Uh, academic goals and instructional improvement committee. Could we have a roll call, please? You ready? I'm sorry. >> Mr. Appel here. Mr. Appel is present. Dr. Armstrong Dr. Armstrong is present. Mr. Berkin Mr. Berkin is present. Mr.
Cal Mr. Cal is not present. >> I might be offended. >> Mr. Castile >> here. >> Mr. Castile is present. >> Miss Champagne >> here. >> Miss Champagne's present. Dr. Clark >> here. >> Dr. Clark is present. Mr. Harris >> here. >> Mr. Harris is present. Miss Holloway
>> here. >> Miss Holloway is present. Miss Miller. Miss Melon is present. Mr. Morris here. >> Miss Morris is present. Miss Lopez Morgan. Miss Lopez Morgan is not present. You have a quorum. >> Thank you very much. Could we move to
the consent agenda, please? >> Your consent agenda is ready for approval. Adding items 3.2 to 3.4 and removing item 3 to I'm sorry, 2.3. >> 2.3. >> Yes. >> Okay. Does everybody understand? Do we have a motion to accept the consent
agenda? Mr. Harris, Dr. Armstrong seconds. Any objection to the consent agenda? No objection. Stands approved. Next item. >> Your first item is on page 24. Consideration of requests from local education agencies for waiverss of
policy contained in bulletin submitted by the state superintendent of education. The recommendation is to approve and deny as outlined. >> Okay. Mr. Harris moves. Dr. Armstrong seconds. Do we have any discussion?
We've removed um 3.2 uh 026 uh rapids to a different time. Uh yes. Uh uh Mr. Appel, Mr. Chairman, I would like
to u make a motion to approve the Rapids Parish waiver and I'd like to hear from uh the superintendent if he's here. Okay, >> I'm sorry. I had the button pushed. We
have a a motion and a second. So, I guess we'll call up the superintendent. >> Good morning. >> Good morning, Mr. Chair. I appreciate the opportunity to come and and speak on this. Thank you, Mr. Harris and Miss Holloway for making this motion. Um, as
you are uh familiar with different policies, we have class sizes that are recommended through various bulletins that uh you have adopted. Uh, there are some rare occasions throughout school systems where we have to make some tough decisions. Uh, particularly in situations like this one. Uh, in Rapids
Parish, we have 14 separate taxing districts, including our parish wide taxing district. We have several taxing districts that are single school taxing districts which really limit their revenue flow and the opportunity for various programs and things and more
specifically in this case even the opportunity for additional classes. So over the last couple years, we've had an influx of kindergarteners at this one school, Ruby Wise Elementary School, after staffing and in some cases after the school year starts because if parents don't have their children
enrolled in a prek program at the school, we don't know if they're coming in or not. And so we don't know until they come register. Some of those don't come register until the day school starts or sometime thereafter. And in this particular year, we had um three
additional students above the state limit for kindergarten, which is 26. And so we worked with the principal and made the decision to allow those students to enroll. The next school is another 10 or 15 minutes down the road. And you know, the complications of trying to provide transportation for 5-year-olds over that
additional distance would create some other barriers for the particular students. So what we were able to do and there's there's not another classroom on the campus even if we gave them another teacher uh for this purpose. We were able to hire some pair of professionals to come in and do some uh pushin
supports as well as some special education professionals that do some pull out supports on various occasions to ensure that there's safety and and security for these students as well as effective educational programming. U in fact if you look at the handout that I was able to pass out to you I think Mr.
Walker was able to pass out to you. You can see that the two teachers that are currently teaching these elementary students, these kindergarten students are highly effective by all measures, whether it's SLTs or their professional observation score. When you compare the last two years, uh Dibble's scores, the
literacy assessment for Ruby Wise Elementary School in kindergarten, uh the end of the year 2024, they were 64% proficient compared to the Louisiana Department of Ed of 57%. By the end of the year of 2025, they were 78% proficient compared to the Department of
Ed, the statewide at 61%, which was a growth in 14% for this one school. Just just shows you how effective these teachers are even with the higher number of students in those classes. And and then the next little chart, you can see that we are um on the same trajectory this year to see the same level of
growth. So, while we know it's not ideal, we don't want to make it a habit of overstepping the class sizes. We are asking for Bessie to approve this particular waiver for this year. We do have a plan in place for next year. Uh we are converting an underutilized portable building into a kindergarten
classroom. So we even though as of right now we just did this school staffing for next year a couple weeks ago. Right now they're not projected to be over that limit, but as has happened the last two years, we expect that there will be some students come in. So we are u allocating an additional teaching spot for this
school next year, converting the portable building. So we we should not have to come before you again to request this waiver. But if you do approve this today, it'll it'll prevent the Rapu Parish public school board from getting an audit from the state auditor's office, an audit finding. And uh so we would appreciate your consideration for approval of this.
>> Thank you. And just one more time, I want to clarify this is a request for an exception and not a policy a permanent policy change. >> Yes, sir. >> Um you're not even going there permanent policy change. >> No, sir. Okay. >> Anybody else?
Anybody else? Do we have any objections to the motion? Hearing none, the motion stands adopted. Thank you. And we also have a motion on the floor for the other consent agenda items. Do we have any conver u discussion on the remaining consent agenda item? Hearing none. Do we
have any objection? No objection. That motion also stands adopted. Next item. Your next item is on page 30, item 3.1, consideration of a report from the Bessie artificial intelligence workg group. The recommendation is to receive
and direct. >> Thank you. Um, let's see. Do we need I guess we need a motion for this. Uh, Mr. Morris moves and Mr. Harris seconds. Dr. Henderson is down to speak on it. Do we have some
Good morning and thank you for being with us. Could go ahead and introduce yourselves as you go. >> Good morning, Mr. Chairman. I'm Jim Henderson, president Louisiana University. >> Hey, good morning. Eveina Brousard, OTS, um CIO for the state.
>> Vanessa Pa, LSU Kane Center. Mr. Chairman, thank you very much for a moment to present this report. This is the result of a number of hours of work by a large body of people that uh uh impressed me about the expertise and passion in Louisiana about this subject,
a subject that is ubiquitous today, artificial intelligence. I listened to two different podcasts on the drive down from Rustin this morning about very specific issues related to AI. one in the defense industry, one of course in in data privacy and all of those issues and so many more were discussed in some
robust fashion. I also want to thank the members that uh served on that committee attended these meetings and were part of the conversation that was uh added a richness to it. But I asked uh Vanessa and Eveina to join me today. They were two workg group leads on two very key uh
portions of the report. You gave us six deliverables u six charges for this committee. And when we started this seemed like an overwhelming task for us because we had I think the first meeting was in October uh to finish in time to present to this group in March. Uh but as we started to get into the
conversation we realized that there was some uh a thread that ran through all of the deliverables and there had also been some some uh significant work done by the department of education already with their strategic plan and some of the edtech work that has happened. And so we
tried to develop synergies between all of that together. As we walk through these uh these deliverables, the first one of course was the policy and implementation strategies that would support LOE's comprehensive plan on technology and AI. And this is one and you'll notice a lot of these put the
onus on the department to deliver but not all of them. Some of them involve a larger group of folks and and we'll talk through that as we go. Uh some of the principles associated with this first deliverable also cut through the other uh deliverables as we go. But having LDOE uh ensure that the edtech plan is
very clear in how it adapts to relevant AI considerations, ensuring that those are uh are front and center in the edtech plan, especially on data privacy and the collection of of usage information about the districts that they publish guidance around student and
teacher AI competencies. And we have a a a a graphic in here that Vanessa actually put together that that she might want to talk about that talks about how you can divide AI into three uh key buckets and um and and being clear on what those competencies are and
then offering support to local educators about the different tools that are available uh on a statewide basis and then in partnership with Bessie being a vocal champion around AI and AI competencies and what that looks like. What are the priorities? What are the
resources that that that local decision makers can use as they move forward into these uncharted territories? Listen, AI is affecting every aspect of the educational pipeline, preK all the way up through higher education. And that's from, you know, using AI tools, using AI
to be more effective learning about AI and all of the responsibilities that come with that. We'll talk more in detail about some of those. But the second deliverable you wanted us to develop was an AI literacy framework for educators. And this was this work group was led by Eveina Brousard from the
governor's office OTS and I thought they did a fabulous job. I'm going to let her talk through that deliverable. Is that all right? >> Yeah, sure. So, um, Ashley from DOA DOE came and did [clears throat] so Ashley from the Department of Education came to one of our meetings
and discussed um, how much work was put into the computer science curriculum. So, it just made sense because teachers have enough to do, we don't need to add more to their plates that we write something that coincides with that computer science, the computer science
standards. Um, and so the framework coincides with that, but also the digital digital literacy core competencies and the edtech plan strategic goals. And so we wrote the framework so that it would align with all of those. And then also we kept it
simple so that um the schools could implement it based upon um changes to competencies being taught because we also added like um the trades. So not just computer science because you you're you're also going to need AI in the
trades going forward. So we also um we did that. So all that was considered. So if a student decides they want to get out of high school and go into the trades or go to college to get a computer science degree, this covers it all. Um so it was written very broad so that the implementation could happen at
the school level or as needs change and time goes on, it would still work. >> So if you look on on on the uh the slide, they they go through the core tenants and then the the key audience for for uh and they call it role
descriptions. We had three. We added a fourth which was parents. But the student AI literacy framework framework for teachers certainly one for for parents and outreach as parents deal with uh if you're if you're anything like me uh every turn of the calendar
year you find yourself less and less u expert on technology. In 1991 if you wanted a Unix programmer I was your guy. But things have happened in the last 35 years and uh and and and I find that my grandchildren who are now preschool age
are as adept in technology as I am. Parents have a lot of concerns and I'm sure you've heard this. And so developing an outreach and communication framework I think can go a long way into helping districts navigate through some of these tumultuous waters. And then of course that one for school system leaders uh who I dare say are also
getting older uh in large part. And the more distant you are from from uh uh technology innovations, the harder it is to adapt. So, Representative, excuse me, charge number three was one that uh that gave us a lot of opportunity for a debate.
