on our committee. So thank you sir. >> It's my pleasure.
>> And just let me add that uh our mutual history uh dictates that I have to say this but the biggest challenge perhaps that you will face with this committee is the coordination issue. Uh there are so many players in this area in the state of Louisiana and if we can somehow
or other get everyone on the same train pulling in the same direction. Um it'll be a miracle. But I think you're the guy that can do that. >> I appreciate I think that my that is more my skill set than actually AI and I think probably why the chairman wanted me to help lead this.
>> Yeah. So and don't forget the industry folks. They're they're a big big factor in this too. Well, thank you very much. Anybody else have any other Go ahead. After Dr. Henderson had a followup. >> All right. Anybody else?
>> All right. Thank you, Dr. Henderson. >> Mr. Morris. >> Thank you. Uh Mr. Chair, uh while we're on this topic, I thought it was appropriate to help particularly particularly school leaders that are either attending this morning or uh or
watching uh online. Um the governor recently issued two executive orders uh relative to AI. They're in your handout. Uh so I want to make sure that we address that as well. So we have some clarification with regard to the governor's executive order uh with
regard to you know what school systems can do, what state agencies can do uh or can't do uh so that we can frame this conversation and and work from there. So I reached out to Dr. Kingum saw Dr. Kingham earlier. I reached out to Dr.
Kingham uh earlier for some There's Dr. Kingham. Uh so reached out to Dr. Kingham earlier for some direction on this and do Dr. Kingham connected me with uh Eveina Brousard who's the uh Louisiana chief information officer uh working directly with the governor on
this issue. So, if you could, I'd like to ask Miss Brussard to come to the table and if she could help us with uh uh give her some guidance in interpretation of the governor's executive order and and how that would apply uh for us folks in in education.
>> And as he pointed out, I believe there's at least two executive orders. So, you could comment on those. >> Thank you all for having me. So, the governor recently issued two executive orders. Jmail 25103 and 109. 109 is just
an amended 103 version. Basically, he's just wants to make sure that >> Can you get a little closer to the mic because it's hard? Work well here. >> So, um, so I'll start over. Recently, the governor issued two executive
orders. JML 25103 and then 109 is an amended version of 103. and he just wants to make sure the executive order was written to make sure that the executive branch agencies are using AI responsibly, making sure that the data
that we're running the the AI model AI models off of is good data, clean data, and making sure we're doing it responsibly. And then he amended it to remove deep seat, which is a Chinese AI that um even at a federal level has been
banned in some instances. So his executive order covers the executive branch agencies and obviously DOE falls under that. But then this committee is separate. So it's AI for the schools which DOE kind of oversees. So, I've
been asked to be on the committee also, and I think it's a great thing, and I think it's probably one of the most responsible AI conversations we had when we did it at Ben Franklin High School because we're going to make sure the children are educated in AI and make sure that they have critical thinking
skills so that they can help develop it, but also help understand it because basically, it's just probability and statistics. So your data has to be cleaned and we just have faster computers that can do things more quickly and and that's all it is. So if you understand that it's it's not that
hard. We just want to make sure that we could teach the kids to do it responsibly to make sure their data stays safe. And also, you know, any prompt that you do on free AI, it's public. Nothing is free. And that's part of what the governor's executive order
is stating. He wants to make sure that all state data is protected and we're using it responsibly. So, a lot about what we a lot of what we talked about at Ben Franklin High School was using closed loop systems in the schools to make sure that data stays safe, our student data stays where it's supposed
to. Um, and I think that it's a great thing that we're doing this and that we could all work in the same direction as one team as a state because the executive branch agencies could help connect the kids coming out of school to industry and making sure that we're
doing this in a responsible way in a way that's going to benefit everyone in the state, the students, industry, and our our our children, which is our most valuable resource in my in my perspective. Thank thank you for those comments. Uh particularly with regard to
uh the the um direction with regard to closed loop applications and there's no concern there. Obviously we have rolled out uh three or more closed loop applications to date and what I'm hearing here is that the governor's order takes no exception to those closed loop applications. So I think that's an
important clarification. Uh and and then obviously this is a great opportunity I think for for members to address any other concerns they might have as well as the public uh you know while we have your your uh your ear. So thank you again for coming out this morning. Help us to to frame this conversation.
>> Yes sir. >> Thank you. Anything else? >> Anybody else? Well, I guess you all can see that uh President Morris has no passion whatsoever for AI. So with that, we'll move to the next item. I think
it's item three, standing items. >> Your next item is on page 65, item 8.1, consideration of an update report regarding the LGOE comprehensive plan for artificial intelligence and K12 education. The recommendation is to receive. >> Okay. U President Morris moves and Mr.
Hollis seconds. >> Uh thank you, Mr. Appel. Um yeah, for some time you all realize that we've been working in this space uh really prompted by um the hiring of a position at the agency that previously did not
exist um almost I guess two years ago. Um and then from that point forward setting forth uh some guidelines around AI very early on uh when that wasn't readily available for uh teachers um and then putting a number of pilots um in a
safe way into the field uh to see how educators and students could engage with those particular pilots. And so uh that's some of the work that has been happening. But in the same way that we introduced a a framework uh for literacy leadership and a framework for our
numeracy leadership uh we've been working to craft a framework uh around artificial intelligence and the way in which we're thinking about that. Uh it's very important to note this is uh simply a draft. Um and that's the reason why we're sharing it with you all today so
that you can weigh in. Um uh you can you can do that here or you can take notes and and provide that feedback to us uh later as we work through this. Uh and obviously with Mr. Morris's um uh work on the work group going forward uh
there'll be connection between that piece uh and this overall plan as well. So Adam, if you don't mind just walk everyone through the um proposed framework and the way in which we're thinking about that now. Um and again I'll just reiterate that in no way do we
think this is final. It's just uh where we are uh at the moment in a process to try to make this what it needs to be. >> Thank you Dr. Bremley and good morning everyone. Um happy to be here. Um first I would like to thank Mr. Morris and Bessie staff for putting together the
round table. It was a privilege and honor to participate in that and be in a room with lots of smart people. And I had a lovely shoulder partner Dr. Armstrong and I'm happy to report we did not get in trouble. We were well behaved at the round table. So happy to have
those conversations and be a part of that as we move forward. So as Dr. Brumley said, I I think you all know me by now. I'm Adam Deminadetto, director of academic innovation at the LDOE. And so as we continue to work towards continuous improvement um really in this
space, we want to make sure that we have an overview and as Dr. Rumley said we have a clear plan moving forward um which will be this comprehensive plan for artificial intelligence and K- through2 education and so this plan that I'll outline today as as Dr. Brimley
also said which is a draft and so would love to give uh get and receive lots of feedback this morning on it. Um we'll work to make sure that school systems, schools, leaders, um industry partners, uh all of the experts that we can get at
the table can work together to make sure that Louisiana students are prepared for a future in AI or with AI influencing it. So, I want to bring us back to our vision first, which was um set in 2024
when we published the AI guidance for K through2 schools, which really set us to um set us out to see AI and envision AI as a tool that helps to personalize learning, strengthen teaching and learning practices, and prepare students
for their future that will be inevitably AI influenced all while keeping at the forefront uh safety. keeping classrooms safe, engaging um students with innovative practices and with innovative tools as well. And so one thing that we called out importantly
in this guidance was to keep teachers, keep decision makers um at the center, keep the humans in the loop and make sure that the tools we provide definitely have those decision m uh those decisions being made by education staff and by teachers. in uh fall 2024.
Uh you all know I I presented this guidance to you. The slide is trying to catch up. And see, there we go. Technology's taking a moment this morning. There's the very
blurry view of the guidance that we provided in fall 2024. Um and the guidance really put guard rails in place. So that was essentially our first step to ensuring safety, privacy, maintaining academic rigor in all that we're doing. And also with the
publishing of the guidance as Dr. Brimley mentioned, we did have pilots that were aligned to this um effective integration so that we could model that across the state. Now moving forward, we have our plan which is the uh which includes the five
strategic pillars for building AI literacy. And so the these pillars include awareness and foundations being number one. Number two, responsible use and critical thinking. Number three, pedigogy and classroom applications, support and leadership.
And finally, pathways and partnerships for the future. I would like to now provide um just an overview of each one of these pillars. And these are especially what I would love to get your feedback on today. The first pillar is awareness and
foundations which really focuses on building a shared understanding of what AI is, how it works, and how it impacts teaching, learning, and society. So, the LDOE established statewide AI guidance in 2024
and will explore the development of competencies for educators and education staff, publish and update potential policies and acceptable use guidance, and ensure schools have access to appropriate tools and platforms. This
work will include engaging with students, families, and staff as well as industry partners in learning in learning the basics of AI and digital responsibility while maintaining transparency about the tools um that are being used, including any challenges or
risks and the protections that need to be in place to ensure safety. Moving forward, the LDOE will continue exploring opportunities to expand access to these learning experiences that help all stakeholders build AI literacy. And
so, one important point that was made at the round table that I would like to point out in this particular pillar is that and I believe Dr. Armstrong brought this point up and and voiced that at the round table was that it's important we make sure families know, we're transparent with families. we ensure
that they know uh what tools are being used, how AI works, what it is, and so we want to make sure that we get this piece right in this uh particular pillar. And so I think this fits nicely with that vision as well. Moving on to pillar two, this one
specifically focuses on responsible use and critical thinking. So we know that AI must always be used ethically and responsibly with teachers and educators, adults maintaining control over any instructional decisions. And so students
are taught explicitly to use AI responsibly and critically in this particular pillar. This pillar includes providing resources for teachers, leaders, and families to ensure academic integrity is maintained and connections are made between the critical thinking
skills that students are learning throughout their core instruction experience as well as learning to apply them in the context of this technology and these advancements in technology. Importantly, this pillar um in this pillar, the the LDOE will hope to
convene a teacher-led workg group to explore tools that model the safe and effective use of this technology. For pillar three, there's a focus on pedigogy and uh classroom applications. So the state is currently piloting tools
that are um AI powered, training educators and supporting schools as they use AI and deepen their understanding without replacing highquality instructional practices. So this pillar particularly focuses on um tightening that focus even more to ensure that
everything we do is updated as far as guidance goes, but also aligned to researchbased best practices when it comes to instruction. And so this really focuses on what those real classroom applications would be and how it relates to uh best instructional practices. Um
there is one new pilot that I would highlight here which will be a career and technical education pilot where year one will focus on providing all professional learning for teachers. It will focus on an introduction to Python. And so this particular pilot will train
teachers in the first year and in the second year as teachers receive continuous um training on that particular course and the AI powered tools that can help them understand that those particular instructional materials there will also be a launch of it being used in the classroom. So you can see
the clear connection into the classroom application there. Pillar four focuses on support and leadership. Specifically, the goal here is to build capacity across school systems and schools by sustaining that
educator confidence that we create as we float and move through the other pillars of this particular plan. And so we want to not only ensure and sustain that educator confidence but also foster that collaboration and highlight best practices where they are. To achieve
this, the LDOE will offer ongoing professional learning through um modules on our professional learning um on our professional learning website workshops and also in encourage peer showcases where teachers can learn from each other and showcase their work that they're
doing in their classrooms to powered by by AI and to help with their efficiency as they do their day-to-day work. The LDOE will also develop um additional resources to help staff build AI proficiency and share these resources in teacher-led best practices through
newsletters and other existing channels. Finally, the LDOE will establish competencies to ensure educators and education staff have a strong foundation in integrating this technology responsibly and effectively. Our goal is to provide uh this ongoing support
through professional learning modules. And I want to emphasize that here so that we can bring education staff and educators to a place of higher AI literacy and proficiency as we move through uh this particular plan.
