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Video-1: youtube.com/watch?v=KSlJ0OndEJw

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I called this meeting to order may we have a roll call? Mister Pail? Here. Mister Pail is present. Doctor Armstrong? Here. Doctor Armstrong is present. Mister Birkin? Here. Mister Birkin is present. Mister Cau? Here. Mister Kyle is present. Mister Castile? Here. Mister Castile is present. Miss Sharpom? Here. Miss Sharpom is present. Doctor Clark? Here. Doctor Clark is present. Mister Harris? Here. Mister Harris is present. Miss Holloway. Miss Holloway is not present. Miss Mallory. Miss Mallory is not present.

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Mister Morris. Miss Morris is not present. Miss Regina Hartley Beard? Yes. Miss Beard is present. You have a qualm. Thank you. First item, please. Your consent agenda is ready for approval, adding items three point one and three point I'm sorry. Three point one and five point one through 5.18. Notating briefly that in regards to item 3.1, there was an error on the original paragraph that has been corrected. Doctor Christine Hoplite will serve as the representative of the Louisiana Association of Independent Colleges

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and University. Can I get a hold from Google? I have Mr. Payne, and I have Mr. Harris. Thank you. Any objection? I was getting to that. I Any objections? Questions or comments from the board? No comment card. Okay. Ready. Your first item is on page five. Item 2.1, consideration of certification preparation pathways proposal. The recommendation is to approve. May I get a motion? Mister Harris? Miss doctor Armstrong? One one comment here, chair madam chair.

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You see that you have three organizations that we're recommending approval for them to be able to certify, educators in a number of different areas, whether it's elementary, math, social studies, or, significant disability special ed. So we recommend their approval. But I do wanna just make a note, and I may need some help from doctor Jofreyan or doctor Chasson. But over the course of the year, we we've really, tried to increase individuals with that special education certification. And so I think it's, like, over a thousand additional certifications in special ed we've

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been able to achieve over the last year. Is that accurate, doctor Gioffreyan? Do you wanna make a comment about that? I think that's worthy of a note. It's not directly related to this item, but it's been an emphasis area for us. Arthur Jofreyan with the department. When we work with our preparation providers, one of the things that we aim to do is, meet a workforce need. Because special education was considered a a need, we worked with our programs and created merge to integrated programs where individuals left with a certification and a content or a

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grade band, but also special education certification. And so special education is actually not considered a workforce need in the state of Louisiana any longer. Wow. Thank you for that. So, anyway, doctor Clark, we recommend approval on this item. Thank you, doctor. Can I get a can I have, a motion to approve? Mister Harris, mister Castell, any objection? Hearing no objection, the motion passes. Next item, please. Your next item is on page 13. Item 4.1,

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consideration of the educator workforce and education key performance indicators. The recommendation is to receive. Thank you. May I get a motion? Mister Birkin, mister Harris? Doctor Clark, this, particular item is our KPI presentation for this month. This month's presentation is relative to our workforce, so you'll probably hear more information about that, special education topic. But doctor Chasson, along with, members of doctor Jofreyan's team are here. They work alongside and really with mister Lambert and his team on some of the

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data elements to make sure that this is as sophisticated as it possibly can be. And we've made a lot of progress in the educator work, force space over the last few years, both in, actual quantity of educators, but also in the accuracy of our data, by making sure that these teams are working across each other, with some new tools. So, doctor Chasan, I want you to, make this presentation because I I feel like there's some really good information here for the board to, see where we stand, at

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present and also see, where opportunities are moving forward. Now one of the the caveats that I'll make about the workforce data is that, obviously, the Department of Education doesn't hire a single teacher. We don't hire a single principal. This is all happening through the LEAs, but we try to pull the levers that we can and provide the supports that we can, to make this move in the direction that it needs to move so that every student has access to high quality teachers. So I think this is some good information, and I want doctor, Chasson to begin the presentation.

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Thank you, doctor Brolin. Thanks, doctor Clark. Good morning. Jenna Chasson, Department of Education. I'll bring to you all today an update on the Louisiana educator workforce. I will just be going over some some key takeaways and highlights from this rather lengthy presentation, but then I'll be happy to answer any questions. The presentation is really, situated into two parts, the first of which is around, our annual workforce report. K. And our annual workforce report is usually comes out about this time of year, and,

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traditionally, we publish it to our website following today's presentation. It highlights key workforce data from the previous school year. So please note any data in today's presentation is all based on last school year. It also includes some regional workforce snapshots. This report originated back in 2015, when these regions were first broken into this, into this compilation, and it summarizes workforce data for each region. So here are just some some key takeaways I wanted to make sure to share