And this was uh uh we wanted to talk through what a clearing house would look like on AI tools. And if you remember that fateful meeting, we had some people that left in tears and and and a lot of angst. Uh but we did talk about several options. The first option was to
establish what would be a clearing house similar to what you've done with other uh uh uh tools uh around technology. Uh but because of the dynamism in the AI environment, developing a clearing house really seem to be impractical because so
many tools are emerging quickly, so many tools are adapting quickly. um the rules associated with those tools, what they focus on. This morning that one of the podcast was on uh uh the the AI tools used by the Department of Defense and
how the AI provider was very surprised at the way that their AI tool was used to collect data and uh and surveil information in Venezuela in the ousting of Nicholas Maduro. uh and some of their workers actually started to protest and so Department of uh defense actually
gave them a deadline at which point that if they department of defense was going to use their tool the way they wanted to use it and it didn't really matter how the company intended it to be used and so that led to a very highlevel debacle around this particular company another company stepped in decided that they
would do things through code they wouldn't do things through prohibition and the issue with codes is codes could be rewritten so that's the dynamism that we're talking about and as these tools advance we're going to continue to see that. So the clearing house didn't work and so we thought through what would an
AI vetting tool be and the AI vetting tool was great. It would give uh districts an opportunity to or give them the framework with which they could evaluate the uh the appropriateness and usefulness of particular tools. Uh but we went with a hybrid model of the two. So one where the department would create
a v a vetting framework so that then that that both small and large districts would have uh some criteria by which to vet tools but also a statewide reporting tool. And this was where you can use your existing um edtech uh readiness plan to list some of the tools that
others have put in place and those that have shown that they can be effectively used. We think a vetting tool in combination with the edtech resources creates as close to a clearing house as you can, but one that's appropriate for a highly changing, highly volatile situation.
This is u I should let you talk through this. This is Vanessa's graphic that I thought was great. Thank you. So, um, this kind of came out of the conversation about the vetting tool and the framework and a clearing house. And really, when we're talking
about vetting tools, uh, there it really kind of falls into three categories. There's there's tools that are used to teach traditional courses more effectively. So, think of that as like your Khan Academy, your Amir Learning. It's to teach your traditional subject
matters but provide the differentiation, provide lots of different steps along the way. Um, but the goal is not really to learn the AI, the under the hood. It's really just to learn your traditional subjects in an enhanced way. As well as teacher productivity tools,
so like Magic School, um, anything that um, can help teachers write lesson plans and and spend less time uh, grading things and more time actually helping the students. So those both are kind of in the category of enhancements to your teaching practice. So teaching with AI.
Um then the other two are more about AI literacy in terms of how do you learn about AI? What is tokenization? How are you how is the AI storing your data? Kind of more the under the hood piece. And there's basic awareness and then
there's more in depth. And so those were kind of the three different ways that we were looking about AI. And so when we're talking about the vetting tools, it's primarily that first category or the vetting process that that first category, but then as more curriculum
becomes available and and in use in the classrooms about how AI actually works, then it kind of falls in those other categories. Oh yeah, sure. So this was my uh my subcommittee. So which is to recommend an AI competency index that defines
proficiency levels and tracks growth across roles. Um we kind of changed this a little bit um because initially we had found the AI innovation index which was kind of a short pulse questionnaire that could be given to students, teachers and
district leaders that was um a subjective I feel like I can do this. Um, and we decided that we didn't really want to add a survey. We didn't want it to be subjective. We wanted um two things. We wanted it to be an objective measure and we wanted it to be something
that didn't add an additional reporting structure. So, those were kind of our two goals um when we came up with our plan. So, what you see here are four different types of things that we could measure. And we said the two we wanted were to measure individual competency
and system readiness. Those were the two. And then the impact validation and cultural pulse are other things that could be measured, but we did not we're not proposing those as recommendations at this time. And so within those two, the individual
competency and the system readiness, we identified the roles. Those are the same roles that you saw on the first slide um under the first deliverable. So students, parents, teachers, and district. And then what what are some sample acceptable evidence that could be
used to measure preparedness, exposure, and proficiency in each of across each of those roles using some existing structures already in place. So we've already mentioned the edtech plan several times. Um, so that's a great way where schools could report what AI tools
they're using, what, you know, AI um, maybe AI chat bots they have on their websites, and what the usage is from parents and teachers of those AI tools because a lot of these AI tools do have usage reports that a district uh, IT
person can just download. So, it's not a big lift on their end in terms of reporting. Um, and from a student, you know, are they exposed to AI ethics? Are they exposed to some of the computer science standards that can be uh used in
AI in an AI application in all of their classes? What does that look like? Um, and then the highest level would be completion of AI uh related industry based credentials. So like there's AWS AI foundations. Um and there are several other computer science uh credentials
that include an AI piece. Um and so these were some sample acceptable evidence. So this is something that uh will the work will need to continue with LDOE to collect these and maybe identify which ones become the key performance indicators that we should say okay these
are the final five or six that should be measured. But the the main goal was not to add a new measure and not to um have it have it be subjective. It needed to be an objective measure. Thank you.
Skip over this title slide real quickly because the word education is misspelled. Yeah. Of all of all words any but we'll go to the recommendation on charge five. And this is uh this is not a new issue that's really related to K12. This is something or excuse me work to AI. This
is an issue that's plagued Louisiana for for a long time. M chairman Appel and I first met working on a a task force for workforce competitiveness uh in the early part of the 21st century and uh we came up with a volume of work trying to
de to to develop some connectivity amongst the various entities that were overseeing workforce development at the time. Uh but this is the proposal we have is is a a workforce cabinet like uh a arrangement of of agencies and
independent programs and and and partners uh from the private sector uh to have a standing body that coordinates the state's AI response when it comes to education. So that you' have agreed upon definitions. That's one of the great
things. is that can divide these groups when you're all using the same term but the term has a different meaning across different agencies. Uh a governance structure uh that develops a very clear mission and goal alignment by the groups between the workforce agencies uh economic development certainly having
the pipeline from K12 to higher education or from K12 to to the workforce. having industry and technology partners at the table and having a vested interest and developing a central digital portfolio or a portal if you will that connects those stakeholders. Uh if you develop those
that framework, then you're able to develop some financial and policy incentives that that fund outcomes associated uh with this work and do some grant work and other things. Which leads us to recommendation number six. Um which was, and by the way, this is a a timeline that we're already in the the
second quarter of of 2026. So you're already behind a little bit, but I think that that we put that on there just to to to reaffirm the the uh urgency of some of this work. but to identify and position Louisiana for federal and private funding. And this is one of the liberals that we
really want to take off of your plate. During the course of this work, there was an opportunity to apply for a FIPSY grant. And I know we we use acronyms all over the place, but this is a federal grant application where uh Lindseay Keith Vincent from Louisiana Tech was able to corral a number of
representatives from public and private education providers from uh uh K- through2 school districts uh from industry, from economic development and other agencies. U and it was a body that put together a really compelling application for for uh the grant. Uh was
not successfully funded. uh but again within a you know a 14 to 15 day turnaround time they put together a a very comprehensive approach to AI that body can be quickly developed into a something similar to what we have with
our cyber work group the cyber council we have for Louisiana uh this is one that we can become an independent um entity uh I believe forming it as a as a nonprofit group advisory group that works together Louisiana Tech can take
ownership of creating it but not ownership of the group itself. We'd have a rotating chair. You'd have opportunities for other entities that have not been included in the grant to be a part of this group. Uh you'll have a single voice, a single point of contact when it comes to grant opportunities that that that is
reviewing signals that are out there when these opportunities arise. And this type of of organization can be quite nimble and can be quite effective at bringing people together on an ad hoc basis uh when the need arises and developing some pretty comprehensive
proposals for Louisiana. So that was the sixth one. Now ownership is is key and I mentioned ownership of of this one charge. Um somebody has got to own this work. a person, a an individual, somebody has
got to be the one who either is directing those that are going to do the work or is actually doing the work themselves. There's got to be a point of accountability. Um, we talked a lot about the state of Utah and some of the work that they've done. Well, there in Utah, there was one guy that was able to talk through all of it collectively.
He's not doing all the work. A lot of it is bringing different agencies to the table, assigning this work or assigning elevating an issue to a policy board. uh finding who that person is for Louisiana is going to be key or at least finding who is going to be the key point of
contact to deliver on these recommendations we provided you. The recommendations are high level but each one of them contains a great deal of work that's got to happen if we're going to be positioned for uh this inevitable future. inevitable future that's hard to predict that's ever changing uh but one
that we can thrive in provided we uh implement these recommendations with fidelity u I will tell you that the people that were at around the table there's the list of them here did some amazing work had some very candid thoughtful uh occasionally not heated is
too strong of a term but it it it got a it got a little spirited in the room from time to time and that's the kind of conversation it takes to develop substantive uh recommendations on something this complex and and and and this important. Especially want to want
to thank uh superintendent for his uh his leadership and and the staff, Ashley Townsen. I got to work with Ashley during the development of the computer science uh standards and and saw uh firsthand her capabilities, leadership, thoughtfulness, uh wisdom, and she and
and others from the department added that to this work, and I think it made the work that much better. Uh but with that, Mr. Mr. Chairman, we'd be happy to entertain any questions from the board. >> Thank you. Let me let me start by saying uh we owe a deep debt of gratitude to Dr. Henderson and the ladies and the
other members of the group. Um they don't have their affiliations listed on this chart, but the we had people from the business world, academia, um and just people that had a passion uh for uh technology.
Um and I want to thank uh Mr. Morris who has beyond passion for this. Uh but I think this is a great step forward. The key takeaways from your conversation this morning were this is an ongoing process constantly evolving. Number two
that we need leadership. Uh and I think that's going to be critical if if we're going to attain the lead in technology that Louisiana needs to attain. We're going to have to have leadership. I think you pointed that out very clearly. So, let me thank everybody
that had a piece of this, especially Dr. Henderson and and the students of uh Louisiana Tech who had to forego his his duties while he was working with us. It was really a a pleasure to be on that committee and the members of Bessie that were there too. Uh so, do we have any
other I'm sure Mr. Morris, you don't want to. >> Mr. Castile, you want to go ahead? >> I'll defer to M. Morris. Uh yeah, I just wanted Mr. Chair, I just wanted to uh first of all, I guess uh thanks uh Superintendent Henderson and
his team uh for the approach they've taken on this issue. Uh I think it's been a very uh cautious, conscientious approach, but it's been very focused and direct. It's an very important issue as Dr. Henderson pointed out. It's not going to be something that's going to be
swept under the rug. So, I appreciate the approach they've taken and and then especially just very transparent about the fact that, you know, uh it's a one-man shop basically at at DOE. Um and where do you find subject matter
expertise on this topic? Uh you know, we don't have that expertise inhouse. So, but we want to address the issue appropriately. So, so what do you do? And so, uh, just very, um, impressed with the approach that Superintendent Romneyy's team took, uh, to work with
Bessie, uh, to recognize that situation and to leverage, uh, resources within our community, uh, to put us in a position where Louisiana can be competitive. Uh, so just a kudos to Superintendent Brumley and his team and and and also, as you stated, Mr. here.