And then pillar five, we come to a very important point and I know Mr. Repel made this uh this point at the round table as well in saying that we we want to keep our Louisiana students here. We want Louisiana students to stay here in the state. And so the fifth and final
pillar is about those pathways um those partnerships that we can make especially with industry partners and experts who are in the field. So, we will connect AI literacy to those workforce pathways, ensuring that Louisiana students see how AI applies to real world careers and
those credentials that are available. This pillar will require collaboration with the Louisiana Workforce Commission, um, LED and other industry partners to ensure that students are prepared for their futures in college, career, and service. And so this is an important
piece as I mentioned it was mentioned at the round table. We discussed it um to a certain extent there because we want to ensure that we have the right people at the table. We have other experts at the table who can help us bridge between what we're doing in K through2 education and what is needed in the workforce
especially in our state. And so equally as important as establishing that group and working with that group we want to ensure that once again everyone has a seat at the table. So, we want to encourage school systems. We want to encourage teachers and others, especially families, to come to the
table and and have a voice there and be able to provide their perspective so that we can make sure the work we're doing is certainly aligned in all of those areas. And so, I look forward to sharing those developments. Uh there these key actions are uh split into
state actions in the plan, system actions, and then school building or classroom level actions. So happy to share that um that final comprehensive plan once it is published. So as I close this um particular presentation, I would
like to look at just a summary of uh what the comprehensive plan will include. So it really provides a clear vision and and a a very good structure through those five strategic uh pillars. It aligns the actions as I said state
system and then school building or classroom level. So that is very clear what part everyone plays in this. And so we want to make sure that going forward everyone knows we're all aligned in what that vision is and we're working towards the same goal. Always keeping educators
and those decision makers at the center of instruction while helping students build that AI literacy that they will need for their futures. So this plan fosters especially greater collaboration between LDOE and other agencies industry
partners. so that we can ensure all stakeholders um certainly have input in this particular plan. And then some clear next steps as we move forward. Um after publishing this plan, we hope this will uh after publishing it in full, we
hope that this will expand opportunities for teachers and students to engage with AI, strengthen that collaboration with external partners and also continue that state level communication uh which is so important which the others who spoke before me highlighted there and you all
highlighted that we have to ensure that we're keeping the conversation going and we're inviting others to the table to have those very important conversations um with a technology that is moving very rapidly. And so with this plan, Louisiana is continuing to take um bold
action, thoughtful steps to lead safe and effective AI integration. And at this time, I'm happy to take any questions, feedback. I'm happy to accept your annotations on the rough draft you have. >> I have one one quick question
specifically. Um, and we've talked about this before, but um, my one of the concerns I have is that LDOE, the districts, the charter schools are going to be inundated with people trying to sell them AI commercial
packages. So, are you anticipating as part of your strategy uh, some kind of an evaluation process like we do with other teaching materials in that we can make recommendation? We don't force it down, but we make recommendations
um to the districts. For instance, uh of of what we consider to be good packages. >> Yeah. Uh Mr. Pel, good good question. Um we have a and we we have we have various uh lobbyists or vendors in the audience
that I'm sure have clients already that they're ready to share with you. Um we we have a process for curriculum materials that has been in effect for over a decade really. That's a pretty strict process sometimes according to some of the vendors or lobbyists too
strict. Um but it maintains a standard to ensure a higher level of quality curriculum uh being tiered uh for the schools. Um when we do that we utilize some of the best teachers across the state that are content leaders. uh they judge that curriculum on rubrics.
Multiple teachers judge that curriculum on standardized rubrics. Um they're compensated for that work. So if we ultimately move to that, we want to make sure that we have a process like that. But something like that would also require a level of funding to be able to
support it. So, um, we just have to make sure that, um, any any decision that we're making around that, we need to map out what the associated cost would be so that we could do it correctly because we we really need to make sure that um, we
vet all of this properly um because of the data privacy concerns and otherwise of of students and uh, educators >> and efficacy and efficiency and the other characteristics. Mr. Berkin,
>> Dr. Benadetto, going back, I guess my question would both best fit in pillar two. Um, will this you're talking about explicitly teach responsible AIUS to students?
Is this a standalone class? Is this part of a computer science class? I think that the answer can be uh I think the answer is that what we see as best practice especially with um other
digital responsibility certain skills that we teach it's best when it's embedded and so if we can fit this into as as we're teaching that English class if we can teach that responsible use or particular it's explicit is the word
used there but I I think what's what's better fit or more fitting is that we're teaching that embedded use, that intentional use. And so, um, if we embed that in what we're doing in core instruction, I think that it will help the students to connect that more to how it applies in the context of the
curriculum and all of their learning. So, I think that there are also some places where it could fit nicely with the computer science standards in the foundations and those core concepts. So, I I think that it could kind of be placed in both areas, but uh, I think we would like to see that embedded approach
most of all. And what grades are you thinking this is going to start early on or a little bit later? >> So I I think one thing that we see in particular especially in digital literacy guidance is um some of those uh
some of those smaller skills less involved skills start at kindergarten and then they kind of increase as they go up as they start to be exposed to more of those uh particular tools or software whatever the case is. So, I think that as as we're mapping this comprehensive plan out, we're working on
what we see as the best fit for that as well. And that'll obviously also include bringing other experts to the table to give their perspective on that too, >> Dr. Armstrong. So, I have to say I totally agree with you because a standalone class, if we're waiting for
them to reach the age of a class, then we've missed all those opportunities at the lower elementary, preK, kindergarten levels. This way, what we would teach at a kindergarten level would be totally different than what we would teach at the middle school, high school. So if we
do it like we do technology immersion or technology integration and teach few concepts every year and grow upon that then I think by the time they have graduated and then go on to the university level then they have captured
something every year and you know my primary deal not only do we know how to use it responsibly but we know how to use it safely. So I I agree a little bit every year in multiple classes just so that we keep reteing.
>> Anybody else? >> Go ahead, please. >> Hi. Well, first I just want to thank the LDOE and Bessie for having these conversations. As a student, even though I'm a senior, I can just tell you over a high school, I have seen the rise of AI. And I think it's really imperative that
we teach our students how to use it responsibly. And I'm really excited about this plan. I think it's great. I love the five pillars and I just want to encourage the committee as well as the LDOE um in the curriculum. I just want to make sure that we have student representation. I think sometimes
students can provide valuable insight because we are sitting in the classroom. So um I love the idea of workg groups and committees, but I would just love maybe surveys or just including some student voices. So thank you. >> Thank you,
Mr. Morris. Yes. So, first of all, I appreciate that last comment. Uh we did not have a student representative at the Ben Franklin roundt. So, uh definitely work with uh Dr. Henderson to make sure we get that student representation and you're definitely on top of my list. So,
thank thank you for that. Uh so, I wanted to provide uh an additional reference here. Dr. Henderson actually had to catch a plane. So, we were trying to get him in and out of here on a timely manner. I might have rushed through it a little bit. So I did have one additional comment to add to the
committee conversation. I had one comment for Dr. Deendadetto and had a question for Superintendent Brumley. So in that order um we we u we've worked with our roundt committee and four bessie members and and basically uh
comprise the charge that we're going to give to uh this committee. So as follows uh the primary focus in our charge is to develop policy and implementation recommendations supporting LDOE's AI comprehensive plan and advancing
Bessie's August resolution. Uh secondly, recommend a statewide AI literacy framework for educators, students, and system leaders. Third item, establish criteria for a state approved clearing house of vetted AI tools to ensure safe
effective classroom use. Uh, next item in the charge, recommend an AI index that defines competency levels and tracks proficiency growth across roles. Next to last item, develop strategy for alignment and collaboration among K-
through2 education, higher education, industry, technology partners, the Louisiana Workforce Commission, the Department of Economic Development, and the Governor and our state legislators. And then last point in our charge, identify and position Louisiana for federal and private funding
opportunities to scale AI integration statewide. My my question for uh Dr. Dr. Benedto um thank you for the presentation. Um is uh would ask that you guys along with along with our committee to consider how you
would measure the impact uh of AI education in our school systems. I think I think that's critical. Um and then when we talk about measurable impact, I would like for you to consider the measurable impact to our educators as well as the measurable impact for our
students. So for students, we know we would look at uh academic uh impacts uh gains there as well as practical applications that we've heard so much about now. Um and and then with regard to educators, you know, I've heard so personally I've heard so much feedback
from educators about how much time they're saving with as as they become more familiar with the tools and how to use the tools in their particular situation. Uh personally, I feel like that as as the technology is rolled out globally and in industries across the world, we're going to see efficiency
gains and and we're going to see a lot of these uh typical entry- level white collar jobs just disappear uh because of the efficiency gains. And those folks are going to be looking for jobs. And and my personal opinion is that the school systems that uh do get up on the
curve and do uh successfully and appropriately integrate this technology in their school system so that teachers appreciate the the time that's being saved. They appreciate the student gains. uh their job's going to be more fun and and it's going to be uh a
pathway that some of these displaced workers are going to consider uh- because it is a cool job, you know, with implementation of the technology, implementation of the tools as appropriate. Um and then lastly, my personal opinion is that school systems that are able to do this, they're going
to have a competitive advantage for recruiting and retaining teachers because they have uh again made the job more fun. uh it's more productive, it's more fulfilling from a professional level. Uh and I hope that again that uh
as we as Louisiana responds to President President Trump's executive order for AI implementation that uh um like every other state, you know, we've got to make the choice. We're going to be on the bus or we're going to be on the plane. And obviously um based on the actions we've taken today, uh Louisiana wants to be on
the plane. So just really excited about that. Thank you, sir. I'm sorry. I had a question now for Superintendent Brumley. Uh in Superintendent, in previous conversations you and I have had on this, we had discussions as uh as we collaboratively prepare to develop a
strategy and strategy implementation for Louisiana to be well positioned for federal funding when it becomes available so that we can scale some of these initiatives. We had also had conversations about short-term funding opportunities with some discretionary
dollars that the department had. So I think if we maybe we could speak to that a little bit might help school systems to appreciate some of those short-term funding opportunities. So first of all um you know the department does not have a legislative or state budget appropriation
specifically or line item for um AI initiatives. Um what we have done in the short term um is we obviously use some previous dollars that we had available to launch the pilots. Um and then with some of the flexibilities we received
from Secretary McMahon and the US Department of Education with direct student services uh dollars, uh we were able to um provide additional dollars for our Steve Carter program to try and make sure that additional kids were served with uh tutoring. Um, and then we
also set aside um I think it was $800,000 uh for additional AI commitments and we made that available um uh to systems uh with the deadline of of October one for them to apply. Uh they have applied and
at the December Bessie meeting you will make appropriations of that 800,000 for AI initiatives. What what is next for us? Um again using the direct student services which is a federal flexibility
um is we uh will launch at the end of this month opportunities for systems to again uh apply for compete for uh funding for AI for personalized learning opportunities uh for students
and teachers. um that will that application process will open up around October 30th. Um and you all will make awards for u school year 26 uh 27 in April uh of April of 26 for 2627 school
year. And we anticipate um if all goes goes well with our planning, we anticipate having somewhere between 1 million and 1.5 million uh to fund AI projects within the school systems at this point. >> Thank you, sir.
Anybody else? I just wanted to uh re-emphasize one thing u that President Morris suggested and that's about the um accountability of Louisiana versus other states in its application of AI. It really falls more
into what Dr. Henderson's talk committee is going to be talking about. Um there are there are existing this is based on our round table but there are existing indexes that are widely accepted that measure a state's uh effectiveness in
the world of AI. It's it's it's deeper than just the education piece. Um so I would suggest to Dr. Henderson uh committee that they look at those national indexes and analyze what the
metrics are within them and then use that as a basis of how we go forward in some of our coordinated efforts with workforce commission, department of economic development, the governor's office and so forth and so on. I just want to reemphasize that. Anybody else? Nobody else? Well, thank you very much
for the presentation and uh we're going to look forward to hearing more about this. We understand it's just a preliminary um but um we we want to be on the cutting edge, not on the not on the handle or the knife. So, thank you. >> Okay. Uh next item.
>> Your next item is on page 28, item 3.1, consideration of the membership to the physical education content standards review committee. The recommendation is to approve. >> Uh Dr. Armstrong moves. Mr. Berkin seconds. Um so I I don't think that we need to
make a presentation on this particular item. Um we have gone through the process of selecting the members for the physical education standards uh committee. I will share with you all that we had um much uh I'll share with
you all that we had a great interest in individuals wanting to serve on this particular committee. And so as a result of that, we have expanded um membership um which is a little different than the original numbers we provided to the board. We just felt at the end of the
day with so much interest that it would be okay to expand that a little bit. Um no real issues with that, but we wanted to make sure that you all had that information. But what we do need to make sure that you all do is approve uh the members that we have uh selected for
this committee. Um, again, this all goes through a process of application and and review. Um, and we feel pretty good about these individuals that we've selected to be part of the process and and need your um approval to keep moving forward. >> Thank you. Any questions?
Uh, any objections to the motion? No objections. Motion stands adopted. Number next item number >> next item is on page 34, item 4.1, consideration of course choice providers. The recommendation is to approve as outlined. >> Okay. Um, Dr. Armstrong moves and Mr.