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today around the educator workforce report. That includes really a lot of data. First of all, doctor Brumley and doctor Joe Freon really, started this presentation on the last item that the number of special education teachers has increased for the second year in a row. This increase is attributed to the work of our teacher preparation providers, like doctor Joe Freon described, and also to the differentiated compensation model that school systems across the state are able to use. And that we now do not designate special education certification as a shortage area as

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a result. We also saw the overall retention rate of teachers increase by one percentage point. And we saw the retention rate of teachers with two to five years of experience increase, six to ten years of experience increase, eleven to fifteen years of experience, and sixteen to twenty years of experience increase. Another note is that the retention rate of leaders during that first year of experience increased by 16%. These are signs of the efforts of our school systems and preparation programs are now paying off, and our comprehensive recruitment and retention strategy is working.

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We can attribute some of this growth to professional learning supports around additional certifications, the recruitment and retention fellowship we offer for human resource directors, a focus on new teacher supports, and career ladder development around mentor teachers, master teachers, and literacy coaches. This is just a a snapshot of demographics, and I'll kinda just roll through the next few slides which has some some pretty weedy data. But I'll have a a highlight at the top of each and a reminder that this data is all from last school year.

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So, really, the headline for this slide is that Louisiana is retaining 86% of the educator workforce. That is up by 1% from last school year. We're at 85%. Doctor Chez, on that, I mean, that is I wanna just pause for a moment on that number because regardless of the sector, not just education, but, any sector of the workforce, that that nine retaining essentially nine out of 10 employees is a good number.

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So there's always opportunity, but I'm really thankful for the work that school systems are doing both with their new teachers, and, experienced teachers to retain them. And I think it, couples well with our Let Teachers Teach initiatives and some of the efforts you all have taken with reducing paperwork and reducing excessive trainings. And so I just wanna call out that number to to retain that nine out of 10 year over years where we are now is a is a significant number. Thanks, doctor Bromley. The next slide addresses teacher certification, and and we see that sixty eight percent of

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teachers in traditional public schools are certified in the courses that they are teaching. We were asked several years ago to begin adding, the number of public charter schools as well. So you see that indicated here on this slide. One thing that I think is particularly interesting around teacher certification that currently our top three areas of certified teachers are elementary, English, and special education. The next note is around retention. The three year retention rate when we track over time teachers' retention is 6% higher

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for educators prepared by an undergraduate teacher preparation program. And when you see undergraduate and post baccalaureate here in this table, undergraduate, we often refer to as a traditional program when we say that someone has been traditionally prepared in an undergraduate program. And then post baccalaureate is what we, oftentimes refer to as an alternate certification program. The next part of the presentation will focus on this month's key performance indicator, which is around increasing the percentage of students in a classroom led by a high quality

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teacher. So this graphic shows, first of all, the Louisiana's legacy evaluation system. If you look at the line graph portion in the top left, you'll see this is data from our old Compass evaluation system that included observation data, VAM, and SLT data. And so it really cannot be compared to the star in the middle, which now denotes our new baseline data for this KPI, which is now based on our LEADS educator evaluation system.

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And LEADS is quite different. It uses a different observation pool, that is much more comprehensive. It also includes, VAM SLTs. But in addition to what Compass includes, it now includes a self evaluation portion and a professionalism survey, that Compass did not include. So we have a new baseline that has now, been denoted here on this slide, and the line graph on the right indicates our goals in the next few years. Doctor Chasson, I wanna compliment you here because, when when we stepped into this work

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six years ago, you immediately believed that the evaluation system for teachers needed adjustment, and you you believed it needed to be more responsive. You need believed it needed to, be more informative and helpful for the teachers and administrators. And we we couldn't do that work immediately, even though you wanted to. But over time, we were able to develop this new evaluation system that is more responsive. It provides for coaching, for the teachers, and, it's a much better system.

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And, we were able to to pilot that in a number of systems before we launched full full scale. So I wanna congratulate you for, your perseverance in getting us here and also recognize the Thank you, doctor Bromley. It's definitely been a team effort, led by doctor Joe Frown and his team. Years of effort, that has gone into our new lead system. So it is really great to see that new baseline denoted here on this slide. The bar graphs, at the bottom of the slide, indicate the key endeavors around our

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teacher workforce KPI work. And so next, I'll just run through a few of those. What is some of the work that our team has been doing across the state that we believe has directly contributed to, meeting our goals and oftentimes exceeding our goals. So first is around the LEADS, system, the LEADS Educator Evaluation System. I I wanna note here that in order to conduct observations and evaluations, evaluators must undergo a multi day in person training and pass an assessment, and they have to

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pass that assessment every year. And this was a big change from the Compass system, but it does a lot of things. It helps to ensure interater agreement. It helps to avoid inflation or deflation and really grow the evaluator and make sure that they are really maintaining that certification from one year to the next. It's a really important key part of the system, and that's why we measure this as one of our key endeavors, that those individuals are undergoing successful certification year in and year out in order to be evaluators.