Just really special thanks for each and every person on the committee that uh gave of their time to to contribute to this. That's truly going to be in the best interest of all of us, you know, as we look at the path forward. Um with with regard to the report, um I
appreciate the ownership that Louisiana Tech and Dr. Henderson's team has taken on number five. Um I guess uh would really appreciate some discussion amongst the board and superintendent Brumley uh perhaps Dr. Henderson as well
as far as the other five and what kind of priorities do we put on each one? Uh who who is the owner of each one? Um that we all appreciate how quickly this is moving. Um and and we're just not
going to have time to sit on these items. uh the work is not going to be added. It's not going to add value really until these uh recommendations are addressed. Um so I'd really appreciate you know more conversation about the other five uh where the
ownership lies and what what frequency of uh feedback we would get. And then uh also I know there's a number of folks in the audience here today that want to speak on this topic. and and that really goes back to my initial comment about how uh quickly this thing's moving, how
short the learning curve is, and and we can really benefit from uh testimony from others. Um, I know I've had a number of conversations with educators recently, with school leaders recently who who as they've gained experience on
this topic recognize that um that this is a tool and and just like any other tool, the value of the tool is knowing when and how to use the tool. We we can take the most uh technical critical powerful tool in the world and we can use it to do some terrible things. But
if we put the appropriate guidelines in place and we know when and how to we we know how to identify the appropriate tool for the task and then how and when to use the tool then we put oursel in a very competitive position uh in this global economy that that we've all come
to realize. So uh having said all that uh Mr. Chair thank you for the opportunity to speak. Mr. Castillo. >> Thank you, Mr. Chairman. Uh again, I want to congratulate Dr. Henderson and for leading this. It's been extraordinary and the the entire team
that's worked with the AI task force. Uh the work is incredibly important. Uh Mr. Morris, uh likewise, thank you for your your leadership. Um, if ever we doubted that we should be paying very very close attention and leaning in deeply, it's
amazing to watch our task force do its work and then watch many of the things that we're discussing sort of at an academic level play out on a global stage. uh anthropics uh conflict with the Department of War
uh over the last several weeks and how all that played out. The ethics that we're discussing in our task force that are being considered nationally and globally that to the extent that we might believe that this is only an academic conversation is really a
mistake because it because it really is happening. you use the word uh ubiquitous and that AI uh is inevitable. The future is inevitable. It's actually here. It is not just the future. It is happening right now. So I know that
there are times where we think that this is not as important uh as many other topics but when we see it play out at so many levels. I I cannot listen to a news broadcast where the the phrase AI is not
used in some way in financial markets uh in business and everyday life. um the the things that we do just for fun terms of the caricatures that we all making of ourselves and posting on Facebook uh it is just everywhere and so I think as a
state we absolutely need guidance uh we need direction and tools I think the recommendations that the task force have come up with are fantastic uh but it truly is the beginning though because there tons of work that still needs to be done uh this will be an iterative
process and it's going to be a fastm moving process because things will happen very quickly and we see it. Um, and I'd like for us to just keep up on one hand, but I'd also like for us to lead and I think this framework positions us
to lead uh as a state to to lead the country and and more. And I I think our our children uh the citizens of our community need us to do this very important work. So, uh, again, thanks to the work of the task force, everyone
involved, but but I I want to be clear that this really is the sort of the beginning and we've got a lot more to do. >> Mr. Harris, >> thank you, uh, Mr. Chairman, and thank you, Dr. Henderson. That was really a
pleasure to be on this committee, all the exciting stuff we got to learn. Thank you, uh, Mr. Mars for spearheading this. But the WordPress thing that we saw was just incredible. How many jobs were they seeking? 750,000 something like that globally
>> that are, you know, immersed in AI. Uh but two observations and I've talked to uh staff about one way I think that this body can help our local districts and LDOE is through governance and change
management. And we talked about some of that, but I think we can put those tenants in that a school district can uh know how to implement AI because change management is very important. People have to know the why, how it's going to
affect them and what the tools actually do. And number two, the governance, which is the uh the ethical use of it, uh how we're going to apply AI in our daily lives in the schools and everything else. So, I've talked to staff and I think they've done an excellent job with their pillars and and
and uh Dr. Bromeley, I think uh your department has done really good on that, but I think there's some things we can expand on just to make sure that our local districts because that's where a lot of this is going to come down to. We we found that out when we were
discussing the clearing house. uh local districts going to make their own decisions on a lot of these I AI tools, but what we have to do is make sure that those decisions they make affect their employees and their students and their families in a positive manner and that
that happens every single time they make that decision. So, I appreciate that part. Uh we're going to be looking at some bills coming I think this year. Uh we won't go into detail in my committee, but we have uh some bills that actually
want people to sign off on AI. Uh you know, parents and things like that. I know there was one discussed, but what is the definition of AI? Okay. Can you give me a good definition of it? It's in every program you use right now. Any
program that you use, AI, the little agents up there, he's talking to you. That's AI. So these kids and these teachers and these families are doing this every single day. So we have to be careful how we define AI. And if we put in some parameters that you just can't
go outside of, we'll be uh just like Mr. Castile said, it's going to be changing every day. And I know in my business it's changing from day to day and we're really moving forward with it. And I can see how that would be a big issue in on
a statewide level. So, I appreciate what y'all done um this assistant superintendent and her work on this, but uh I think that's we have to focus on how we help these local districts implement this new technology and where
it's going. And thank you again for your work and it was a pleasure. Uh it did get a little spicy there on the the deal, but uh it was fun to watch. But I thought it was amazing the people we heard from from around the country of
where this is going and the opportunity it gives our folks. What was the salary? $95,000. >> That's right. >> And you you're at your house working, but you have to have those adequate tools and able to get the job. And that's what we're trying to do here. But
thank y'all again and and uh I look forward to this as it it goes through the process. Anybody else? >> Okay, thank you very much. Uh, we do have two, well, one person wishes to speak. Uh, Anthony Bruce from Thea and
then we have a card from Lucas and I'm going probably murder his name. Spiel Fogle. Uh, I don't know if you want to speak. You didn't mark. Uh, and then we, while they're coming down, we had three uh, email uh, messages in support of item 3.1.
>> M. Mr. Chairman, if I could just add one more thing, and I would be remiss if I did not thank this woman right here, Reene Williams, >> uh, for just handling all the logistics that that's a lot. And to corral me and respectfully Mr. Morris, uh, together on
when it comes just even something as simple as developing an agenda because we're going to talk about big ideas, but sometimes you got to do get down to the practical logistical work and she just made that so easy and was an absolute pleasure to work with. So, thank you, Miss Williams. Well, let me let me say something's missing in this conversation
that I've heard for the last six months this morning. Um, an expression by a noted education leader. We can wave goodbye to the plane or we can take a first class seat on the plane. >> And uh I don't know why you didn't say it this morning, but I figured you'd say
it anyway. Yes, sir. Please, >> Mr. Chair. Mr. Chair, actually the option was to uh get a seat on the bus or get a seat on the plane. I'd rather be on a plane >> and uh and Louisiana's preference is to be in the front seat of the plane, >> right? >> I knew it was coming.
>> Yes, sir. >> Hi, my name's uh Anthony Bruce and I'm the CEO of Thea. uh Theia's PRA uh personalized practice and mastery platform and we want to comment on the framework for vetting AI tools that was
just described charge number three and in support of this hybrid model that allows for the flexibility of growth and innovation uh that's occurring I wanted to talk about thea as an example of how guidelines can be applied uh or use of
AI for really positive impact act uh in Louisiana here today. So when I say that a that is a personalized practice and mastery platform, what I mean what I'm talking about is
that part of the learning process when you're on your own. You've you've heard the lecture. You've been part of the class discussion. You've you've read the textbook. And now it's time to practice and master the concepts, the techniques. It's time to practice the critical
thinking that's required for you to achieve and demonstrate proficiency in what you're learning. And that step which was which was column three how do we enhance the teaching of of leveraging these AI tools is so critically
important that independent and self-regulated part of the process of practice and mastery for high school students middle school students college students and beyond. But it has to be personalized in ways
that AI can now accomplish. It has to be personalized to exactly what a student is learning. How does it get personalized to that classroom, that teacher, that class? What we find is that students have a
love of learning and it's inspiring, but they have a particular love of learning of exactly what's going to be on the test next Thursday. And to the extent you can provide a platform that's not generalized, but that's exactly aligned with that experience,
that's powerful. And it also has to be personalized to the individual student. If I keep getting questions right, I get bored. Move on from where I've already demonstrated proficiency or make the questions harder. If I'm struggling with a particular concept or topic, ask me
more about that and make the questions easier. VIA customizes to that individual student their exact starting place and their exact journey in real time adjusting to them. Giving you a handout here. I just wanted
to walk through sort of quickly around the process and then talk about Thea as an example of these kinds of applications. In terms of the process for Thea, it's really simple for a teacher interact. Simply describe what it is a student is what what's being taught. Most often that's by uploading a
lesson plan or a study guide, a PDF or PowerPoint. And then Thea instantly transforms that into a link that can be shared with students to a AI companion that's exactly linked to that class. One
that allows a student to study in different modes, whether it's flashcards or games or practice tests, but more importantly, that adapts to that individual student in real time for their own journey. AI can be used for good in an ethical
way in the right way. With the you can't use the platform for shortcuts or cheating. It doesn't do the work for you. If I have a problem set and it's due tomorrow and I really am desperate and I upload my problem set into Thea, it doesn't do my problem set for me. It
simply asks me questions like the one in that problem set and helps me practice and master what I need to know. AI can have impact. What we've discovered is pre-post test versus control, more time on thea creates better grades and better impact. And
this is amplified by countless examples of students and teachers articulating the impact that it's had. I want to want to describe really quickly how Thea can be embraced widely. We
started at Southern University working in last semester in the fall after the semester had started in September with just 10 courses. But the impact on exam pass rates was so significant that the teachers that were using it started
telling other teachers and it went viral that way and the students that were using it realized they could use it for other courses and it went viral that way and in just five months now nearly one out of every two undergraduate students at Southern University have a Thea
account and over 12,000 hours has been spent on Thea practicing and mastering material. We're very new and this this is we're two years old. This is brand new. We had a few hundred learners on the platform
and yesterday we have more learners on the platform than Tiger Stadium holds. And we started in Louisiana. Our founders, including me, have ties to Louisiana. And in Louisiana, there's more per capita use of Thea than in any
other state. And we're very excited about partnering with secondary and post-secondary institutions here in the state. We're very excited about the framework that's been introduced here and about the opportunity to move forward and continue to be accepted solution following these guidepost and
guidelines that have been outlined for impact in Louisiana. Thanks for the time. >> Thank you. Yes, sir. Are you going to speak? >> Good morning. Good morning. My name is Lucas Spielog. For the last 14 years, I've served as the CEO of Brick, which
is the Baton Rouge Youth Coalition. And before that, I was a middle school social studies teacher. I also serve part-time on Thea's team, which I'll explain in a moment. Brick prepares low and limited income students for life after high school. We serve nearly 2,000 students ranging from 8th grade through
mid-career, and we follow our students all the way through. People familiar with Brick know us for helping kids enter and access post-secary education. What many people don't know is that my team and I have built a highly effective homegrown model for self-regulated
learning, which is teaching students how to drive their own learning and not to be and to be interactional, not transactional with the materials they study. Transactional learning leads to passive completion. Interactional
learning is deep learning which leads to mastery. I'm going to be honest. You are hearing from someone well-versed in the science of learning and who is also skeptical of edtech. I'm skeptical of edte because it often is just a fancy
interface for what is actually transactional passive learning. I had to see thea for myself on the ground with my students at brick. And what I saw was rare. I saw students whose ability to engage in deep self-regulated learning was genuinely augmented by Thea because
it forced them to interact. This effect is further amplified when deployed in a classroom context where teachers control the information from which Thea bases its study questions. And I can now say that my students join the millions worldwide who attest to Thea's impact on their learning and
academic performance. Let's be honest. We all know that students are using AI in school. The question is not if, it is how. And research is showing that how students use AI is putting them on two divergent
pathways. Students using AI transactionally, as a gen as an answer finder, a content generator, a cheating machine, are experiencing the opposite of what we all here want, and that is cognitive offloading. It's the cognitive
wheel being handed over to AI and it is actually causing the erosion of critical thinking skills. This board just talked about the importance of AI for career advancement. In a study of 82 million job postings, critical thinking is the number one requested skill by employers
worldwide. I have personally experienced that Thea is designed for the other pathway. The pathway that people are on who use AI critically and that is Thea's path. It is to keep students in the driver's seat of their learning to create the conditions for deep
interactional learning all while adapting in the moment to each learner's unique needs and pacing. And that's why I joined the Thea team because AI is not neutral but it is inevitable. And I want to be on the side of putting effective AI in Louisiana students hands. Again,
this is not a question of if, but how are they using AI? Students using it transactionally are moving toward cognitive erosion. Students using AI interactionally, the way Thea is designed, are experiencing brain stimulation, neuroplasticity, and metacognition, where the lofty promise
of AI as an academic tool is actually being delivered. We all here who know the science of learning must urgently put Louisiana students on the path of interactional learning. Thank you. >> Thank you, Mr. Morris.