Harris seconds. Um, who's going to present this? >> Um, the information is in your backup. We just move that they be approved. >> Okay. Any questions or issues? Hearing none, the motion stands adopted. Next item. >> Your next item is on page 35, item 4.2,
consideration of numerousy key performance indicators. The recommendation is to receive. >> Um, Miss Clark moves and Miss Miller seconds. Yes sir. We we actually do have a a presentation on this particular item. Uh this relates to our um
numerousy key performance indicators. Um last month we shared the uh literacy key performance indicators and then provide that provided that information out to school systems across the state and we want to do the same here today uh with
numerousy. Um would call out just as Dr. Shassan and her team uh come forward that Louisiana and Alabama were really the only two states in the country that that saw numerousy growth uh over the last couple of years. And so we're really proud about that growth, but also
recognize that we um we can still continue to get better. Um and that's what the work we're doing is about. Thankful to have system leaders uh in the audience today that are partnered with us in this important work. um this new work that is mirrored in so many
ways after the literacy work we've done over the last um five to six years uh and we've been uh deeply embedded in this numeracy work now for a couple of years uh two to three years and are now seeing results there as well but uh Dr. Shassan, why don't you uh >> Well, before she starts, could could one
of y'all before at some point in the presentation give us some specifics on why you think we in Alabama are succeeding and other states are not succeeding? I think that'd be important for this committee to understand. >> Happy to happy to respond to that. I think it may be best for Dr. Shassan to
work through this presentation and then we'll try to answer it through there. But that's that's a great question. Y >> absolutely. Good morning, Jenna Shasson, Department of Education. I'm happy to bring you all this month's KPI presentation which is on numeracy.
So just like literacy all of our work in numeracy is centered around several pillars that organizes all of our work. Those four pillars for numeracy are that all students engage in grade level work. To do that work, students must be supported through proactive
intervention. Our teachers must be provided ongoing professional learning and collaborative planning time and families should be aware of how their children are performing and how they can support them. We do have three ambitious key performance indicators for math. These
indicators include one on third grade LEAP, one on eighth grade LEAP, and one on fourth grade NATE performance. It's important to note that when we meet the goals focused on increasing the percentage of proficient students in math, this will attain the highest achievement level in Louisiana's
history. So, we know that these are very ambitious goals, but we still believe they are very attainable. The next few slides are graphic representations of the numerousy key performance indicators and the key endeavors that will help us to reach the goal set. And I think that will help to
answer probably some of your questions. Senator Appel, this slide represents third grade leap and our growth towards those goals. You can see the the dotted line is really projecting out that goal to meet by 2728.
And for third grade, you'll see we're falling just shy of the projected dash line to meet that goal in 2728. And during this presentation, I'll walk through each of the key endeavors that run in the bars in this graph. Um, and
you can see what those are along the bottom of this graphic. We'll walk through each key endeavor and it associated metric. This next slide represents eighth grade leap and our growth toward the goals. For eighth grade, you'll see our actuals
are actually slightly above where we need to be to be on track to attaining our eighth grade goal in 2728. A few more slides on LEAP data. This slide is just a quick look at yearover-year third through 8th grade
combined proficiency or mastery plus rates on LEAP. You see steady progress over the last several years. The students of Louisiana are growing in math outcomes. This is what that shows us. Of the 70 traditional
school systems in our state, 48 grew in math on this past year's assessment, 12 maintained their level of performance and 10 systems declined. This next slide is the the same as the last data, but it's now broken down by
grade level. So, this is when you can start to see some cohort trends broken down, and you can see each individual grade level over time. Our first KPI is set around the LEAP assessment for third and eighth grade, both of which saw growth this past year.
This slide shows the year-over-year. only one grade level declined and that would be grade five. We saw a slight dip in performance there. Overall, LEAP performance in math maintained consistent growth indicating that the strategy is working. But of course, we
must continue to remain focused and determine how we can better support schools and school systems based on this data. Next, I want to pause here based on LEAP data. We do want to recognize just like we did at the August Bessie meeting for
literacy. We want to once again acknowledge school systems for their work in mathematics. So we have some individuals here with us today representing those school systems. These systems on this slide represent the top five performing school systems in grade
3 through 8 LEAP. The percent listed if you all could remain in place but stand to be recognized when I name your system. And please hold your applause until we announce these five. After today's presentation, we will exit
together to take pictures and award your certificates in the lobby. Central Community Tools, Ascension, West Feliciana, Plaean,
and St. Charles. Congratulations to the great work in these districts who are being recognized for top performance in math. As mentioned earlier, 48 of the 70 traditional school systems grew the percent of students performing at the
highest levels on LEAP. The systems listed here demonstrated the greatest growth in the percent of students earning an advanced or mastery score. If you're here with us today, please stand to be recognized when your system is called. And we welcome any of you who
are being recognized today for top performance or top growth to make public comment and speak to your systems great work around math. Um during that portion of the agenda today, St. John the Baptist Parish
Red River, Lefooj, Kalashu, Dodto, Nacatish, Rapids, Jackson, and Caldwell.
These represent third through 8th grade. I'd like to note that St. John, Nacades, Jackson, and Caldwell are being recognized both for third through eighth top growth as well as their high school top growth. And we do have some systems being recognized for both third through 8th
and high school top growth as well. And that would be Allen Parish, City of Monroe School District and Point Coupe. Congratulations again to these systems for their great work in math. Okay, we'll move on next to our NAPE
data. So this next slide shifts from our state level data that we just recognized now to tracking our progress nationally. This goal was set based on the 2022 scale score of 229. And we can see here on the 2024 NAPE
Louisiana students gained six points in scale score earning a 235. So we actually see um that the score outpaces to get to our 2728 NAPE goal. The next NAPE assessment will be given
this spring of 2026. Next, we'll dive into the key endeavors that you saw um across the bottom of those KPI slides. And we'll start with key endeavor one, which is Zern and Zern usage. Zern is a math tool focused on
supporting students with success on grade level skills. The tool informs teachers which students are struggling and provides individualized support to those students, allowing teachers to pull small groups and intervene with the students who need them the most. while other students work on the online
program of Zern. Several research studies performed here in Louisiana have now proven that students who engage in grade level lessons with Zern outperform students on LEAP by more than five skill score points. So Zern is one of the most
widely used tools to meet the needs and requirements as well of high dosage tutoring. This slide shows the metrics. The formal partnership between Eld and Zern is entering year four, but Zern has been used in our schools for several
years prior and recognized as a highquality instructional material. According to our rubric, the level of engagement has consistently risen over the years. And you can see during the 2425 school year, over 71,000 students met the goal of completing three or more
grade level lessons per week. And that three lessons per week mark is the dosage that research has shown really makes the most impact on student learning. During this school year, the goal is for almost 82,000 students to reach the
dosage level of impact. To support this work this year, the Louisiana Lyft initiatives will provide direct support through Zarn leadership coaching to 253 elementary and middle schools.
School leaders will be provided through the Louisiana Lyft initiative with support in training, analyzing data, supporting teachers, and celebrating students through regular data analysis support. >> The next key, >> Jenna, before you move on, I just want
to make a comment around the um Zern dosage. The study that Dr. Shassan referenced uh was a John's Hopkins study where we did a mirrored analysis of students not using the platform uh versus their peers in Louisiana that did
use the platform uh and received the accurate dosage and that was that's where it showed that six uh scale point difference in those students. So I just wanted to point that out for the group. >> Now we're going to go on to the literacy train I mean the numeracy training. >> Thank you Dr.
So key endeavor 2 focuses on the work required by the Louisiana Numeracy Excellence Act, also known as Lane. Lane expands the previous work of Act 260 from several years ago. The original act um required all grade four through eight
mathematics teachers to complete an approved professional learning course building their numeracy skills instruction. But Lane passed during the last session now expands that requirement to all math teachers in grades K through eight. To meet this requirement, we've developed courses for
teachers in grades K3 48. And we also have an optional high school course available for Louisiana math educators. All required and optional courses follow a similar design, structure, and length. Each course has 25 modules and is
planned for approximately two hours. Modules include learning experiences and application tasks to support teachers in building the breath of understanding of the math students experience as they progress through the grades, including the strategies and model students
engaged with at each level. We were very intentional when designing these courses so that they intentionally overlap so that teachers can access the training appropriately to currently assigned roles but also develop a firm understanding of what learning occurs
occurs before and after the grade level they are teaching. Now, with the addition of Lane for K3 educators, if a teacher has completed the 48 training and are now teaching grades K3, they've already completed 51%
of the K3 course and so they'll be granted credit for the overlapping work. We cons continue to receive positive feedback on the content of the courses. Um, we hear a lot from educators that it it is time consuming. Um, but we also
hear very often that they really enjoy the content and the learning around math specifically and really building their math content knowledge. Um, they appreciate the succinct videos, the follow-up questions, the focus on
analysis of student work, how to identify mathematical errors in student work, and formulating plans for interventions for students who need them. Feedback from leaders echoed that of teachers. Because of the content within
the training, leaders have said they are now more confident and prepared in supporting their teachers. And here are the metrics for this key endeavor. The counts on this slide represent all grades four through eight public school
teachers in Louisiana. The 5,232 teachers serve in both traditional school systems and our public charters. In this first year, 70% of the grade 48 teachers who were required to complete the training did so. This year, we will
continue to support numerousy leaders with monthly office hours and regular reports on progress towards completion. There is a by system breakdown as a backup document for this presentation. Any teacher who entered the profession after
July 1st of this year must complete their relevant coursework by August of 2027. And this will apply to any K3 educator new to this requirement as well as any new fourth through 8th grade math teachers.
We're happy to share that this list of school systems had 100% of completion on the grade 48 numeracy training. And this next slide shows the systems that have at least 90% of teachers with the training complete.
Also want to note here that I think there is a general expectation of having over 90% of teachers completed of this training. I do think that 100% mark um is difficult to achieve and maintain just due to attrition. I think naturally there will always be some teachers
enrolled and working through the course as they enter that grade level as they enter the profession. Um I I think you know that 100% um probably won't be maintained especially when we think a lot of our larger systems but I do think there's a general expectation of having over 90%
completed at all times. We are doing outreach to all systems who are below the 90% um to their system leadership, their math leader at the system level to talk through with them what are their plans for having their teachers complete this training as soon as possible um for
grades four through eight. And now for the new requirement for grades K3. >> Could I ask you qu two quick questions on this? Um first of all for new teachers coming out of the university c can that training be done in the university so they don't have to pick it
up as a postgraduate >> yes so we are currently working with our teacher preparation providers um you all approved some new policy over the last several years for that coursework to be updated >> so this wouldn't be remedial in effect
they'd be coming ready to go and then the other thing is h how do we handle the cost for this what I'm calling remedial training. How's that cost handled for the districts and the schools? Because there's 50 50 classroom hours of
training. So >> yes, so the actual training itself is free of charge. Um we actually developed all the training using ESSER funds um while we had them uh before the thing's free of charge.
>> Free of charge. It's it's no cost to the system. Um they can utilize it because it's an investment that we previously made with Esser dollars to develop. That's that's where I was going. >> And for a system leader, >> so there's no down we're not jamming it down on the system. >> Yes. >> Okay.
>> And part of Yeah. Part of the legislation is that this is done um within time that teachers are working or paid to work. And so we've seen systems work this into their professional development calendars or work it into the course of the school day or use
their funding, their own funding um to pay teachers to complete it after school hours. Our final key endeavor is around direct support provided to school systems from the numerousy division. Um we have some members of our numerousy
division which is led by Jamie Abear here with us today. And these folks are the ones who are boots on the ground implementation support. And I really firmly believe that this is what sets us a apart from a lot of other states who have um you know
embraced similar policy in both literacy and in math. I think what sets us apart and the reason we have seen such movement in our state is that we do have team members devoted to being out in schools and school systems daily um supporting policy implementation. Um
because I think that's the that's always the next step. We can pass great policy and that needs to be done, but then we have to also provide that support out to leaders to teachers around what those shifts look like. So I'm happy to have some members of our numerousy division here with us today as they do that work
out in classrooms and schools daily. Our menu of services is now released. And although our math team was smaller um and was doing support work um out over the last several years, we recently reorganized
the office of teaching and learning to expand both the literacy team and the numeracy team. And the new team members primary role is to work in schools on a daily basis partnering with school system and school leaders around quality math instruction. This can look a
variety of different ways. They can do an instructional needs review, which is an analysis of system performance data. They can perform classroom walkthroughs to identify areas of strength and growth. They can help form up strategic action plans to focus the instructional
work at either the school or system level. And at the school level, our team members can model, they can lead, or they can consult in instructional leadership team meetings, teacher collaboration to really help dive deeper into the work around math instruction.
We have set a new goal for this new key endeavor for 2526 that we will have 400 on-site support sessions this school year. As of September 15th, the team had
already provided 89 individual support sessions. So, we are well on our way, I think, to meeting and even exceeding this goal. A future key endeavor that I wanted to note today around math is that we are administering for the first time ever a
statewide numerousy screener to students in grades kindergarten through third grade. Similar to the literacy screener in design and administration, this screener will assess specific foundational skills required for young learners to be successful in mathematics.