>> Thank Thank you for your testimony, Stephen. Um, I'm just curious. Um, I I've worked with with Brick before as volunteers, so I appreciate the organization, the work you guys are doing to support those students. Um, but I'm just curious from your perspective,
there's a lot of different, as we all know, a lot of different um opportunities to engage with AI. Uh, what what vetting process did you use to to land where you are today? What did you take into consideration uh when when you made your decision for your
organization? >> Yes sir. Apologies. >> The vetting process was two things. It was students qualitative feedback about this system in a world where our students have experimented with many AI technologies or excuse me many ed
technologies period. Many people in this room have been teachers. We all know the onslaught of of technology products that are forced upon us and how difficult it is to make these decisions because they're all promising a silver bullet. And I over my 16 years have been through
so many of them that have failed. Which is why when I first met Anthony I was skeptical because for me doing things with a pencil and paper can be more effective than AI tech. So, I had to first see what are they saying about this and then I also had to closely
monitor how it was impacting their academic performance both through their self-reporting and through their actual transcripts. And what I saw was a marked change. And I wasn't surprised when I then looked at Anony's data and I also
looked at the reviews that were coming in online. If you yourself go to the reviews on the app store, it's humbling, literally humbling to see what students across the world are saying about this technology. And what's exciting to me is that these are the 3 million users who
are using it individually. When you factor in a teacher into the equation where a teacher gets to control the input of information from which thea is generating its questions to make sure that it is course aligned, you get a
much even higher level of quality. The teacher's lives become easier and the teacher is able to monitor how their students are using the platform, what they're doing well in, what they're not doing well in. Again, many people in this room have been a teacher. We know that the hardest thing about being a
teacher is differentiation. You cannot meet hundreds of students individual needs as one person. But this is one of the areas where the promise of AI actually can be a real thing. Where thea is in real time differentiating for
students who are using the platform. If you're struggling, it's going to hit you with an easier question. If you're doing well, it's going to hit you with a harder question. It's psychologically attuned to how the student is doing. And I saw all this play out with my students and I said, "Every Louisiana student has
to have this." >> Thank Thank you for that. Just wanted to share with members just one one or two experiences I've had recently with the same um same outcomes. uh feedback from students
um has just across the board been how much they appreciate the instantaneous feedback that they get. uh the culture we live in today, the digital culture and whatnot, you know, that's the life they lead and and this is uh something they respond to and and
uh to your point uh you know, if I put my educator hat on and I've got 30 kids in the class and it's a heterogeneous group, got some high performers and some kids frankly in the back of the classroom that are totally zoned out because they're lost, can't catch up, too embarrassed to raise their hands and
ask the the catchup question. um that you know they can check with their tutor in their laptop and they have the opportunity to re-engage. Um so I you know I had thought about that early on in in my exploration of this topic but recently uh my appreciation was expanded
on it when when one of the educators pointed out to me that um that it also applies to the students on the other end of the spectrum. the the high performing students, typically those students finish the assignment early, then they go on to do other things, play the video
game, get on their phone or whatever, right? But with the technology that that's in place today, there's that opportunity for that next higher level of engagement, you know, what's the next interesting problem to go work or the next level of complexity to go work. And
so the the tool if properly properly implemented uh to your point uh is impactful across the entire spectrum from the from the kids that are struggling to to the kids that are uh above and beyond. Uh so it was just something I want to share with members
appreciation that I've gained in the last couple of weeks. So thank you. >> Thank you. Anybody else? Mr. Harris. >> Just real quick, I have a a couple of questions. I'm gonna I can't wait to go to your website and look at all this.
You know, uh you've I'm sure you're familiar with Notebook LM by Google. Is it is this similar that you know notebook LM it confines itself to its sources that you upload? So my question
is like uh or that you search on the web and so it confines itself. It doesn't go out and reach for some other new philosophy or whatever. Uh, is it similar yours is like that? So the the teacher controls exactly what the sources are on the AI.
>> What the teacher controls is an understanding of exactly what it is that they're teaching. And so what is uploaded by the teacher is designed to understand what is what are the core concepts, what are the terms, what are the techniques, what is it that the
student needs to practice and master. and it leverages information outside of that to ensure accuracy. So, as folks know, a number of these models, they're not always accurate. I will assert the is always accurate. There's always
exceptions, but how do we achieve such a higher accuracy? Because we ask the questions, we don't answer the questions. If you ask a question and you always get an answer, you're not always going to be right. There's some questions that are the most interesting that don't have answers.
particularly what was the relationship between these two characters in this novel. What the is constantly doing is looking for consensus. Does every are we sure that we're going to get the exact same answer, the exact right answer? And so it looks outside to
ensure that yes, this is correct and there is consensus around that. And what we do if there's not, we don't ask the question. So, it does go beyond that, but it goes beyond that to ensure that there's accuracy. >> Well, just just what I've looked at
here, man, this would be a great tool. I mean, uh, Noebook LM, I use it all the time on on books that I have a hard time, believe it or not. I'm not the smartest guy in the world, but I gota load up a book from Toeser or somebody
that's hard to read and then it just pops out a a mind map and then it you pop on that then you can do the flashc cards all this stuff. We use it all the time. It's just a great tool. So if this is like it >> what we're trying to do is is actually like a somewhat like a Tik Tok or
Instagram or what what is the best next moment for this individual student? What's the right kind of explanation or question or celebration or challenge? How do you engage the student in real time in a way that's exactly adapted to
them? Our our goal is to help any learner of any subject at any level in any language practice and master what they're doing in a way that's engaged and optimized for them each moment. Not a small vision, but we're we're excited. Well,
>> it's exciting you started here. Thank you. >> Yes, ma'am. Dr. Clark, >> I did look at the um workforce for 5 hours and 20 minutes. I um looked at the entire presentation that was done, the the workforce group, and I I
agreed. I'm excited about AI. It is not going anywhere, especially the productivity. I do think there should be um a pathway, the architectural part to make sure students are able to leave school and go straight into the career force. The only thing I am going to ask
is as we develop the um policies and strategies, I want to make sure that we are not creating um AI in a sense that it is it is replacing learning. It needs to support learning and not replace it. I keep hearing about how it helps the
kids and and what I keep hearing is are we are we going to make sure they're not thinking. Critical thinking is very important and it has to be learned and although it may summarize something for students, it's keeping them from reading. We want them to learn how to
read. Um we have to make sure that when we create the guidelines, uh we are making sure that they are practicing, critical thinking, not just summarizing, they are able to read and they want to read. The love of reading doesn't come from summarization.
It comes from reading. Um, struggling is a part of learning. When students work through their problems, students learn to cope, they learn information, and they learn to figure things out. So, while AI may make it easier, I'm just
concerned, is it replacing learning, and I do not think it should replace learning. I also think that when we talk about AI, and some of us are practitioners in those schools right now, and we're watching what's happening with AI. So, we have a there's theory versus practitioner part still going on.
And it's almost like you don't want to talk about what's happening in your schools because it doesn't sound good and you're trying to stop something that's going to move forward. And that's not the truth. We just need help. And the fact that we're watching kids get 36es on ACTs that we know shouldn't have
a 36 on an ACT because they're coming up with as as much as AI is coming up with lots of platforms and things, these kids are also coming up with lots of ways to make sure they're cheating the system. And so I just want to make sure that we are using this as a tool as Mr. Mars said and Mr. Mars I just appreciate that
you do lead a lot of really good things in education for the state of Louisiana. So this is a great tool but how do we make sure that it's safe for kids especially kids in urban and rural schools who may not have access to internet etc but still need to make sure that they are using this properly in our
schools. >> Is it appropriate for me to respond? >> Of course it is sir. >> Thank you Dr. Clark. Um, there was just a Pew study that was released and it was called, "How are teens using AI?" And
the vast majority of teens or a an alarming number of teens are using it specifically for the thing you're worried about, which is simply information finding, passive transactional information finding where at no point in that process are they
critically engaging with the material. And so that's what I am most concerned about along with you and why I endorse Thea because the way it's structured is its parameters only allow for interactional learning. Um we have if we
know that AI is not going anywhere as you said we have to teach it teach students how to go on the path of critical thinking otherwise they literally are experiencing a sort of brain atrophy that data is showing right now
>> I'm going to agree with everything everybody has said my biggest concern is that our teachers know how to effectively implement this in their classroom. That we're not just putting students on computers and giving them
assignments to do. The teacher is the critical point of that learning. And I think we need to have that training to help the teachers before we can move extensively in this direction. >> Anybody else? Okay. Well, thank you very
much. We appreciate it, Mr. Morris. Yeah, but before we close the conversation, move on to the next agenda topic, I I really would like to get some some uh appreciation for next steps. Um, you know, I spoke earlier to
ownership. I spoke to uh frequency of uh reporting and so forth, but I really haven't heard anything on that. So, before we uh endorse this, if that's what we're going to do, move on to the next item. I'd like to get some appreciation for expectations going
forward. It's a it's five follow-up items, very broad, a lot of work, but I'm not really sure what next steps are and and um what the timeline looks like. >> Thank you, Mr. President. >> Uh again, thank you, Mr. Morris, and the
team. Y'all did an awesome job. I would say in my opinion uh we received the report today, forward it to the department and then from there look at it um at another time because we the expectations today which some of us may
have may change just like AI may change by tomorrow. So, uh I would say just to forward the uh the report, receive it and forward it and then at another date we can set some expectations.