This year, this numeracy screener is in a learning year phase and that allows staff to consider the success of each measure and make needed adjustment before it is operationalized during next school year. Next year, using this data, educators will be able to identify
students who need support and may be at risk of numeracy difficulties, intervene with those students, and monitor their progress, tracking growth across the year. We're excited about the work of this team and our our whole teaching and learning team throughout this year. We
plan to continue to provide support to school systems and some of our next steps include supporting focus systems this year based on data. Support includes individual calls, visits, and collaboration specially designed for the context of
each system. It's essential that leaders are informed and supported about the requirements for training for kindergarten through 8th grade teachers and also around Zern implementation. The team holds monthly office hours and
is also opening a numeracy leader cohort for leaders to learn more about how to support their math teachers. Math along with literacy is the focus of the instructional coherence presentations for our school support institutes and our system leader
regional collaborations where we travel to five regions across the state and meet with school leaders and system leaders. These sessions provide system staff access to LDOE staff to talk through local issues and schedule additional support. In conclusion, we can see from the data
that our comprehensive teaching and learning strategy is impacting math outcomes, but we acknowledge of course that there's still so much work to do to ensure that every student can receive highquality math instruction. And this concludes today's update. Well, let me
just say that um I still want to get my answer to my question, but uh this sounds like a fantastic strategy and y'all are doing a great job and I really want to compliment uh the entire staff because numeracy has been lagging nationally for so long and this is just
a great approach to uh getting us up there and keeping us in moving in the right direction. So anyway, Dr. Rumley, could you answer question? >> Do you want to go first or do you want me to go on the answer? Why why is it that Alabama and Louisiana are succeeding? >> Take all the good answers and
>> let me go first. >> All right. Sure. She can take the credit. I'd rather hear it from her. >> I'll go first. Um I think for there's a a broader teaching and learning strategy that I referred to in this presentation and our broader strategy really focuses on how do we improve instruction. Um, we
know research tells us one of the most important factors in student learning is um the effectiveness of that classroom teacher. And there are things that we've put in place at a broader level, even outside of math, things like um school leaders leading instructional leadership
team, teachers coming together to collaborate around their planning and their student data. There are structures that we have put in place I believe as a state that helps improve instruction no matter the content area. For math specifically I think there have been um
some strong policy moves things like what we've done in teacher preparation the required teacher training interventions and high dosage tutoring for students who need them in math. Alongside that like I mentioned earlier I think we've seen this really large push for how do we now implement those
policies well? Um, and that's really been the work, I think, of our team and the hard work of system leaders across the state, um, who really have not pushed back on these policy changes, but have embraced them and worked so hard on what they look like in their schools and
in classrooms. For math specifically, we've also really emphasized um, what I would call procedural fluency. I think with Dr. Brumley, we like to call foundational math skills. And we've really told math teachers that these procedural fluency skills are so
important and we've really tried to elevate that and highlight that um in math learning. >> Great. Thank you, Dr. >> I get to go. So, she took teacher collaboration from my list. She took tutoring from my list. Um I I'll start
by saying like I just think the system the systems want to do well. Like the the leaders and the teachers, they want to do well. they want to get better. So, I think that that has mattered. Um, I think that kids being better readers just naturally makes them better at solving math problems, too. And I think our work on the literacy has helped
there. I think, um, the cut of teacher vacancies by over half over the last few years means we've staffed more actual teachers for classrooms and so you have less classrooms that are vacant. um the uh department's longstanding
commitment to highquality instructional materials and the refresh on those materials that we do periodically I think is important. Um the evaluation process for teachers, we've had a number of systems piloting our new more responsive evaluation process over the
last few years. I think that that um has mattered. Um, and then finally, I would just say we we've tried over the last two to three years to really elevate the math work in a way in a way similar to the way in which we elevated the the reading work five or six years ago. And
so those things that you know get attention um uh will often move and so we see that with the attendance work we're doing, we see it with the reading work, with the math work. So I would highlight the things that Dr. Shassan said and then I would I would add those
as well. >> Thank you. I think it's tremendous work and I'm just proud to be a part of the a minor part of the team. So let me start down there. Go ahead. >> Thank you uh Chair Conrad. Um Dr.
Shasson, thank you for this information for you and your team. Such great work. I have a question in regards to the um top performing districts um whether it was three to eight or um high school top growth. Is there any way
that we can get information on the type two charters >> and and their growth? >> Absolutely. I'd be happy to share that. >> Sure. If you can remember each time uh so we could see some comparisons. Thank you,
>> M. Morris. >> Yeah. I just want to take this opportunity to get on the applause bandwagon with you and superintendent. Uh I had a couple of notes here for followup and you guys are way ahead of it. Uh so I wanted to start by thanking you guys for the invitation that I had
to to attend one of your uh school visits here recently in Livingston Parish. Uh just really impressed with the engagement with school systems and and the application of you know what we're hearing today. So just really impressed with what I saw. And then uh
if if you could go to slide seven. So so really impressed with the uh if you look at the the slope uh of grades four through eight, the gradual improvement from year to year, it's continuous for for every grade, you can see the positive trend for improvement.
But if you look at third grade, you see the flat line there. And so my initial question was, "Oh, wow. You know, looks great four through eight, but what's going on in third grade?" But you guys are already ahead of that conversation with your numerousy screener. So I'm just really encouraged, you know, that
you guys are ahead of that conversation and and we and we've got uh a strategy to to address that frat line. And again, congratulations on on 4 through eight. Uh you know, just continuous improvement across the system for a number of years here with implementation of your
strategy. So my compliments on that. Uh next one I had was uh slide 10. Could we go to slide 10? So so kudos here. Uh you guys have exceeded your goal, right? So you had a very ambitious goal in the first place.
When we started this conversation, I guess it's like two years ago, you and I sat down and I asked you about your goal. What's the basis for your goal? And I said, "Well, number one, we're one better than Mississippi, whatever that is, right?" And so we far exceeded that and then now you guys have exceeded your
goal. So compliments on on an aggressive goal. Compliments on exceeding your aggressive goal. Um and then my last uh comment here was uh with regard to your forward thinking the investment that you made with the esser funds. So that this
training for uh math instruction you guys have already got that covered. So thank you for that forward thinking and and the obvious progress that you've sustained over a number of years here. So, thank you. >> Anybody else want to Okay. Um, we have a
couple of folks that wish to speak on the on the motion. Jeff Powell from Rapis Parish School, Jason Van Meter from Cal Calube Parish, and Car Carl Francois from Ascension Parish. Hope I said that right.
Or is it Cari? Cari, my bad. While they come forward, I just want to recognize the the small but powerful numer numeracy team at at the department. We did some um reorganization with civil service and restructuring that allowed us to craft
this team out. And you've already seen some of the numbers of support visits that they're making in the field. And Jamie Abear, who leads that group, will tell you, you know, and every check-in with her, I'm questioning where are they? How many visits, who are they seeing, how is it going? So, um, school systems have the ability now to request
that support and get that, um, high level of expertise. So, I just want to thank that team while they're >> You all get little badges. You all get little badges that say powerful. Okay. Who's up first? You want to start? Well, ladies first.
>> There we go. Carly Francois, chief instructional director in Ascension. I am happy to be here. Very grateful to represent Dr. Edith Walker and our entire system. First of all, we would just like to thank um LDOE and Bessie for recognizing us and our fellow um
districts across the state who are being recognized for performance andor growth. I would love for Ascension to be on both lists next year. Committed to that. Um but I just want to give kudos to our teachers, our students, leaders, staff throughout the district who are working
so hard. Dr. Shaon really um described what is happening in Ascension in that we have really focused last year. We really focused on strengthening um all areas of teaching and learning really focusing on the standards using those
high um quality instructional materials, building our teacher content knowledge. But this year, thanks to the support, the individualized support we're receiving from the department, I'm really excited about the our district's numerousy plan. Um, several of our schools are currently working on or have
already completed their um numerousy plans. So, I am very positive about um and excited for the work that we're going to do in Ascension this year in collaboration with the department to be much more intentional around numeracy. and I look
forward to coming back next year and being on both lists of recognition. Thank you for having us today. >> Thank you all. Go ahead. Next. >> I'm Jason Bameer, superintendent of schools at Calcu Parish and uh just want to take this opportunity to uh say how
excited I am to have Kauashu on uh on the growth list. Um this is an indication of how hard our teachers and students are working and and how much we really do want to support those teachers. Um we you heard today how important instruction is and we do believe that in Kushu and we also
believe it's very important to support that instruction to make sure that we've got a a cohesive plan to move kids forward. Um we're very excited at the growth that Kushu has has made but also excited to see uh the growth that's to
come and um also also anticipate hopefully uh to be on that list next year for for top performing districts. Um it it's something that is is a goal for us. Um but it's a goal because what it shows is that we're moving kids in Kaukashu and that's what we want to do.
Uh we also want to thank Dr. Chessa and her team uh for the support that they provide. Um it it is so nice to have everybody pulling in the same direction. Um and and we believe that's what we have and uh we want to make sure that um
all of the kids in Kashu grow and that's a goal for for everybody who works in Kashu and it's clear it's also a goal uh here at the state. So thank you. >> Thank you. Next. >> Thank you Mr. Chair. As superintendent repeated we want to echo many of the same things
that have already been said especially the support that's been provided by the ODOE. We we are experiencing I think all across this state the convergence of where law policy and resources are having its desired impact and it's taken years and in some cases decades for that to happen in rapid specifically we've
taken advantage of all of the opportunities that the state has provided for us especially the push to go back to the basics as Mr. Morris just talked about with the implementation of the numerousy screener that's happening now in K2. We're we're giving our teachers permission to meet our students where they are and then grow them beyond
that. And I think that's been a struggle in the past with not feeling like they have that autonomy to be able to do that. And so uh with the implementation of this back to basics approach, it allows us to stay focused on growing students at a at a to the proficient level. In rapid pierce, one of the
things that we've done differently the last couple years is also implemented proficiency exams orderly that are focused on the state standards and assessing those at the highest level. So that our students, as as one person said, the the easiest exam the student should take at the end of the year is
the end of the year or during the year is the end of the year assessment. And the only way that happens is if we're preparing them along the way with assessments that measure some of the highest standards throughout the course of the year. And so very thankful for the work that our teams have been able to do with that. And we were able to use some of the state resources to implement
critical goals task forces around the state's key performance indicators. And so we had teams of our own internal professionals, not outside consultants, work to build programs and processes to support instructional programming within the schools to to do that. So these assessments and these processes were
developed by Rapids Parish teachers and leaders to help support the work that's taking place in the classroom. And then finally, implementing weekly effective uh teacher collaboration meetings that Dr. Jassel and I know Ascension and other parishes utilize. It it has allowed our educators to be involved in
weekly conversations that are centered around what we exist for growing students in their academic achievement levels. Well, the only way we're able to do that is having effective proficiency exams that measure that progress along the way. So, uh linked to the support that the Louisiana Department of
Education has provided through Dr. Chasselon and her team with programs around system coherence that focus on all the key performance indicators. We're able to get the support in regularly scheduled meetings with our department cohorts as well as within our system and our regional leaders. So,
we're thankful for that support and like my my peers hope to be on both of those lists next year as we continue to chase ascension as those higher performing districts in the state. So, great place to >> Dr. Dr. Brimley said we're going to need a bigger list which is a very profound
statement. Thank you all. Anybody else have any comments? Okay. Uh let's see. We have a motion. Do we have any objection to the motion? No objection. The motion stands adopted. Next item. >> Your next item is on page 577, item 6.1, consideration of revisions to bulletin
137, Louisiana Early Learning Center Licensing Regulations regarding early learning center records. The recommendation is to approve as a notice of intent revisions to bulletin 137. >> Okay. Um Mr. Harris moves and Dr. Armstrong seconds.
Do we have a someone just uh do we have any questions or comments? Any objection to the motion? Motion stands adopted. Next item. >> Your next item is on page 59, item 6.2, Two, consideration of revisions to
bulletin 741, Louisiana handbook for school administrators in response to act 439 of the 2025 regular legislative session. The recommendation is to approve as a notice of intent revisions to bulletin 741. >> Dr. Clark moves and Miss Meerin seconds.
>> All this does uh Mr. propel is it uh codifies um uh into policy into bulletin an act of the legislature that puts a pair professional on the discipline advisory teams at at schools. Um and so we're just uh syncing up now with state
law. >> Uh we have any questions? Uh we have Richard Baker um representing Louisiana Federation Teachers which is a speak on the subject Good morning. >> Morning board members. Superintendent
Brimley Richard Baker for the Louisiana Federation of Teachers and School Employees. This revision communicates to all employees that their voice is valued in their schools. All who work daily with students make important contributions to the learning
environment and experiences for all students. LFT supports this revision and appreciates the Bessie and the Department of Education for including this revision in policy. Thank you. >> Thank you. And and I'd appreciate if you'd uh go back to the teachers that
you represent and make sure they understand how significant this committee and the board feels about their successes and numeracy and the the conversation we just had uh because they are where the rubber meets the road. >> It's better when we work together.