>> Mr. Burkin >> interested in uh Dr. Bremley, what do you think [clears throat] is the department's role or next steps in in this? So we were not um an official member of this particular uh task force but we
made sure that we had a liaison at every single meeting to convey information, share thoughts um uh oftent times to share concerns. Um our uh primary interest uh our primary interest were one the privacy and of students uh data
privacy also you know we've seen reports of of instances where AI has even caused students to do harm to themselves. So we were very interested in making sure that that um we could have student safety throughout the entire process. Um and
then where the conversation went into the clearing house and vetting component, you know, our belief uh was that this is a rapidly evolving uh area in the educational space. Um and we were
more comfortable and Mr. Morris and I have talked about this. we are more comfortable in looking at vetting tools and making those available to school systems to help inform their decisions as opposed to us just suggesting the platforms that they should use because
the context is going to be different in a rural system versus an urban urban system and and and vice versa. Um, furthermore, we had an internal discussion around should we utilize some
of the the available vetting tools that that are already being used in other places and then we just felt as a team that we would like to use a survey of those and then some of our own considerations and and make our own
vetting tool. Um, one of the things that I know Dr. Chassan would point out throughout this entire conversation has been something that we have been uh really interested in over the last you know several years is instructional coherence. Making sure that everything
that we're doing is is aligned. Um and we don't have mission creep of other things into that alignment of what we're trying to do as an agency and as a state as a whole. And so we just feel more comfortable that if we build that vetting tool, you know, we're more likely to have the instructional
alignment uh moving forward to secure greater academic outcomes for kids utilizing the tools that are available. And so I' I've shared that with Mr. Morris, too, that we're more than willing to to use a vetting tool. We just don't believe that, you know, we want to put up a clearing house, so to
speak, at at this point. um and OTS which is the state agency that's responsible for technology has advised us to not do that. So want to be cautious about that. Um the other the other thing I would like to mention too Mr. Burkin is with the AI platforms uh
that we have been supporting through pilots. We've been running research studies alongside them, parallel to them, academic um return on investment research studies that have been independent from our agency and independent from the vendor because I
think that that what is true is that when the department recommends uh product um whether it's curriculum or or otherwise to local systems, I do think local systems think that there is a level of quality there for us to be
recommending that And so we have built that credibility over time with local systems and and we don't want to sabotage that in any way. So many of the things that that we will continue to do is is um run research studies alongside that. Uh as I share with Mr. Morris too,
you know, we don't we don't have objection with any of the recommendations of of the committee. In fact, you know, Ashley and and Adam and Thomas and our whole crew have been there alongside this the whole time. and all of the chairs of the various work groups have engaged us significantly
over over the last few months and we're very thankful for that. So we don't have a problem with with taking those recommendations coming back to this board at a later date and say okay here's where we are uh here's the way in which we think we ought to be moving forward. Um but we wanted to we wanted
to let the the the work of this particular work group um wrap up and conclude before we came forward with any further recommendations. I know that was a lot but you know that's um I've listened for the last hour and there was a lot for which to
respond. >> Well, thank you for that. I figured you were on the case, but um when do you see or do you have an idea of when you think those vetting tools um might come before us? >> Um I don't I don't necessarily know that
it would um need approval as much as probably just to receive so you guys can see what we're u um suggesting. I don't think it's something that we're going to turn around in the next three to four weeks, but but certainly within the next few months, we can have something
available. >> Mr. Morris. >> Yeah. So, thank you for that, Mr. Burkin and Superintendent Brumley. So, as we uh think about that pathway going forward, uh and I certainly want to acknowledge uh Dr. Clark's comments uh that you know, we're we think we're all in
alignment now that this is a tool as well as Dr. Armstrong's comments. This this is a tool that uh teachers and school systems will will all make their own decisions about appropriate uh applications, frequency of application
and you know to meet individual students needs and help to support our teachers. Um but but as this at least based on the feedback I've gotten from folks that have identified the right tool for their particular application, they have found significant value above and beyond what
they were doing base case. And you know the strongest message that I've seen in this education community is when you have teachers talking to teachers and you have students talking to students and there's a lot of that going on right now with with this tool. And so as the department uh rolls out their their
vetting tool um then um that's going to help a lot of these rural districts who who don't have these resources. Uh and and like I've said before, they've got 100 people knocking at the door trying to sell them something and they just don't have time to to go through that whole vetting process. And I think this
vetting tool will at least help them get to the short list uh to to uh present this opportunity to their students. But then the next question is going to be funding and and I know a lot of these uh vendors are providing opportunities uh you know for year one uh you know
maybe some of them are even providing free service right try try it and see if you like it but but eventually you know as most things in our business uh funding is going to be critical path so my question here is when we think about that critical path is is this something
that we need to be going to the legislature with you know to request specific speific funding for uh is this something that uh given the new flexibility the department's got now with federal funding it's something that can be braided into uh that resource? Uh
what what should we be considering with regarding to funding uh as as we move forward on on this initiative? If I might interject a couple of things, the thoughts um on vetting um it's a work in process just what you're
talking about funding, but you can't decide what you're going to ask for funding for until you know what you're going to do. So, I'd suggest um a few weeks, a few months, whatever you think is appropriate for the department uh to work with maybe Mr. Morris uh to define
what vetting is to look like in Louisiana. And I and I'd be very cautious about specific package commercial packages. I I think uh personally I think what you have to do is define the metrics that you want to vet. For instance, student
data privacy alignment with state and federal law. I mean you probably half a dozen specific metrics and then we leave it to the districts to make a final decision because that's the way we we do things here.
um on the uh how we implement this report. I look at this is there's two parts to it. There's the Bessie DOE K to2 educational piece, but then
there's also the piece that relates to department of uh workforce and economic development, the governor's office, the legislature, and the other part, which is the overall integration of uh education with applicability. So I think we need maybe I throw that
back to the the president but I think we need some um outreach to these other groups to find as Dr. Henderson suggested ownership of the process um because you can Dr. Henderson will
tell you we we wrote a study back during uh I guess it was the 90s book was 35 feet thick. Uh, I still have the book. It's got so much dust you can plant seeds in it. It'll grow. Uh, if you want these things to really function, you got
to have continuation. So, uh, I'd suggest that, uh, Bessie as a board needs to reach out to the governor's office and to the workforce folks and so forth and try to build some model of implementation that's uh, universal.
And then uh as far the educational piece uh I perhaps Dr. Brley could give us some time frame but uh maybe it's a matter of months before we could get responses back from the report we just received on how we would implement that on a educational basis. So that's just
my thoughts. Anybody else? >> M >> yes Miss Holloway. >> Oh Conrad thank you. I just wanted to add how I appreciated this committee with AI. um looking at all the perspectives of
what how we need to move forward and their recommendations. Thank you, Mr. Morris, on that. But I also in listening to everyone's comments, u Mr. Champine, I like that idea of having the department uh look into this and Dr.
Bley, thank you for having a staff member there monitoring because we're not there. And um to have that feedback and in regards to the vetting of tools, it's very important that we take a step back and reviewing what are the um
excellent vetting tools that we have out there besides just going in with one agency. And um the alignment is so important. And Dr. Clark, you're right in the midst of the educational sphere uh along with the department about what
is important for our children and OTS you came forward with your uh recommendation. So in in perspective in looking at all these comments, I really feel that a motion needs to be made for
the department to take a look at what are we desiring with our AI um issues and initiatives and that we make that allow the department to make that
recommendation to help us work through this. I don't motion is to receive and to towards the department. >> No, the motion is strictly to receive at this point. >> Just to receive. Okay. And then we leave it at
>> No action beyond that. >> No action beyond that >> unless somebody wants to make a substitute motion or something. >> I appre Okay. >> Yes, ma'am. >> Uh Mr. of health. Uh I do agree we can reach out with Bessie um with some of the other uh partners in this and until
Dr. Brumley comes back with his uh vetting tools, but we can do that in the meantime as guest. >> Do you want to say something? >> Yeah. >> Um just to provide a little bit of >> to provide a suggestion on what might
make sense for us on our end. Um so a few things. one, I think we could probably I don't think it's reasonable for us to come back in April with a a plan that would be thrown together. Uh I think it would be uh more reasonable if we would come back with some elements of
this in June. Um and then uh maybe the remainder of that in August. Um and one of the reasons I think that's important too is that to Mr. Morris's point earlier around funding, we have applied for uh and are able to use some of our
federal flexibilities and we have out we have outlined AI as one of the areas where we want to use some of that flexibilities and we will not be able to have that funding approved um u federally um and come to you with
appropriations until August. So uh I think what you'll see at August will be some of our federal flexibilities that we have designated for AI that we are going to be coming to you and asking you to appropriate to school systems. So I think if we could come maybe to this board in June with a preview uh be
mindful of of some of the some of the the uh tools uh and vetting processes that schools might need before starting school in August. Um we could come with some of that in June and then maybe something a bit more comprehensive in August. Mr. Morris.
>> Yeah, Superintendent. Uh I appreciate the feedback on this. Um c can you um give me just a little bit more granularity? Uh I I've really uh benefited from attending teacher leader summit the past few years and um you know the uh outstanding turnout that we
get from educators across the state. And I know there are a number of items on the agenda this year uh to address this topic and and help um help folks get updated uh and appreciate what opportunities are out there uh what they've learned with regard to
safeguards and so forth. Um but as as those folks leave the teacher leader summit and they start to plan or or not start to plan but continue their planning process for the fall. Um, do we
feel like that uh this this vetting tool would be in place in in time so that that school systems would be able to plan for the fall or should they have expectations for something later than that? >> Well, I think most most of the systems are already planning for fall. You know,
they're already making many of those those decisions now. Um, but we we will have a presence around AI at teacher leader summit. um uh you know over a dozen I can't remember the exact number but I believe over a dozen sessions are
specifically related to AI or AI platforms or AI safety. So there will be a significant presence at summit uh around AI and just furthermore since you're plugging summit uh it it's our hope that we will pull off the the largest summit at scale in our state's
history this particular year. So we're hoping to welcome more educators than we've ever welcomed. So AI will definitely have a a presence at at summit and will be felt at summit. >> Anybody else? Okay, we have a motion. Is
there any objection to the motion? Hearing none, the motion stands adopted. And thank everybody again uh if they're still here. Um for participating this was a long six months or so of uh meetings and uh discussions and some some were heated, some weren't. Uh, but
I think we ended up with a good product and I think we have a good process in place. Thank you. Next item. >> Your next item is on page 39, item 4.1, consideration of revision to bulletins regarding mathematics and English
language arts content standards. The recommendation is to approve, repeal, and adopt as outlined. >> Okay. Um, Mr. Harris moves Dr. Armstrong seconds to who's going to make the presentation.