>> Thank you. Any questions? Any comments? Okay. Any objection to the motion? The motion stands adopted. Next item. >> Your next item is on page 61, item 6.3, consideration revisions to bulletins regarding comprehensive exams. The recommendation is to approve as as
notices of intent. Revisions to bulletins 111, 118, and 741. >> Okay. Dr. Armstrong and Miss Champine seconds. You want to >> Yeah, let me take this. So um just for the purposes of conversation, discussion, deliberation among the
board, uh this first particular item is not related to banking um and that discussion um which I know that you guys are ready to have robust conversations around. Um this one hopefully will be a little less uh less dramatic. Um what we
have done over the last few years is endeavored to uh make sure that we're making smart and strategic decisions around uh testing. Um one of the ideas that we have been discussing for some time with various stakeholders and educators is the idea in the high
schools of moving from the six end of course LEAP exams to instead four comprehensive exams. So, a comprehensive exam in English, um, math, um, biology, and civics. Um, and I can share that
we've had really good and positive conversations across the board around this particular idea. Uh, it does remove many of the competing testing interest in high schools. Uh it should uh free up students more in junior and senior year
to um pursue career and um technical education opportunities or advanced placement and dual enrollment opportunities. Uh work in junior and senior year to improve those ACT or S
SAT or CLT uh scores. And so it would uh provide for a a testing reduction um but also remove competing interest. and we believe free up the junior and senior year for more of the college and career
preparation work. So, we would ask um that you approve um this uh policy recommendation um and uh if you have any questions, we're certainly uh welcome those questions and I'm here and we also have Mr. Lambert here as well. >> Could you uh address a approximate
timeline if we approve a motion today? So this will of course go notice of intent and we had a handout um Ashley did we have that available? We have a handout available for you all on a transition timeline of the various cohorts. Um this actually Mr. Appel is a
result of conversation we had last week. So that's why it's not in your deck. Uh but it is a transition timeline that shows you when various cohorts would come in and which assessments um they would take. >> Thank you. We'll just take a second for that to be passed out so everybody can
look at it. >> So, Dr. Brun, >> Dr. Armstrong, you want to go ahead? >> Yeah. >> So, the comprehensive exam we've kind of talked about and so timelinewise looking in our package uh with the actual motion
shows that this would take place possibly in 2028. So, like two years from now. So, as we discuss our next item, we're kind of looking at a 2-year transition period. Am I correct?
>> Yes, ma'am. That's that's accurate. If you look on um what is slide three on your handout, you'll see the graduation requirement by grade nine entry. Um and this just talks about the cohorts as they come in and then which exam uh they would take.
>> Yes, ma'am. Dr. Clark. And just to be clear for the growth component for the English and math, that would still come from the eighth grade test scores. So there will not be growth between English or math once they reach high school level. >> Right. And and also on the on the
English piece in terms of the English uh high school standards, the English one and the English two standards are the same anyway. >> Yes. Dr. Bman on that slide three are we saying with one maths exam in 26
and 27 or one English that there's only one maths required or there's still two maths but only one test. >> So it would be a a we still have to work through that process and we'll work alongside the educators for that. But what we envision is, you know, a
combination of algebra and geometry and some foundational math skills to be included in that comprehensive exam. Um, that one is a little more difficult in the development than the English one because the the ninth and 10th grade English standards are the same. Um, so we will have a little work to do on that
math comprehensive, but what we envision is a, you know, a combination of algebra and geometry and some foundational math skills. Anybody else? Okay, we have two folks that wish to speak on this issue. David Claxton from LASSA
and Jeff Powell from Rapids. And this this would retain um this would retain the present graduation policy as well that the students have to pass their math their English and then one of
civics or biology which is what is present today. So there's no change in graduation requirements. It's just the moving of from the six EOCC's to the four comprehensives. >> Whoever wish to go first. >> Thank you Mr. Chair. Um I just want to
speak from the uh position of SAC chair. This came to the superintendent advisory committee a few weeks ago and it received unanimous support from the superintendent. Obviously any move that decreases testing while also uh providing an opportunity for teachers
and students to um be able to showcase what they've learned over the course of of time. We're in full support of u with that. And so I just wanted to speak from the superintendent advisory committee's perspective that it passed unanimously in support of moving towards comprehensive assessments over the next
couple years. Some questions on how it impacts accountability of course but I know there's going to be ample opportunity to go through that. >> Yes sir. >> Next sir Claxton executive director of Louisiana Association school superintendents and administrators. Uh not going to go into
the weeds with this, but I think we look back to trying to look around who may have been around in 134. We had a transition when we were changing uh scores. And I guess from the aerial view of this, um I'd like to just
make recommendations that somehow we keep these metrics for at least two years while we're in this process. No scores go down. Uh it was a administrative uh code we used title 28 back in 1314. I'd like to look at that
as we're still working through simulations to make sure districts have changed. We're talking about the comprehensive exams things that could be there. You don't want to come back and do this again. Let's get it right the first time. Give us some time to work through that. So, we'd like to ask Bessie to at
least look at a transition period with accountability if that's possible. >> Thank you. Any other questions from the author? >> Okay. Hearing no questions. Any objection to the motion? No objection. That motion stands adopted. Next item.
Your next item is on page 65, item 7.1, consideration of a referral for revisions to bulletin 111, the Louisiana school district and state accountability system regarding algebra 1 leap 2025 scores in the accountability system. The recommendation is to receive to begin
discussion. >> Dr. Armstrong moves uh Mr. Burke seconds. >> Yes, sir. Mr. Appel. So, a a brief history here. At the um a couple of meetings ago, uh Dr. Armstrong put
forward a policy that was um uh delayed until further discussion. Um and so during the last board meeting, uh I believe it was Mr. Harris that put forward a motion for us to uh have a formal inquiry uh to the US Department
of Education to ask if this concept of banking was even an allowable um based on some of the previous conversations we had with ED. Um since that point um we did receive um a response from the US
Department of Education. They essentially said that no banking is not allowed. However, uh as is the case with everything, you can request a waiver for us to consider. So, uh what what you have before you for your consideration
is one um a few options I think and you and two on the handout we gave you uh relative to the last item, you have some of this laid out there. Um but you you know this this board could um not take any action and that would leave the
accountability system uh as it has been approved and as it has been approved by ED in place and we just move forward. Um the board could adopt Dr. Armstrong's plan. They could modify it. They could reject it. Um the board could take some
particular item relative to a waiver request based on the ED's letter. Um or the board could ask us as a department to develop um another alternative uh looking at a different type of test so that students who take algebra 1 in 8th
grade have the opportunity in the high school to additionally earn credit for their high school. So as I see it you have a number of different options um available to you uh to consider. Um we have provided some information to you on
this uh handout based on again Mr. appel's request uh last week and um I'm gonna ask Thomas Lambert to also just come up and be prepared to answer any questions you may have uh for him. Uh but that concludes uh my summary, Mr.
Appel, unless there are questions from the board. >> Um I'd like someone to expand upon that latter uh develop the alternative approach that you called. So, we we've had some discussions with uh several board members around, okay, if if if we don't
allow for banking, um if we don't get a waiver, but we want to do something other than leaving accountability as it is, what would be some options? And so we've entered into some preliminary discussions around are there other tests
in the high school that a student who takes algebra 1 as an eighth grader could also take to get that um second math score for their school in high school. They're already getting the geometry score. Could there be a second assessment in high school for those
students to take such as um you know just whether it's SAT or ACT or something along those lines? um could that be an option until we get to the point where we move into the comprehensive exams and this isn't even an issue anymore. This this resolves
itself once we move to comprehensive um exams. So that's what I mean by that. But but the reason we're not coming with a recommendation on that is because right now there are several different items already on the table for the board to consider. Um and we haven't developed
that policy nor have we taken something like that through SAC or the accountability council. So may I ask questions for clarification? >> So as I'm understanding the initial motion which has been on the table, you know, the last couple of
months is that we approve the banking. Uh we revise it as a notice of intent. I guess it has to go in that route for the algebra and I think the original also included English in the accountability scores. So that's what we've kind of
been discussing recently. Then if we approve that, the next step would that be to request the waiver from the you know would that be another motion to request the waiver and then
following that would it take a third motion for the alternate um math score the ACT score. So are are we looking at three different motions here >> starting with how the first one happens?
>> Not necessarily. Um, but I would say that almost anything you determine or endeavor to do would require ED approval because it's going to change our accountability plan that's been approved by them. >> So whether it's uh so if we pass the banking >> if if you were to pass if this board
were to pass your original motion >> um we would then still have to go out and seek approval for that to even Yeah. And so would seeking that approval also include possibly the act or is that just another level after the waiver?
>> Um if the board approved your original item, I don't know why there would be a need for the act conversation. So you would just be um you would approve that item. We would have to seek Fed approval. Um uh and then it would move forward. there
wouldn't be a need for a a third way because your first wave would have been approved. >> But I guess my question maybe I'm not clear in the waiver in seeking a waiver if we approve the first item would the waiver have to include ACT or would we
automatically review that at a later date? >> Um ACT in this particular way is not part of the approved accountability plan in this particular way. So I don't I don't view ACT as a component of your
first motion that's on the table >> first motion. >> But clarification further, do either option does that require uh a rule proc the rule writing process the APA and all that. >> Yes. >> Either way, right?
>> Okay. Okay. and about do we have >> the only thing that doesn't require going back to Ed and correct me if I'm wrong Thomas or Ashley but the only thing that doesn't requires going back to ED is not doing anything because that plan has already been approved
>> and we've talked about this before maybe we could answer it one more time and that is uh we don't know how long a waiver request would take for a response but do we have any estimate of time if we got a positive response that it would
take for the APA process to work its way through the system. Do we have any idea of that? Ashley can speak to that probably. Yeah. >> Hi, good morning. Ashley Towns with LDOE. On that first slide of your handout, we attempted to map out what a
potential timeline could look like for either option. So you'll see option one would be the waiver option. Um we could draft that waiver request. We're required to notice it publicly and provide a period for public comment and then we would put that waiver request
together, send it to us. They would have 120 days to review and provide a response to that waiver. After that time, we could bring policy to Bessie for approval. And then that policy would go through the APA process. And so a possible date of that policy becoming
final would be August 2026. On the other hand, if you didn't request a waiver and you just went with a policy only approach, um, for example, with the ACT option that's on the table, we could bring that policy back for your consideration at the December meeting. It would go through the APA process and
possibly be final as early as April 2026. So, uh, the original motion from a few weeks ago would estimate it would be in August of 2026. Um, and the second proposal or
suggestion would be April of 2026, just so everybody understands, >> right? If we don't have to go through the process of requesting the waiver from US ed, it's shorter if we're only having to deal with the APA process. >> Okay. Anybody else? >> But do we need to request a waiver for
the comprehensive exams? So, we're looking at a two we're still looking at a two-year period which were for banking versus comprehensive exam. >> So, comp comprehensive exams you you have approved as notice of intent. Okay. So, that's that's moving forward. We
will now go to ED with this these shifts and and allow them to weigh in on those particular things. One of the one of the other timeline issues that I would be remiss if I did not call out is just that if you were to pass Dr. Armstrong's
first motion, whereas Ed has already said it's not allowed without a waiver and they come back and they say that's not allowed, then then the board could be right back where you were initially having to consider the whole the topic again. I just wanted that I don't think that caveat is included in the timeline.
And is it possible that you could send a request to Department of Education for both items at the same time? Requesting a waiver for A option or B option. That would depend really I think on what
you are proposing to do. I mean I I I would not want to send something to Ed that looks like >> Yeah. Okay. Anybody else? Mr. uh Morris, Dr. Do President Morris. >> Two more semesterers to Conrad.
>> Sorry. Um yes. So, as I look at this, first of all, you know, as a board, I don't know that we're going to get the right answer every time, you know, and bat a thousand. But I would I do appreciate the fact that this board operates in a way to where we make a well-informed decision. So, I just
really appreciate the discussion across the board on the topic. I think it's a healthy discussion and uh I know we're all seeking the best interest of our kids and want to support our school leaders. Um when I look at the three options on your slide number two, um I wanted to start with the third bullet
which is take no action and leave the policy as is. So I I don't support that item because uh I don't support that option because I think we have common ground here and the common ground is that we all appreciate uh the opportunity that we make available to
eighth graders who are ready to take algebra 1 and uh that that's an important opportunity uh as they uh we want to make sure that they've got a reasonable pathway in their high school experience so they can take more advanced math classes which is going to
better prepare them for more advanced math classes uh in college. So I think there's common ground there and and so you know we put some initiative in place to help provide that opportunity then uh I think that is going to require a change. So so personally I do not
support the third option that's been bulleted. Um I do support the second option. Uh I I've got an email here. I think it's been shared with members. It's from the US Department of Education and it says if Louisiana wishes to continue using two high school math
assessments, it may choose to require a student that took algebra 1 assessment during 8th grade to take both geometry assessment and a nationally recognized assessment. Uh so I think they've already spoken to that uh as an opportunity that the state could
consider. I think it's a forwardlooking opportunity. uh we've we've clearly set an expectation that uh we want to provide this opportunity and the students will take these math classes and um and with that expectation that we've set we we obviously expect them to
test well on math ACT and so if we take a forward-looking approach and we set that expectation um then uh we're we're clear across the board uh on what those expectations are. We're also recognizing the value of the
work by the people who are doing the work. Uh and and that's really important. Um if if the high schools are doing the work, we want to acknowledge the work that's being done in the high schools. If the middle schools are doing the work, we want to be able to acknowledge those people that are doing
the work in those schools. And then obviously the district is going to get credit whether it's in the high school or it's in the middle school. But I think it's a forward-looking approach. Uh we've made so much progress with the policy that we put in place. Um I I just hate to see us go into a recycle mode.