There she is. There they are. Yes, ma'am. Please. >> Good morning. I'm so happy to bring to you all today our newly revised content standards for English language arts and mathematics. Um this process was facilitated by
Sharon Nikes who once again yet another led another successful uh standards review process and our math standards were led by Jamie Abear and our English language arts standards led by Kenna McGana all from our team at the department. So I thank them for their
hard work in this review process and especially for our committee members who were really exceptional in their work over the past year. For just a little bit of history and context on this item, the Louisiana Student Standards for ELA and Math were last reviewed in 201516
and Bulletin 741 does require a review and revision process every seven years for content standards. The department was able to facilitate a standards review process led by professional Louisiana educators to develop the best Louisiana standards for
students. Um, this slide is just a reminder of our revision goals for each content area, which focuses the review committee around strengthening foundational skills as well as providing a more clear and relevant progression in high school. And this was really something that we heard
time and time again um over the years from folks across the state, individuals, a lot of teachers implementing the standards about what they wanted to see in the new version of the standards. Next, we have a timeline and this timeline was designed to allow the
committee four months to work on reviewing the standards and for two months of public comment. Monthly progress reports were shared throughout with the department and with bestie leadership from the committees as they worked. the instructional materials review process that looks at curriculum
materials that are submitted and the re-review of posted tier one materials that are currently considered highquality to our state will begin this summer. If approved today, Louisiana students and teachers can begin
implementation of the revised standards in the 2026 2027 school year. And just to take you back a little as a reminder, on April 2nd of last year, the K12 ELA and math standards review committee began their work. The 15
member steering committee guided the process and ensured that updates aligned with the revision goals. At the conclusion of the meeting series, the steering committee voted to send the committee's draft standards to the department so the department could make final recommendations on the standards to Bestie that led us here today. The
content area workg groupoups which were composed of teachers and members with specific content expertise reviewed updated and assured that there is a vertical alignment for the standards on which the steering committee discussed and voted. The LDOE facilitated the process by presenting Bessie's goals to
the steering committee and workg groups. We also were able to provide resources to frame the process like examples from other states and we provided technical support upon request to the committees. I wanted to share today just a few of the major updates that were made in the
revisions. The ELA focus areas for each meeting were aligned to each of the strands in the ELA standards. The first meeting focused on the reading standards for foundational skills which are present in grades K through five and they support the foundation for all
reading skills. Therefore, for this first meeting, the ELA content workg group did not separate by gradeband. Approaching these standards as a K12 group around the foundational skills supported the work of the future ELA content workg groupoup meetings. So, just to highlight a few of the major
changes um that we see in the revised ELA standards, um there's definitely more prominence brought to the science of reading. We consider this for both ELA and math um almost catching up the standards to where we are in the work. You all know that we've had a really
significant focus around the science of reading over the last six years. And so we were able to bring that into the standards. Um elements of the science of reading were present in the standards before, but we were able to be much more explicit and really bring that to the forefront in those foundational SCA standards. We also brought cursive
writing into the writing standards for the first time. Previously, the writing standards only covered print writing, but we know that there is state statute um that mandates cursive writing instruction for third through 12th grade. And so, we were able to bring that cursive writing formation into the
standards, which we think is really important and will increase the amount of time in which we see dedication to cursive writing instruction and practice. There was also a desire that we heard really statewide um for grammar instruction. And so we included more
grammar and more prominence around grammar in the standards, especially up through high school um where we've heard repeatedly that there was maybe some lack of alignment between what was expected on the ACT English section and what we saw in our previous standards
for high school. And so we brought more grammar, especially into those high school grade levels. Here's just an example of a revised ELA standard for kindergarten. This phonics and word recognition reading foundational skills standard is a great
example of how the proposed updates to the foundational skill standards are tightly aligned with the science of reading. Subsection C of the standards was updated to demonstrate the expectation of student learning. Instead of students memorizing a list of words
without applying any decoding skills they've learned, students are taught to apply their decoding skills to read regular and irregular words with known spelling or spelling patterns accurately and effortlessly. Additionally, subsection E was added to accurately
reflect the encoding skills students should demonstrate by the end of kindergarten. So, this is just really a key example of how we brought more explicit language around the science of reading. Next, I have a few notes about math. Math focus areas were also determined by
strands. Each workg group began with a discussion of aligning these strands for additional coherence in grades K8. The work group then moved through the sequence of meetings to review every standard. All work aimed to reach the goal of strengthening foundational skill standards progression to ensure the
development of advanced skills including logic and reasoning. The work in high school was a little different as our standards are grouped as courses for algebra 1, geometry, and algebra 2. Before this standards review process, no additional courses have been defined in
our state. We did not have student standards for any high school math courses other than algebra 1, geometry, and algebra 2. So, the committee met and was able to begin discussing fourth course options. As we move through the series of meetings, the three historic sets of
standards were reviewed and the committee determined the standards for specific fourth course options. Development of fourth course options will help us reach the goal of identifying pathways of relevant mathematics for students in grades 912 aimed at success in college career or
service. So we were able to build out some additional courses for math. Those fourth course options that were built out were advanced math pre-calculus, advanced math, functions and statistics, algebra 3, probability and statistics,
as well as math essentials. In addition, for high school math, we built a new series um that are based on an integrated approach rather than algebra 1 geometry or algebra 2. school systems now have an option within the
standards to offer integrated one, integrated two, and integrated three. Um, this could support our high school comprehensive assessment that we're moving to in the future. And so systems will have that option if they want to offer the series um that was present
before or if they want to offer this new option around integrated math. Here's an example of a revised math standards. This revision explicitly connects estimation to rounding, a skill that is not currently addressed in grade three. The updated standard on the right
adds substandard B, which requires students to apply rounding skills to estimate solutions in real world mathematical context. Similar revisions were made in grades four and five, ensuring that students see a clear and consistent purpose for rounding across grade levels. So where appropriate, the
committee was really able to build out more explicit language, especially in some of those prerequisite skills that are needed to build to the next grade level. As required, we did open for public comment with these standards. And during
the public comment period, we received 71 responses for the ELA standards. Many responders celebrated the clarity included in these revised standards, the addition of cursive writing, and the newly developed language progression chart, which basically um really clearly
outlines what grammar skills students should be expected to know and be able to do at each grade level. We received positive feedback on the addition of cursive writing in the standards. And there were some responders that mentioned that they really wanted to see examples. Um, but we did get positive
feedback shared about the standards reference guide that will accompany the standards and include those examples to help teachers understand what the standard should look like at each grade level. For math, we received 98 responses to public comment. Overall, the feedback
was encouraging and it highlighted several aspects of the revised standards that are working well for educators. Many respondents pointed to the grade level expected foundational skills, which is a new section that we added in the lower grades. Um, and that is really
going to be at the start of each grade level. And we think that's going to be especially helpful for educators to see at a glance the expected foundational skills for that grade level. Teachers shared that this section gives a clear snapshot of expectations and helps them understand the foundational knowledge
students should already have coming into that grade. The updated geometry layout also received some public comment, including a use of bullet points um that was frequently mentioned as being more teacher friendly. Educators noted that this format makes the Sanders easier to
read and more practical to use when planning for instruction. Some respondents did ask for more specific examples, and those requests will be addressed through supporting materials, including the standards resource guide that is currently in draft.
And that concludes the presentation around the revised ELA and mathematics standards. >> Thank you. And just to to to cut to the chase and summarize basically what y'all have done and all the hard work is to more closely align Louisiana standards
with the the strategy that we've adopted as Bessie and as a department that you that really important stuff. So we have any Yeah, Mr. Burkin. So, [clears throat] Jen, one of the on page 10, it was talking
about the curse of somebody. The a couple people made comments on that. Um, I'd received some correspondence from constituents with regards to that and they said one of the reasons why uh schools are not necessarily teaching
that as much as they possibly should is because there's really no testing on with regards to cursive. Could you uh talk about that a little bit? Is there any plans on I don't know if that's a local thing
with regards to testing or or whatever? >> That could be a local decision. Um we don't currently have plans to test statewide on cursive writing. I do think including um cursive writing in the standards is an important next step
since it wasn't there previously. I think another thing that will make it, you know, more prominent in classrooms is um our production of resources as we produce new standards. We also have these resource guides that come alongside. Um I didn't mention yet
today, but we have a plethora of professional learning that takes place. So, I think talking about cursive writing, producing resources, um professional development around how to teach cursive writing with resources will be a really important next step to making sure that it's taught more in the
classrooms. Um, I'll also add though to your point that um, we know that what is tested is important and so currently grammar is not tested on our state assessments, but we do have a plan over the next several years as these
standards um, are reviewed and as we are determining what changes need to be made to state assessments as a result of the revision to the standards. We do have a plan to include items on grammar in the ELA LEAP assessments moving forward.
>> I guess I don't know the reasoning behind getting away from cursive, but I think that was a mistake. Whatever we can do to get back to that and to formulate some testing on that would be a good thing in my opinion.