Uh we've already been told no by US do DOE. Um so so for those reasons, I I think this is a a positive approach. It's a forward-looking approach. It's in the best interest of students. It recognizes the value that uh high
schools bring to this in the educational process. And it's a way that um high school that value can be recognized in the SPS equivalent to what would be recognized in the banking process. I realize we haven't completed those
simulations yet, but uh intuitively uh it would be comparable uh value and and that work is being recognized. It's being recognized appropriately by the people that are doing the work. Um I do not support actually I expressed previously I'm in total opposition to
item number one uh and and after as we know a lot of discussion um you know a lot of these things have come forward. So so with that thought about uh you know well-informed decision before we
con consider this one further um I'd like for us to answer a few questions. Um clearly we found common ground here. Clearly we've put three options on the table. Um my my first one is uh US DOE has
formally responded that adding banking to the new accountability system creates a non-compliance issue for Louisiana. The the initial answer was no. Um the state could apply for a one-year transition waiver. Uh
with regard to the uh build a bridge for the comprehensive testing, as we said today, that's a two-year bridge. So our any waiver we would submit would actually require apparently two-year uh request waiver from DOE. Um
US DOE has also provided correspondence noting that math act is an option. We've spoken to that. Um my first question is um why would we apply for a banking waiver uh for one year uh when we can implement what I
consider personally to be a better option that's forward-looking recognizing the value where it actually occurs. Um, my first concern is taking credit for someone else's work to improve your personal image or advance your
aspirations is something we teach our children not to do. We call it cheating in our school system and it's punishable by adults who serve as the example for our children.
However, when adults want to take credit for somebody else's work to improve their image, we call it banking. So my question that that I I would like to get a response from is how do the adults explain the difference in
application to our children? My second question is what is the lesson we are teaching our children by example? that's better preparing them for career and college.
90% of our schools rate A, B, or C. Yet 45% of all incoming Louisiana college freshmen take a remedial math class. Scores in the old system obviously did not reflect career and college
readiness. My next question, why would we want to add a fe add a feature to the new system that puts us back in a recycle mode by artificially inflating performance scores?
My next question, if we set a precedent by crediting one group for taking somebody else's work, then what's next? Who else wants to get credit for taking somebody else's work? My last question is what about good
government? How can we expect the public to have any confidence in government if we can't even be honest about SPS? Better alternative is forward thinking. We want to provide this opportunity for high performing students to provide them
with a longer runway to master advanced math classes in high school so they're better prepared for advanced math classes in college. We provided an opportunity and set an expectation. They'll take advantage of it. The value will be reflected by
and the high school will be appropriately recognized by their SPS and is something that our students and our school systems can be proud of. Thank you. Um, President Morris, does that mean you'd like to offer an a substitute
motion? Thank you sir. Uh yes I would I would like to offer a substitute motion and I would like to uh ask that the department we direct the department uh to pursue uh option number two that they put on the table and um and and uh go through the
appropriate process to add that uh to the current system in recognition of the perceived value. And perhaps you want to add that you would request the department to forward to DOE request for waiver.
>> Yes, I consider that to be part of the process. Thank you, sir. >> All right. Do we have a second? I'll second it. Chair seconds. >> Okay. Question. You got Clark.
>> I just um to be honest, I take offense to some of the statements that you made. President Mars. Um, being a practitioner and educator and a high school person, there are more there are more components and events that go into place other than us than
educators stealing each other's work, which sort of reminds me sometimes of AI a little bit, right? And so when I listen to the things that you said um about teaching our children children a certain way, I think the pieces that are
missing are the fact that most of outside of charter most of the time the districts are working together from that high school teacher to that elementary 8th grade teacher because they're not normally certified in algebra one. So there is a total collaboration of work.
A lot of times those kids are going to those campuses to take the classes or the teachers coming to teach that class or somebody's hired to do that eligible one or English one class. So I don't ever think it's a stealing of work if we are teaching our students the importance of collaboration and working together.
It's not about taking credit. I know that sometimes, especially in the the schools that are struggling, you might have one or two children that are actually coming to your school that have English one in algebra one and credit. And so, it's it's if you're working with
those schools to make sure students are growing and learning as a as a city, as a I don't I don't take it necessarily as stealing somebody's work or taking credit for it. I think we're working together as a team to make sure children are doing better. the accountability
system is put into place by the federal government, by the state department, by the districts. But I would I hope to believe that we will continue to work in collaboration whether that happened or not. Also, when I look at number two, if that's the one we're going to take, which is fine. Um, we're doing that
anyway. Students are required to take the ACT and math and English. I think science was just uh taken out as of last year, but they're taking those assess assessments mandatory in 11th grade anyway. So, I guess my question to the department would be will that math test
now be taken in the 10th grade if they're taking geometry in the ninth grade and they're coming into our schools. Are we now requiring them to take the ACT in the 10th grade if they're not ready for it? And will that count against
ability ACT counts in our accountability anyway. So I don't understand how number two is any different than what we're doing presently in our school. But as elected board members
[Laughter] making accusations to educators and what we're doing and what we're not doing. I I take offense to that to be honest. Okay. Uh, Mr. Morris. >> Yes, sir. Well, first thing I'd like to clarify there there's no uh uh
accusations being made and and I certainly apologize if there was any uh uh um sense of that. Uh so I apologize if that's the way it was received. But to address your question about uh taking
the ACT in 10th grade or 11th grade where it would normally be administered, uh my thought, superintendent, looking for feedback from your folks, but my thought was that the uh process would remain the same, which makes all this very simple. Uh you're still taking the
same tests. You're uh there's no change in which test you're taking. Uh you could also schedule it the same way it's being conducted now. It's just that for a given year uh with regard to accountability, you would consider the test that's taken in the middle school. Those results would be reflected in the
middle school SPS and of course the district's uh SPS and then the uh geometry score taken by those uh students that had previously taken algebra 1 and 8th grade. uh then those
students uh uh geometry score would be captured by the high school and then in the junior year the students who had uh previously taken algebra 1 and 8th grade again then their ACT score uh for that group of students uh would be reflected
in the SPS for that year. So it's it's progressive for every school year. It's a function of which kids uh took the ACT in the eighth grade and it provides a clear expectations for the pathway going forward without any changes to the current system.
>> Dr. Mley. >> Yes, sir. So, just a point of clarification, Mr. Morris. Whenever we mention that there might be an alternative that we could bring through accountability and sack, whether it's ACT or SAT, etc., we were talking about for and this I think is to Dr. Dr.
Armstrong's we were talking about the the gap period until the comprehensive exams go into effect. We're not talking about moving forward continuing to do this. Correct. >> Yeah. Okay. Um so I I don't know that we would have a change in when a student
takes an ACT. I think they would just take it on during their normal timeline and whenever that comes into effect that would then just feed into the SPS for the school. >> Right. Right. Yeah. because we wouldn't want to put a student in position to take that prior to their readiness for
that. Okay, any other questions? Okay, we have three folks wishing to speak. Steven Zafro from St. Charles Parish, Jeff Powell, I don't know who you're representing, probably Sack,
is that who it is? And Dr. Erin Venderly from the Pelican Institute. Go ahead. You're down there. Go ahead and start. All right. >> All right. Good morning and thank you for the opportunity to speak. Dr. Steven Zaffro from St. Charles Parish Public Schools. I'm the director of
instructional support and the accountability contact. Um, I think throughout this discussion around banking, it is important to keep in mind that students ultimately do better when they have access to algebra 1 in middle school because it allows them to go
further with mathematics while in high school. Data provided by the LDOE show that students who take algebra 1 in middle school uh reach higher ACT math scores than comparably prepared students who did not. and algebra 1 is the gateway course to higher level
mathematics potentially opening up career options in STEM fields. Given this is it is important that state policy maximize the incentive for schools to provide this opportunity to students while they are in middle school. From this standpoint, extending the previous policy of banking for
another year is the right step, even if it is a short-term one. In the longer term, I would ask that the board explore options for how to maintain a strong incentive for schools to continue offering algebra 1 in middle school. As the accountability contact in our district, I have run our numbers and
really looked at how this looks from the district perspective. Offering middle school algebra 1 is definitely better for our students academically, but without banking or some other incentive in place, it is definitely worse for our school performance scores. While our
district will always offer course opportunities that are best for our students, does not seem like the best policy to have what is good for school performance scores to be in conflict with what is good for students. So I I would encourage the board to keep this in mind both in considering today's
waiver as well as in how it designs policy longer term. Thank you. >> Thank you, Dr. Benderley. >> Thank you, Mr. Chairman. Aaron Benderly with Pelican Institute for Public Policy. I first want to just again say how important it is to continue giving
students access to algebra 1 and 8th grade. It's the right thing to do for those students. Second, I want to again bring up something that I don't think has been discussed again this morning unless I missed it and that is just to remind
everyone that we're talking about a very negligible amount of points. I believe the department has already done the analysis and reported that we're talking about maybe less than 1% or I'm sorry less than one point on average that has
been at the center of this discussion over months now given the guidance from the US Department of Education and given our strong agreement with President Morris um and acknowledging that the current accountability system the stronger
accountability system that you enacted is a more honest representation of school performance. We would really discourage you from pursuing a waiver that we believe is not in the best interest of students. It's not a way to
improve upon the accountability system that you adopted. We believe it takes us back and we we we think that just adds to this continuing drama that needs to come to a close so that we can move on and do what's best for students.
if there is a desire to provide high schools an additional opportunity to have their work recognized for the for what they do in high school temporarily. Um, we would not object to a couple of
years of acknowledging student performance on another test. And I'm going to say this, I think this is assumed, but I feel the need to say it anyway. I'm assuming that that is being contemplated u regarding a test that students already
take. I would hope that we are not considering especially given recent uh criticism about overesting students that we are going to ask students to sit for another test just for one point for the benefit of the image of school
systems. So, please take that into consideration if you do decide to move in that direction. Uh, we understand the opportunity um to show what high schools have done and to um allow multiple ways
to show that performance. I think that's a reasonable concern and and possibly a a good compromise on this situation, but we would ask that you not move forward with a proposal um to seek a waiver for banking. Um and and we just need to bring this to a close and do what's
right for students. Thank you. >> And just for clarification, I think Dr. Bumley already stated this would be existing testing, no new tests. >> Thank you. >> Yes, sir. >> Please. >> Thank you, Mr. Chair. And uh I really got excited at our last meeting because Dr. Mley and I came up here and agreed
on on some things. And so we're going to try to go in some of that vein still, I think. But I do want to remind the board that that it on your own website, it talks about Vessie provides leadership and creates policies for education that expand opportunities for children,
empower families and communities, and advance Louisiana and increasingly competitive global market. Your vision is a quality public education of such excellence that all children are given the opportunity to develop to their fullest potential. That's a cornerstone to what we're
trying to do at the local level in all of our practices. You just celebrated uh some of the most outstanding academic achievement and growth that Louisiana has ever had. And comparative to the other states around this country, there's a lot of solid evidence that the
educators in the state of Louisiana are doing a phenomenal job of increasing student achievement. and that cannot be um underscored enough in this moment. I do want to address at least a couple of the points that Mr. Morris has has made today and has made it a few other times
and he and I've had have had several um one-on-one conversations about some of these things. I do feel the need sometimes to remind this board that your local educators, your local superintendents, your local principles, your local teachers did not develop any educational accountability system. And
so the notion that, you know, we're up here to fight against anything that that's not good for kids is just false. We do our best to operate under the systems that you, the policy makers and the legislators put in place. It's our
job. We're educators. We're practitioners. We are here to do the work and we know that we exist to grow student achievement. That's what we're going to focus on. A byproduct of the work that you do is establish a an accountability system because that's the requirement that you have. Our job is to
do the absolute best we can under the system that you produce and that you give us to do so. And we're going to continue to do that in whatever way we have based on the rules that that are provided for us. We obviously hope to be involved in those decision-making processes as as they are being made. And
I understand that you as a board have been provided some alternative options today. I haven't seen those. Mr. Morrison and I have had some conversations previously about some opportunity there and we would love to engage in a conversation about some of those opportunities. I just don't know exactly what that is at this point
because it hadn't been provided to us uh to consider. I do want to go back to where we were um a few months ago when we came in here. I I thank uh Thomas Lambert for providing the updated simulated scores for systems and for
schools that do not include banking since evidently that was supposed to be part of the original approved uh new accountability formula but we had not seen that. So we we now have that. So I thank the department for providing that for us. And my under the timeline that
we understand at this moment, come next month, school systems are going to receive what we understand to be the last scores based on the current slash old formula. And we're going to receive the last simulation under the new formula. However, this last simulation
will effect effectively be the first simulation under the new formula because we just got the one without that didn't include banking. So there is a little little bit of a a sense of urgency for us as school systems because we are the ones who while you adopt policy here in Baton Rouge, we have to explain this to
our stakeholders in the local economy, including the businesses that Governor Landry and others continue to tout as coming to our state and we're trying to echo the sentiments of the Louisiana Department of Education of the uh progress that we're making in our local economies. And so we don't want to do
anything when we talk about images and protecting of images. We're talking about advocating for the tremendous levels of academic success that are taking place in the Louisiana public school system. And so we just need to keep in mind about those unintended consequences behind anything that we do.