>> Dr. Armstrong >> Jenna as we're working through the standards resource guide and transferring standards to helping the support the teachers in their curriculum sequencing and so forth. Are we helping
them integrate the geometry standards or the data and measurement standards in KA throughout the year? >> Because what I'm finding is those tend to be the last two units of a year. And so as we get to April, May, we may not
have taught those yet. And then we start the next school year and we start over at the beginning and we get to April May and we're still not teaching the data measurement geometry. So I think that has been one of our weaker areas for those reasons. So, if we could help
teachers integrate those standards before we get to April and it's not the last curriculum unit in the um sequencing curriculum guide, then that may support them a little better. >> Yeah, that's a great point. And we do think a lot as a team around pacing um
and we're always happy to support school systems with their own local pacing guides according to their school calendar and how do they make sure that they are teaching all of the standards within within that year >> before April. President Shan. >> Uh, good morning. Thank you, Jenna, and
and staff. Y'all are awesome. Uh, I love what I've heard. You know, a lot of times in the public, you will hear about cursive writing and why our students don't know cursive writing. Uh, Dr. Clark and I was speaking, we do have teachers, however, that are so young,
they were not taught cursive writing. So, how are we going to address those? I know we're going to leave it up to the local districts, but there may be some of those that, you know, may not be able to teach cursive writing until they're taught cursive writing. I love it,
though. >> Yeah, >> y'all have done an awesome job. >> I think that is a very good point and definitely something for us to consider with our professional development. >> Okay. Thank you. Thank all of you. It's awesome, >> Mr. Morris. >> Yeah, Dr. Chason, just wanted to uh
extend kudos to you and your team. Uh I I did attend two of the early math sessions. So I really appreciate the number of folks that are involved in this process. It it's it's ginormous. So appreciate you and your team and the leadership there. Um two things stood
out for me on your slide 11. U the grade level expectations foundation. My understanding is that's something that's brand new. Um could I want to see if you could just maybe speak a little bit to that with regard to um how how educators
would how that how that would help them and how they might change some things based on that information. And then my second question was regard to the request you guys got for examples. So, I'm I'm really interested in how
particularly with the math, but wherever else it would apply as well, how we can bring some appreciation to career pathways and and how we're we're um helping students to appreciate the relevance of the material. So, I would
ask that you guys consider whenever you're developing these examples in your in your guide book that you consider a focus on career pathways so kids could see those practical applications. >> Okay. Anybody else? Mr. G. Okay. Thank you. Um, how are our math
standards compared to um standards in Asian countries such as Japan and China uh at the same grade level? Mr. J, we're happy to research uh Asian math standards and uh return a response
to you, but at this point, I don't I don't I don't think we're comfortable in uh making an estimate on that. But we're happy to review that and get back to you. >> Yeah, that the reason why I'm asking this question is because uh based on my understanding, our our mass standards
have been somewhat slipping lately, if if I'm correct in that. And um and I know that in talking about mathematics uh they're always talking about Asian countries, China, Japan, how good their students are in math. And and
of course, you know, I I I I view our students as in in in no way uh less capable than what they are doing over there in Japan and China. And uh that's where my uh that's where my interest lies. Yeah, we're happy to we're happy to
return some information to you on that. >> Yeah, I will just comment that um I would say a very known frontr runner in the in mathematics education is Singapore. Um and a lot of those yeah some of those strategies that are taught in mathematics are similar to strategies
um that we see here in our current standards revision process. And you you might know too there's a cultural different a significant cultural difference as to education and expectations in different parts of the world that whether our standards are on
par or not our culture of education probably differs from Asian. Therefore you get some different outcomes. Anybody else? Mr. Beasley, I happen to be looking at Facebook and I don't do social media and I saw your name came across. I don't
know if y'all know, but Mr. Beasley was recognized um as the nominee for the National School Public Relations Association Communicator of the Year and he will be recognized during the summer um seminar in New Orleans. So, congratulations to you. When you got up,
I'm like, that's the man. That's Mr. Billy. Beasley. So, congratulations to you. Do you want to say a few words to us? >> Speech. Speech. >> I mean, you're the communicator, so just making sure. >> Okay. Anybody else? >> All right. Well, thank you very much.
That was a great presentation. We appreciate all the hard work. Uh, any objection to the motion? No objection. The motion passes. Next item. >> Your next item is on page 150, item 4.2, Two, consideration of revision to
bulletin 741, Louisiana handbook for school administrators and bulletin 126 charter schools in response to legislation of the 2024 regular legislative session. The recommendation is to approve. >> Okay. Dr. Armstrong moves and Mr.
Harris's seconds. Uh, do we have a presentation? No presentation. We have any questions or is there any objections to the motion? There's no objections. The motion stands adopted. Next item. >> Your next item is on page 154, item 5.1,
consideration of an update report regarding an early childhood interpretive guide. The recommendation is to receive. >> Again, Dr. Armstrong moves and Mr. Harris seconds. Ju just one comment that
um this relates to the uh efforts that we had made on ensuring additional safety in the early early care centers and points of entry etc. Uh and the board had asked that we come back uh to share an interpretive guide essentially for how uh centers might utilize that
information. And so uh Mr. Carter, Miss Pal, their entire team have worked with early care centers across the state to come to a good place on this. I definitely think um I definitely think that this will provide additional uh security to systems across the state. >> And I might note there's a number of
bills in the current legislative session relating to this issue. So we're going to have to Mr. Harris is going to have to watch it for us. Okay. Any objection to the motion hearing? None. The motion stands adopted. Next item. Your next item is on page 157, item 6.1,
consideration of high school opportunities and education key performance indicators. The recommendation is to receive. >> Uh, President Shamp moves and Mr. Morris seconds
uh, presentation. >> Yes, sir. Uh, Mr. Appel, Dr. Singleton um assistant superintendent for career and college readiness will make this particular KBI presentation with with some uh assistance from her
friend. >> Are you Mr. Eubanks? Ebanks. >> Okay. Thank you. >> Good morning. This presentation will provide an update on the following key performance indicator. Increase the percentage of graduates that are
college, career, or service ready as measured by the acceleration index by 15 percentage points. Louisiana school performance is determined with this easyto- read scorecard. Calculating the school or district score is simple. Just average
the indicators together. Key performance indicators are measurable value values that help track progress towards strategic goals and assess the progress over time. This month's KPI tracks the progress of students earning high
quality career credentials essential for thriving students. Today we are going to focus on students earning high quality career credentials. Every KPI is driven by key endeavors that are fundamental to achieving the
annual goal of the number or percent of students earning high quality career credentials. Highquality career credentials are also known as industrybased credentials or IBC's. We will take a closer look at the IBC's
later in this presentation. The data presented here highlights that for 2425 the percent of students earning high quality credentials or IBC's was 14.4% 14.4%.
indicating that we are trending ahead of the projection to increase projections to increase the 2022 2023 rate by 10%. There was an average percentage of 3.7%
over the past two academic years. At this rate, the number of students earning high quality credentials are IBC's is projected to be over 25% by 2027 2028. The increase to increase the number of
students earning high quality career credentials requires the implementation of key endeavors. Today we will focus on four key endeavors of the office of career and college readiness. School system engagement. 96% of
traditional school systems were supported via technical assistance from our office. Advanced industry-based credential attainment. 33% of traditional systems exceeded the state percentage in the percent of students earning high quality career credentials
or IBC's. It's important to note that highquality credentials are directly aligned to workforce demand. Work-based learning offerings. 93% of traditional school systems offer workplace opportunities for students,
either cooperative education, internships, or apprenticeships. And internship opportunities. 97% of the goal of 6,000 internship opportunities has been met either by the school system engaging employer or our
office engaging employers. This is our first key endeavor in which 96% and end of 69 of traditional school systems were engaged with techno technical assistance from our office from January 2025 to current. One-on-one
technical assistance included both virtual and in-person meetings. Some of these were initiated by LDOE and some were initiated by the school system. Presentations at 2025 Fast Forward Convention and 2025 teacher Leader
Summit covered the state focus list, how to bridge communication gap between schools, districts, and business and industry, specific industry internships such as those offered by Exxon Mobile and how to leverage tops tech early
start and other funding sources. presentation and workg groups at our 2025 CTE summer convening covered co-creating technical assistance where school systems provided feedback to our office to help refine the support
provided to school districts and charters a hands-on session to develop actionable work-based learning plans and strategies to engage local businesses in expanding highquality CTE programs. Presentations at the fall 2025 and
spring 2026 C system leader regional collaboratives covered vertical alignment and middle school foundations curriculum messaging and industry engagement and community business partnerships and funding presentations at fall 2025 counselor
institutes covered fast covered ASVAB career exploration registered apprenticeships and internships CTE and dual enrollment and information on employing minors. Most menu of services you meetings usually evolve into one-on-one technical
assistance meetings based on requests of the school district or charter. One key area of technical assistance has been work-based learning, which connects high school students with real work experiences, helping businesses develop
their talent pipeline. Students earn credit while gaining meaningful exposure to industry with support from schools and the Louisiana Department of Education. Industry gets early access to motivated young talent either in
cooperative education, internships, or apprenticeships. This table outlines the differences between cooperative education and internships. Both offer great opportunities for students to discover and build their occupational identities
with the support of a classroom teacher. This is great because as students encounter realworld work challenges, there's a dedicated adult which that can assist with triaging difficult situations in the workplace. Both offer opportunities for students to
build better relationships with industry professionals. Depending on the business capacity, they can offer both cooperative education as well as internship opportunities. In addition, in both cooperative education and internships, students are
financially compensated for their work. Differences are in classroom instructional time, on the job training, and and program length. However, both have the same teacher certifications requirements for the classroom portion.
Of course, it is also important to cover some of the barriers of work-based learning along with solutions we have in the works. An internship in a box is a resource that we are creating to provide
assistance to school systems on implementing work-based learning. It will contain sampleus, various checklists and sample schedules, information on vertical alignment from elementary to middle to high school, job descriptions, information on work
permits, site visit guidance, etc. This resource will pro provide everything a system needs to implement work-based learning. School system as the employer is the easiest and quickest win. It can be funded with internship money and students can be employed by the school
system as long as their primary work location is not their home school. We are currently working with school systems without bundles or advanced credentials to get access get their students that access. Also, we are currently working on an
event in August with lobby for economic partners, chambers, workforce development bo boards, regional economic development organizations and other government agencies, lea works, etc. and community foundations where we will
encourage more work between economic partners in their local school systems. We plan on having a few more of s few more successful organizations discuss what has worked for them and what has not. We will also be talking about the
importance of work what of work we are doing. Stressing the benefits to the employers, the students, the schools and the state's workforce. We hope that participants will walk away with more ideas about how to engage their local
schools to move this work forward. Our next key endeavor focused on advanced industry-based credential attainment. 33% of traditional school systems have met or exceeded the percentage of 14 14.4% of students earning an advanced industry
credential. Our team is consistently working with school systems and charters to support them in offering various offering credentials of value. IBC's are earned through an exam-based certification by a third party. They are
classified as advanced or basic. Currently, there are over 18 IBC bundles which a sack of which is a set of stackable credentials. Our next key endeavor focus on traditional school systems that are not offering at least one of the three types
of work-based learning opportunities. 93%. Some schools and charters have implemented their work-based learning programs engaging business and industry. And in some instance, our office has worked with area chambers and our businesses and our industry
representatives to secure work-based learning opportunities. Our last key endeavor has focused on inter internship opportunities. Our team is in the field every week to create opportunities and expand existing outcome existing ones. As of today, we
have over 6,300 internship opportunities available throughout the state. As an agency, last summer, we decided to walk the walk that we are asking our school system to participate in with internships. We modeled this implementation by hiring four
internships in academic content, career and college readiness, communications and policy and government affairs. These interns worked on a variety of tasks specific to each of those areas. This chart represents some of the important
project they projects they worked on. We of course also have some resources on our website which I have shared with you before for uh building highquality CTE programs as well as work-based learning guidance. As a result of our meeting where we met
with Dr. Morris in early February, we talked about creating a resource on our website for BIS for guidance for business and industry. and I'm proud to say we have completed that and is on our website and linked here. We also have spent a lot of time with
our systems on talking about the key funding sources they can use to implement their work-based learning programs as well as providing these credentials. So, we continue to provide that support to our school systems as needed. And I'm happy to share uh sit here with
um this young man, Mr. >> Nessiah >> Nessiah Ebanks. He is a high school senior at McKinley High School in East Batonage Parish School System. He is a participant in the learn and earn internship program. A student athlete at
McKinley on the baseball team and a dual enrollment student who is on track to earn both his high school diploma and an associate degree this year. Additionally, he has earned eight industry-based credentials, six of which
directly al align with his internship experience. Nessiah currently interns in the service department at Brian Harris BMW, where he gains hands-on experience in automotive service operations, parts management, and customerf facing
processes. He plans to pursue mechanical engineering in college and is passionate about continuing to explore automotive and technical career pathways through his academic achievement, athletics, and work-based learning experiences. Nessiah
exemplifies how students can successfully combine career and technical education with rigorous academics to prepare for college and career success. And I will say that Nessiah in January spoke to educators in our state at our system leader regional
collaboratives in Baton Rouge. And so now he's going to present some of his exper his experiences to you. >> All right. Thank you once again. My name is Mr. E. Banks and I've done a lot with the school. Okay.