And to Dr. Benderly's point and others who have have made it, we don't want to sacrifice academic opportunities for some of our largely some of our highest achieving students. And an unintended consequence of this is uh as as our friends from St. Charles talked about
not allowing students to take classes and coursework and standards that they're ready for at the middle school level. At the SAC meeting uh last month, we unanimously approved the request to Bessie bringing the request to you to continue the
current practice of banking as has been approved by US Department of Ed for the last 10 plus years. It's that's not new. So I I I think Mr. Castile asked about it at our last Bessie meeting that you know obviously we've been doing something for 10 years that didn't meet those criteria. So I'm not sure why all
of a sudden now it it's not approved. And on the notion of potentially doing an alternative uh assessment which may be viable. I'm not against considering that. We don't we just don't know enough about it yet. I do have this question in response to some of the questions that have been put out there is why would the
department or Bessie consider coming up with a whole new way to do the new accountability when we haven't even fully transitioned to the one that's already been approved and put another step in this process. The request that came out of sack as that chair is that
we just continue what we've been doing until we adopt the comprehensive assessments now and then there's not two or three different changes in this two-year period. just keep things the way they are. It's I don't consider it a step backward. I don't think any superintendent does. It's what's being done right now. We are still making our
steps in progress towards the new accountability formula. But if we're going to implement comprehensive assessments, then just do this until we move forward with comprehensive assessment. So, I appreciate the time today. >> Thank you. Does anybody have any questions or comments? >> Mr. Morris. >> Hey, I just had a point of
clarification. I really wanted to address uh Dr. Clark's concern as well as Superintendent's concern. uh my comments were not focused on criticism for past practices. So I just want to be clear about that. My my perview is forward-looking. So my comments were
based on a proposal for implementation of a forwardlooking approach. So just to be clear, there was no criticism intended for for past performance. I I understand Dr. Romley can provide some clarification on what's the past
practice, whether or not it's really been approved by USDA, US, sorry, USDE, or how else it got into the system. Um, so I'd like to get his feedback on that one. Uh, and then while you're at the table, I'd also like to recognize the progress that the school systems have
made over time in response to the old accountability system so that we do find our place in a situation where 90% of our schools are an AB or C. So, so looking back, I applaud, frankly, I I
applaud the progress that the school systems have made in response to the accountability system that previous Bessies have put in place. My my for my current seat, I'm looking forward, right, forward looking to what kind of expectations we can put in place for school systems and for students so that
we continue to build on this momentum we have in place. So, hope that clarifies any any misunderstanding there. Thank you. Thank you, >> Mr. Harris. >> This for Dr. Powell. Um, we have we've
been presented three options basically up here. Are you saying that the I think uh President Morris, you said you support option two, right? Have you seen that option? You say >> some conversations out of it. Whatever y'all are looking at, we have not seen.
>> So, y'all hadn't even seen it. But it sir not not the implementation of >> May I ask >> you certainly >> I just want to share on the on the other option the reason it hasn't been seen is
because we haven't developed the policy. So that that I if if you're talking about using an act or something like that we we haven't even developed that policy. So that that motion we would be directing us to go develop it and then we would then take it to accountability.
I get that. But has your committee been briefed on what we're discussing on option two today? >> Not to the best of my knowledge. >> No. And y'all had a a sack a meeting. >> Okay. >> But just one more thing. We have not
adopted a policy or not adopting a policy. We're only adopting a proposal. >> You're adopting a concept. >> Create a policy. >> Right. And that concept I'm asking was it presented to the them. Thank you, sir. Thank you. Okay. Uh, any other
questions, comments? Okay, we have a substitute motion. Does everybody understand the substitute motion? Mr. Burkin, please. >> I like a repeat. >> Wait, Miss Holloway, you have a question. >> I say I'd like it repeated, please. What
are we voting on? >> Um, Dr. President Morris, you want to repeat motion, your substitute motion, please? >> Right. I I think the motion is to request that or actually to direct DOE
uh to follow up um with u the the appropriate process to um which they would bring back to the board which would be consideration for option number two. So I'm asking DOE to uh research this option uh and uh come back to the
board with a recommendation uh going going through their normal work process which would include uh communication with US DOE and and then also I I don't know that we got clarification on this but in previous conversations with Dr.
Brmley we talked about the timeline for the impact. So, uh, I appreciate that school systems are are concerned about, you know, when the SPS would be actually published. Um, that that's important consideration. Um, but but I'd like to get some clarification for everyone's
benefit with regard to uh when that official uh SPS uh scores would be published so that uh implementation of any policy change would be reflected. Uh so if we get some appreciation for for
that and uh I think that would help us out. >> So as uh I think it was Superintendent Pal outlined a timeline that's that's accurate. So it's it's October uh the end of October, beginning of
November essentially. Um the final SPS will be released on the old so to speak formula. We'll also release our second simulated SPS on the revised formula which will have put us in a place where
we have given multiple simulations to work out any any uh kinks in that. Um so the the final um SPS old formula will come out probably November um along with a simulated on the revise. next um
Novemberish would be the first um the first SPS on the revised system that would not be not be simulated. But I want to make one just practical matter comment of you know if I step back into principal or district superintendent
shoes you know having this item settled by I would say at the latest March is important because that's when those systems go into planning for next year and thinking about what courses they're going to offer to students the next year. They're having conversations with parents at family night about scheduling
for next year. So, I don't think it's an item that you can you can punt for a year, you know. I think it really has to be resolved by by March. >> And um is if we get board approval for this motion, is this something you could bring back to us in December at our next
meeting? Um I I can't speak for any of the partners whether it's you know conversations with with the feds or anything like that but we have the ability through sack and the accountability council to have those me
to develop policy with our team uh and have those meetings in advance of December bessie >> and we as I said earlier we've already got documentation from US DOE that uh Louisiana uh could consider this as an option So we've already got an informal
notification from DOE uh that this would be a viable option. So any future response from DOE would be a formal response to their previous informal response. Is that accurate? >> So in that in that informal response which was part of the information I
believe uh Mr. Harris requested some of those uh communications too. Um that was informal. Um, I would assume that if the nature of whatever we develop is in line with that, then it it would be formally approved. If we were to deviate from
that, you know, I I can't answer that. But they've already laid out a few suggestions on what could be done. Um, as we were also trying to think of a third wheel to try to bring the board together around this topic. >> Dr. Armstrong, >> clarification. I am understanding your
substitute motion really as a standalone and not necessarily directly related with banking. I mean I think banking is the first motion where we're talking about what to do now and then as we're requesting for the future we could
consider other testing opportunities. I know. Let me correct you even >> under rules. >> The motion on the floor, the banking motion is not on the floor at this time. >> Okay. >> The only motion on the floor is a substitute motion. >> So,
>> so there's no motion on banking >> back on the floor because that was the first >> You could bring it up, but >> we have to vote on the substitute motion first. If it fails, then technically the banking motion comes up. >> Okay. >> If it fails, then no motion is up.
Okay, that's just the way it works. Yes, Mr. Harris. Never mind. I like never mind. Anybody else? Okay. So, we everybody understands we're going to taking a vote on the substitute motion. Is there any objection to the
substitute motion? Dr. Armstrong objects. So, we'll call the role. And wait, let me just clarify. You're voting for the substitute motion now. So, a yay vote is for the substitute motion. A nay vote is against the
substitute motion. Okay. Dr. Armstrong. >> Right. >> Mr. Bergen. >> Yes. >> Mr. Castile. >> Miss Shampong. >> Yes.
>> Dr. Clark. Dr. Clark votes no. >> Mr. Harris. >> No. >> Mr. Harris votes no. Mr. Hollis, >> no. >> Mr. Hollis votes no. Miss Holloway, >> no. >> Miss Holloway votes no. Miss Melerin,
Miss Melerin votes no. Mr. Morris. Mr. Mor Mr. Morris votes yes. >> You want to vote? >> Yes. >> Mr. Appel votes yes. Motion fails. Okay. Motion fails. So
there is a discussion on the floor about banking. There is no motion on the floor about banking. You If you would like to, I suppose you could make such a motion. >> Speaking of the microphone as a notice of intent, correct? Revisions to
bulletin 111 to regarding the algebra 1 and English banking of the LEAP 2025 scores in the accountability system. Is it the original motion was >> clear? The original motion was to
include banking, approve the banking knowing that we would have to request a waiver. >> I mean, it's clear that you understand what she's intending. Okay. So, Dr. Brumley says he understands the intent. We You still have to appeal to the federal.
>> We still have request a waiver. >> That's part of the process. Okay. Is there any uh questions or comments on this? >> Second. We need a second. Anybody second the motion? >> I'm not hearing a second. >> I second.
>> Dr. Okay. Mr. Castile seconds the motion. >> Okay. Any comments or questions on the new motion? >> Dr. Brumley would like to clarify. >> Just one clarification. So the the motion on the table is Dr. Armstrong's
original motion from >> July June. Thank you to Forest. Okay. So that would require the board to support that. But also the the other action item that would naturally go with it would be
the waiver request to ED for making it allowable. >> And then of course it would go through the APA process. >> Okay. Mr. Paris, >> can can we make sure we make that
request ASAP and also make it in a generic manner uh when you write the department just saying we request with some history on on the banking. Yeah, we've done it 10 years and we request to continue
until uh for a year or two. >> Yeah, we I mean and we're not going to we would not sit on it and wait. I mean, if it's the action of the board, I mean, we're going to we're going to move. >> I realize that. I just, you know, there's ways you can put a tone in a letter sometimes, so I just want to make
sure it's generic. Thank you. >> I agree, Mr. Harris. >> Okay, Miss Melerin, I'm sorry. >> Would you restate your motion, please? >> Okay. So I move to approve as a notice
of intent revisions to bulletin 111 the Louisiana school district and state accountability system regarding the banking of algebra 1 and English in the late 2025 scores in the accountability system
>> with the request knowing that we need to have the weight >> miss you got a question >> with the length of time >> length of time. She's saying >> we need that. >> Do you want to add that to your motion?
>> The length of time. Okay. Until our comprehensive exams come through at least for one year. >> At least for one year. >> Okay. Well, so somebody's going to withdraw their second. Would you withdraw your second?
Withdraw your second. Sure. Okay. The second's withdrawing. You're modifying your motion to say that this will be in effect from when to when >> from now until uh our comprehensive exams
>> that's that's way more than what >> is that two years >> at a minimum two years >> provided that the waiver is granted >> provided the waiver >> assuming the waiver >> right so Okay. So everybody understands this
is a an indefinite period of time probably in the neighborhood of two years. >> So do we want to say one year? >> But you'd have to say when the year starts >> one year. >> When does the year start?
>> Yeah. But Mr. here. If we take that approach and let's just say it does get approved and it does take two years to build the bridge, then you have to go back a year from now, then request another waiver, you know, and go through the whole process all over again. So, I would support uh Dr. Armstrong's
approach that if if we're going to do this, then let's let's we want to build the bridge until comprehensive exams are implemented when whenever that is. So, let's just do it one time and get one answer. >> I'm all in favor of that. >> Okay. So would you state your motion
again, please? >> To approve as a notice of intent revisions to bulletin 111, the Louisiana school district and state accountability system regarding the banking of algebra 1 and English lead 2025 scores in the
accountability system for a period of two years and requesting the waiver to do so. Okay, if I understand she's the motion as it stated. Okay. Is there a second on that motion?
Mr. Castile seconds the motion. All right. Is there any objection to the motion? I object. >> Please call RO. Dr. Armstrong. >> Yes. >> Dr. Armstrong votes yes. Mr. Burkin, >> no.
>> Mr. Burkin votes no. Mr. Castile, >> yes. >> Mr. Castile votes yes. Miss Champang, no. >> Miss Shampong votes no. Dr. Clark, yes. >> Dr. Clark votes yes. Mr. Harris, >> Mr. Harris votes yes. Mr. Hollis, >> yes.
>> Mr. Hollis votes yes. Miss Holloway, >> yes. >> Miss Holloway votes yes. Miss Melerin. Miss Melaner votes yes. Mr. Morris. Mr. Morris votes no. No. >> Mr. Repel Mr. Repel votes no. Motion passes.
>> Okay. Next item. Your next item is on page 777, item 8.2, consideration of a discussion regarding attendance data collection. The recommendation is to receive. >> Okay. Um, Miss Holloway moves. Mr. Hollow seconds.
Do we have a someone want to put in something on this? this I believe that this was a item that Mr. Morris added to the agenda. So I think I'm going to defer to to you. >> Thank you, Superintendent. Um so this is
obviously um a topic that uh the board has been addressing in the previous Bessie has been addressing for some time now and and that is recognizing that u at least currently the average truency rate in our state is 42%.
Um and uh 22% of our students uh attend um uh satisfy the definition for chronic absenteeism which means they miss 10% or more of school. Uh so we we obviously
need qualified teachers in the school and we obviously need students attending the school on a regular basis. Uh and in fact it's Louisiana state law. Uh so so our board is appropriately addressing the concern as the data has been brought
to us by DOE. Um and then um we're super excited about getting Superintendent Wymer's uh support at the highest level of the state justice system. uh super the uh chief justice led a summit in Alexandria
uh 3 or 4 weeks ago bringing uh leaders of the education system, social services system as well as the judicial system together uh so that we can talk about uh the system that we have in place today uh from both the proactive
perspective and the reactive perspective and how can we work together uh to to uh address this concern. ern about student absenteeism whether it be excused or unexcused. Uh and then following the summit uh in Alexandria I think most
every district uh has been very responsive to that effort. Um personally I attended the followup uh for the Baton Rouge school district. Uh and in that uh meeting was led by Judge Glover uh who
led us through the judicial process. Uh those in attendance were leaders in the Bad Roo school system as well as social services as well as uh uh the justice system. And one of the things that really stood out to me uh in that
conversation as I as I heard it for the third or fourth time uh was that there there are a couple of uh statutes here that that u that we want to raise awareness on and and that was why I put this item on the agenda. And and the two
uh items that are in statute that speak to this issue are uh uh number one that after three unexcused absences, the statute requires the school system to meet with parents and and have a parent conference and with obvious intention
here. Uh number one is let's sure let's make sure that we've connected with the parent that that seems to be a critical path in all these conversations. parent engagement. Uh so if we're complying with the law and we are meeting with
parents after three unexcused absence, then it checks the box for us. We we have confirmed the parent engagement. Secondly, it provides us an opportunity to discuss what's the root cause of the problem and what can we do to support it. Uh is it a transportation issue? Is
it is it uniforms? You know, what's the issue here? And gives us an opportunity to address it. If if the if we don't comply uh with the law and we don't have that meeting for whatever reason, then then what does it do? It removes that
checkpoint and it just opens a clear pathway for students to get the five unexcused absences. And then at that point, we basically open the gates for them to enter the judicial system with five unexcused absences. So I personally
I think it's a fantastic law. Um, but what I heard in the EBR meeting, um, was that it's not being implemented and and that just really jumped out at me. Well, okay, this is a really critical point here. It's a fantastic
opportunity to comply with the law, engage with parents, and address the root cause. Um, so then the feedback I got from the state, from the district superintendent, from from the judge that was leading the
conversation, from the social service peoples that were in the meeting, from the judicial people that were in the meeting with conversations this morning with East Baton Rouge District Attorney Hiller Moore, they all confirmed with me that it's not happening. And and if you
look at the practical application, there's about 700,000 students in the state in the public school system. 700,000. If 42% are truent, then that means what? There's 300,000 kids that are truent. And that's after five
unexcused absences. So if we're really having these meetings, then you're assuming that some of this is being addressed and you're reducing that number to get to 300,000. So at your three unexcused absence meeting, what what are you meeting with?
300 400,000 parents. So if that's really happening, where are all these resources? Who who's really meeting with 300,000 parents in a single year? So if if I think about the practical application and I look at the
data then then it it really affirms you know what I heard at the EBR meeting and from the uh EBR district attorney. Um so so my point here is just to raise awareness uh of that law. Um and then
secondly uh the other law that I mentioned with regard to uh the system response to five unexcused absences my understanding interpretation of the law is at that point that would trigger a referral to the judicial system. Uh
feedback I have from DOE is that that's happening about 2% of the time. Well, if we've got a 42% truency rate and there's only 2% referrals, that means 40% are not following the law. The the referrals
aren't being submitted. Um, so that's obviously another concern uh that's raised with regard to compliance with the law, with regard to implementing the system that we have in place. Um so uh
so again I I think uh personally I just applaud uh everybody that's on board with addressing the issue, the progress that we've made to date to raise attention to the issue. And as we do that and as we evaluate the system that we have in place as well as a response
to the system that we have in place, one of my takeaways, feedback I'm sharing uh with this board and with all those engaged in this improvement process is that I think the system that we have in place is a pretty good system but but there are a lot of questions about u
compliance with the system for for various reasons. Uh so my intent here again is just to raise awareness of the feedback that I've received uh from from folks at EBR from the EBR uh district attorney um and and then general
comments uh on these with these two concerns and and if we don't uh bring this data together and get some uh at least estimate for how many of these meetings are occurring um at after three
unex excuse absences. I've already been told it's 2% after five. Um then, you know, how do we make a case going to our legislators for more resources? Uh whether those be human or financial, but I think that data is critical. Uh so I I wanted to raise awareness of these two
points and then ask uh DOE or whoever the appropriate party is uh if you can provide us with the data for what percent of uh these these meetings after three unexcused absences are actually occurring so that we have some
appreciation for uh compliance with the law. Thank you. >> Okay, Dr. Brumley, you want to Dr. Clark? Morris, I appreciate you raising that awareness and bringing that to us. I have been working closely with LDOE as
the attendance um chair to make sure that we are in compliance. I also reached out to EBR after having that conversation with you and I and I made sure that the email went back and forth and all Bessie members were on it with LDOE, but there seems to have been a a
communication maybe mishap somewhere along the line. I also reached out to uh Lexi and Dr. Davis I think along with is it Raila if I'm not mistaken and making sure that there has been intensive assistant given to EBR and they are
meeting with them weekly to make sure that they are in compliance and are reporting at the 3-day unexcused absences. So I did ask um Superintendent Cole in the email that he sent to clarify what probably had happened that led you to feel that they were not
reporting. Um I went further to just check into our JPAMS and our power school systems to see if we decided to request which I will oppose 100% and uh schools reporting at third unexcused absence reporting system to LDOE to to
Bessie that would actually require an additional module a plugin to our pro our um systems to make sure that that information is getting to our DOE to give to us and those systems run between 7 and 14,000 and to do um an upload of
that type of information. I think right now we have asked on the start task force to allow us a year to put processes in place and do the collection of data so that we can pro we can bring back to Bessie and LDO LOE and our
superintendent accurate data data that we can actually use to make decisions um moving forward. Right now the October 1st count is going in. Schools and districts have up to 30 days to make sure the enrollment is correct, the data is correct. And once we get that data, I
have asked that give us the 30 days prior to our meeting in December to make sure that that data is correct and we can report back to to the um board. But right now, we're in the analysis of data and LDOE has to be given that opportunity to analyze the data that
we're we're we're uploading from the schools. There's tons of errors. I see errors just in the data that I see from my school, the extra enrollments, etc. like that. So, I am just asking uh the department and Bessie to allow the task
force and those of us who are working with the the um the eight initiatives that we we recommended allow us to go through the process prior to giving you data that is not going to be accurate. And then we make quick decisions or reactionary decisions on information
that is not ready for processing. So our goal again, we do want to make sure students are in attendance in school. There is a process to that and you have to allow us to do that process. So reacting based upon two to three conversations or what one or two districts are doing. I'm not one that
decides that we should put policy and penalties in place for for a few people. >> Um so just give us that opportunity. I promise you we're going to get it together. Yeah, Dr. Co, just to be clear, I wasn't putting any policy on the table or any proposal. I just wanted to raise awareness uh with with the data that I
have in hand. So, I'm not proposing any policy, just requesting that uh we we give consideration uh to uh raise awareness to make sure everyone's aware of the law uh and and then get some sense of whether we have compliance with
the law. Again, if there's 300,000 cases out there, I'd be curious to know uh what the ratio is relative to those resources that are currently available and and is that really practical. Thank you. >> And I'll say this too also with those cases and with FIN prior to you
submitting any documentation to fins and fins, it's a lot of paperwork if you have fins in your different uh parishes. Prior to Ben's even taking your paperwork, you have to show that you've gone through the hearing steps. And one of the hearing steps is that you contact the parent at that third absence,
unexcused absence, and they want all the information of what happened with that parent. And they want a signed letter that that parent acknowledges that they actually met with you. Once you do that and you continue to provide interventions and they get to that fifth unexcused absences, you complete another
part of Finn's packet and then you submit it for a a hearing um with the parent agreeing to participate in the program. If you don't submit that paperwork to pens, I mean to fins and if you don't have fins, it goes straight to the uh for a summit possibly. you still
have to hear that hearing paperwork before that officer will or sheriff will ever even serve that parent that you've gone through the actual statute and follow those particular uh truency steps. I'm not sure if anybody or any program that's moving to that fifth absence without making sure you're
following statute to do so. >> I agree 100% with that. As I said, I think the system as you described it is fantastic. My concern is implementation of the system at that particular stage in the system. Feedback I have from DOE is that that system is being employed 2%
of the time. So that's my concern is not the system itself. It's employment of the system just to be clear. Thank you. >> Okay. >> Thank you all. Miss Shan thank you Mr. Chair. Um President Morris, thank you for bringing us awareness. Uh I would
like to thank Dr. clerk on all of her hard work on the star task committee and as you mentioned it's a statute. So I would think and hope that the judicial system has a a bigger hammer on this process than what LDOE would have to
have. As well as I I'm not at this point uh in favor of requiring our school districts to do any more reporting of what they have in place. nor do I expect LDOE to monitor it. Uh it is a statute.
I do hope that our stakeholders are following the statute, but I would like to uh make sure that Dr. Clark and that committee has that year to bring back proposals because I'm sure if you heard this at EBR, their task force is hearing
this also and will take in that into consideration for their implementation. So to require the school districts to do something anything other than what they're required to do by statute, I would not be in favor of nor would I be in favor of us requiring LDOE to come in
as a third op as a third party for them to report to us. >> Thank you. >> Anybody else? Okay. Uh >> I just >> Yes. Go ahead, Dr. >> One more thing. I do want to say thank you to to Dr. Kate Brumley and to the
LDO staff. We have had our second meeting um a second annual meeting now in New Orleans with over a 100 to 200 educators. Uh Dr. Brley came down with his staff. He brought Dr. Shaison, Mr. Lambert, Miss Gillson, um Miss
Pritchard, Dr. uh Singleton. Am I missing anybody? Anybody um to come and speak to all the educators, council, schoolboard members, uh external educators in the city of New Orleans. And that meeting took place over a twohour period in which they gave
information on every initiative that the district is doing. It was wellreceived from the new city of New Orleans. So I do want to tell you guys thank you for coming to do that. And I did let other superintendents know especially my parishes sort of bragging that hey New Orleans did this but this department is
willing to come to you to provide you with all the information that you need and offer assistance to us on every level. questions were asked and some questions were, you know, like, oh, wow. I don't know if I asked that. But I I want to commend you on being open to taking the questions from the educators because again, at the end of the day, as
the superintendent said, we're just trying to do the work. We're here to do the job and so provide us the support that we need to make sure that we can get that done. So, thank you for coming down for that. >> Miss Holloway, >> and I didn't see you, Mr. Appel. >> You >> I didn't see you.
>> You're usually with me on >> I'm ignoring you, >> Miss Holloway. Uh, and I just want to commend Dr. Clark. Thank you for your war with our our districts. I also agree with Miss Jean and her voice for our
superintendent and that we don't need to add additional work. Um, they're working hard and I do believe that they're doing their the best they can with what they have along with Dr. Brmley. Thank you for helping and the support from the
department with our districts. Thank you. >> Okay. Any other thing? We don't need action. >> We already >> All right. Next item. >> We already took a motion. That concludes the agenda. >> Thank you. Lunch and reconvene 12:45. Oh, are you
going to do yours? I'm sorry. LJ