So with the associates degree, I believe everybody can get an associates degree if they try hard enough. Okay? If they start freshman year with the dual enrollments, they can take at least four classes uh a semester for the dual enrollments. And
then it'll be done for uh the 30 credits. Mhm. And with the Brian Harris BMW, it has showed me a lot of experience in the car dealership industry, which uh has
expanded my my knowledge of uh read is expanded my knowledge towards what career path I would like to go towards. So, at Brian Hairs BMW, I'm usually at
the parts department and I also get to shadow the different mechanics at the shop. I have several different certifications as she said. I have eight. I have MLR, maintenance of life repair for ASSE,
electrical brakes. I have AC and heating. I have Ducks Unlimited, which is a wildlife conservative program for hunting programs. And I also have Python
and another regular one for not computer service, but just for regular work. >> It's pretty impressive. >> That was pretty thorough. I can't. So, that was pretty much all I was going to
say. >> Well, um I have a degree in electrical engineering, but I always steer young people if they're going to engineering school to mechanical engineering. >> Mr. Morris also an electrical engineer, but we'll we'll debate this probably,
but it's it's a great career path. You can do so much whether it's in automotive or aerospace or air conditioning. I mean, it's a wonderful career path. >> Mr. Yeah. I just want to ask the young man um with your with your internship experience, just for my curiosity, what
um what have you enjoyed about that experience? What what has been fulfilling about that? And then also like what have you specifically learned through that process? >> I like to watch the mechanics work on the cars because they get to do much deeper jobs than they would I would see
at McKenley. So we don't have all the tools right now. We used to have a much bigger a much bigger car garage, right? But since we moved schools, it's become like four times as small. So, we can see I can see different engine repairs. I've
seen uh blown up transmission in there. So, that's the first time I've seen that and I see them fiddle with it. So, very interesting. And I also get to see all the other facets of a car dealership. They'll let me walk around if I don't
have any work and I can go see the marketing team, the people who converse with the actual customers and as I said, I'm mostly in the parts department. So, they have me working there. I get to see all the different parts, give them the mechanics and sort
them out as well. >> Dr. Mr. Morris. >> Yes, sir. So, first of all, just to compliment you. I think you're an exemplar uh across our state uh for for what we'd like to see other students uh experience so they can see that
practical application of their education. Um my my question to you I guess I had a comment and a question. My my comment was based on what I've heard from you is that uh Brian Harris BMW has has done their risk assessment and they're they appreciate that there are
certain parts of their facility that you probably don't have the experience to to be working in. >> So they've got you working in other parts of their facility where where their risk assessment has deemed it's appropriate from a safety level and you know and so forth. So kudos to them. Um
the um question I have is similar to Dr. Brumley's in in my research uh in uh in in the doctorate program at Vanderbilt is is on school attendance and one of the sensitivities one of the
uh factors that's being considered is you know what motivates students to to come to school right or stay home. >> So Dr. Dr. Brley spoke to your experience after you're on the job. My question is really more about before that prior to that you know what what
motivated you to pursue that opportunity. >> Uh so I've always been interested in auto tech right before the internship was presented to me. I was in the class for three years and it was it's always been fun for me. So when this
opportunity came in, I said, "Okay, I get a little bit of money and and I could also go explore some opportunities with auto tech, like get more into the industry." So I said, "I might as well do it. I have the time." >> Okay. And then question for uh the team.
Um I'm just curious, you know, some of the early barriers that were brought forward were the concern for uh age of majority, you know, in specific work environments. Um also, uh the insurance issue, you
know, was was a concern initially. Um Ryan Harris gave us a great example right here how they've addressed that. I was wondering, um Dr. Singleton, if you could share, your team could share with us uh your from your experience how some of those barriers have have been
addressed to date so that more students have this kind of opportunity. Is there anything there that that you can share with us what we've learned from all this and what we've gained? So some of the barriers we did have a lot of school systems express barriers with regards to
age and we have worked with Louisiana works as well as our attorneys here in house to make sure that those barriers have been mitigated and that those do not exist. So, we've prov presented a lot of guidance to our school systems on
what they can and cannot do with those students um with regards to age and we are still just working out some of those kinks and developing additional guidance to share with our systems. >> Have you have you seen any or yeah any progress with employers along those
lines, you know, as far as uh help helping them to be aware of uh some some opportunities to open some of those doors they might have may not have considered before. Well, you know that the progress will be kind of spread out and kind of difficult
for us to see in at the the minute level. Um, we do see it at a greater level. Um, and so we just continuing to uh talk with our systems as well as the employers about those concerns and just trying to mitigate them as best we can.
>> Mr. Morris, a few comments there. Um, one is I would I would uh brag on the school systems a little bit here because they have really been doing a a good job of engaging with their local business and industry uh communities and we are we are going to see for whatever the
word means to you exponential growth in internships and to some degree apprenticeships over the course of well this year uh when we report that that data out uh but moving forward and that's a combination of you know our team working to cultivate relationships with business industry but even more so
than at the local the local boards and uh administration doing a really good job. Two things come to mind specific to your question. One is uh Miss Melerine and I were um uh in a meeting in Truthport with some business and industry partners and they were talking
about the ways in which they were uh mitigating the insurance concerns. Uh and so they were sharing that information among themselves. That was a few months back. And then Exon Mobile here in Baton Rouge has developed a way in which, you know, they've been able to do that as well. And I know they've been
very public with sharing that with other business and industry partners on how they can invite more interns into their into their facilities. >> Thank Thank you for acknowledging the exemplar at Exxon Mobile as well as Superintendent Brley. Uh but again, Dr. Single, just kudos to you and your team.
Obviously, you've exceeded your goal. Uh and it's just very impressive work. So thank you so much for the work for you and your team and uh we look forward to hearing the next update. Thank you. >> So when we get this report Dr. Brumley uh will it be diagregated in a fashion
that we know by geographic area and by industry type uh penetration as far as getting internships? >> Yeah, we'll uh we'll endeavor to do that, but we'll also communicate in advance the presentation to make sure you feel like we've covered you know what might need to be covered. But all
that will be truly uh interesting to see. Yeah, and then the other question would be the the the >> the number of students that would be considered eligible to participate in the program versus the number of students that are actually participating. >> All right. Yeah, we'll we'll be happy to
pull together a really good report on that when that time comes. The other thing I would call out uh Mr. repel is we really the the revised accountability system is the driver for it. But um we've been going down this path for a
few years now and that's just quality of credential uh mattering. You know, some of the lower level credentials that were um counted um and and oftentimes even celebrated, we we've made a a deliberate attempt to move away from those types of
of of credentials. And I think by having Louisiana Works and Secretary Sha and her team really curate the credential list, um it's going to ensure that that those credentials that systems are seeking for their kids are higher value
than they would have been under the previous model that we've had here um at the agency. So a lot of good work is happening um not just to build internships and apprenticeships, but even on the credentiing side um making sure that those are of of greater value.
You know, I've said in meetings a number of times that we were we we collectively were celebrating these massive amounts of credentials, but they were credentials that were poverty level credentials. And you know, I I understand that things can be stackable and and there can be entry level, but
what we have all tried to do together, and I think it's the right thing, is a make sure that that math uh and reading are vital components of career readiness. uh and two making sure that the credentials that are being endorsed
are are of value. And so I know that that's you know that has been a sensitive conversation but I think it's going to be worthwhile for for students as they graduate in terms of their standard of living but also for the economy of the state as a whole. My
fundamental belief is that the the sole purpose of an education system of a good education is to enhance the prosperity of the people of Louisiana. very pure economic belief and this is where the rubber meets the road where you what
you're talking about. So it's really it's really important that we succeed and and to you young man stay in Louisiana. We need people don't don't go to California. Thank you. Anybody else? Mr. Burkin.
>> So one of the biggest issues and I Dr. Brumley, you said they some of these industries with regards to insurance and uh that seems to be the biggest or one of the biggest stumbling blocks issues with being able to really expand this
program. Uh you said that like Exxon Mobile is willing to share what they're doing. I would also suggest if we do our Bessie tour too that we could get some people who have been able to handle this
insurance issue to be to speak at each one of those and then if we could really put that out there because I think this thing could grow exponentially in a short amount of time uh absent that uh roadblock stumbling
Yes, sir. We're happy to support the Bessie office working through that that tour however we can be helpful. But I mean, even looking here at this young man, you're talking about you you referenced uh BMW here in I mean BMW is, you know, we can say they're reputable.
>> Um and they have they have found a way to make this work. So I mean that's a prime example right there with a global brand. >> Yes, ma'am. I want to uh his parents are here also. So I wanted to just thank them for bringing him this morning. Um and you know just thank you so much.
>> That's your I'm sorry. Was that I didn't hear what you said. Was that his mom? >> Oh well congratulations. You've done a great job. Okay. Anybody else? Okay. Uh any objection to the motion to receive
this report? None heard. The motion carries. Next item. >> That concludes the agenda. Thank you all and thanks for uh patience this morning. Wait. Oh uh five minutes until the next meeting starts. So that'll be about uh
almost What time is it? Can't tell. The clock's not set back. >> Oh, okay. Can you get a picture? >> How? >> Uh pretty good. It was pretty good. But I'm thinking that's that's allation about
>> congratulations.