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We don't take that lightly. We take that very seriously, that role. Beginning next year, we'll be able to measure the success of leads by comparing student outcomes to teacher performance. So we're really excited about adding in that new layer of data. And the long term goal is to reduce the gap between teacher performance and student student achievement each year. Mine's during improvements in teaching lead to measurable gains in student outcomes. The next key endeavor around quality teachers, includes several different initiatives, that our department led.

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One is our educator leader alternate pathway four. This includes that ed leader boot camp and a pathway for individuals who have, various degrees to enter the leadership workforce. We also have a very successful para to teacher model in our state. We had over 1,000 paraprofessionals, enrolled in this program during the 2024, 2025 school year, and I really think the para to teacher model has been incredibly successful. Those individuals have experience with students, and are learning while they are paraprofessionals how to

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become teachers. So that's been a really great model that I know has helped to increase our educator workforce. We've also been able to grow Doctor Shasta, I wanna mention here too, like, this this is important for making sure kids have access to teachers and we're training them. Those paraprofessionals are typically very invested in their school and their community, and so this has been a really good approach. But the other side of this that I do think is worth calling out is for that individual in and of themselves as a paraprofessional rolling into a teacher role, oftentimes, we're we're changing the trajectory of their life and the life of their family

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by moving by moving them up, in the socioeconomic status and into the middle income. And so we we have seen that as a positive experience, not just for kids in schools, but also those individuals themselves and the quality of their lives. Another important focus to note here in this key endeavor, is that we have provided a ton of support and resources over the past several years, but especially during this school year around high quality professional learning and teacher collaboration. I think if you would ask most principals in our state right now if they

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have some sort of job embedded professional learning teacher collaboration that they offer to their teachers, I think the majority of principals would say, yes. They do, which is fantastic. And I don't think that's something that could have been said several years ago. So our focus has now become if we are gathering teachers whose time is is very important, if we're gathering teachers together, how are we making sure that it is with quality, that they are learning during that time, that they are able to collaborate, and that leads to better instruction back in their classroom?

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So that's been a really big focus for my team this year, and it will be again next year. The next key endeavor is around new teacher support. For the last several years, we've done a large amount of new teacher induction work here at the state level to really build a model of what new teacher induction should look like. Next year, we'll be transitioning new teacher support to a system based train the trainer model. Districts will have the, the opportunity to deliver the experience locally using using state developed resources. Resources, we hope to do this to really be able to expand access to new teacher induction models across the state.

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We've also been able to institute a rubric, the Louisiana Aspiring Educator Rubric, in educator preparation programs across the state. And this is aligned with the Louisiana educator rubric so that those individuals, those candidates who are in educator preparation pathways have experience with LEADS, the LEADS system, the LEADS rubric prior to entering the workforce and having that first year new teacher evaluation experience. So this has been really important for us to institute that partnership with our preparation

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providers. We've also done a lot of work over the last several years around educator preparation pathway. So this is an opportunity offered to high school students across the state to enroll in education courses while still in high school. So those students who are showing an interest, in becoming teachers are able to dive into that experience at the high school level. So we've created an open source curriculum for those pre educator courses, and we've been able to increase, the amount of students year over year in that pre educator pathway.

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Every summer, we host an annual aspiring educator summer academy. This is a five day hybrid summer camp and professional learning experience. We accept 100 high school students who are enrolled in the preeducator pathway, and we just have a fantastic week with these students, introducing them to what what teaching is all about, what life would be like as a teacher. And we do change the university every year, and this summer, we'll be, hosting them at LSU. And finally, what's to come? There's been a lot of work done, but, of course, we know that there's a

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lot more work to do. So we'll be continuing to support leads, continuing to to support grow your own, pre educator pathway, and new teacher experience over the next year. That concludes my KPI presentation for today, and I'm happy to answer any questions. Thank you, doctor Chasson and doctor Chaffron and your teams for, presenting presenting to us today. Any questions from the board? Many questions. Mister Powell? Thank you. Just referring to pages, I guess, just six and seven, which is certification and retention,

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and maybe there's some others too that do we have data? Are the metrics that we're measuring comparable with other states so that we can compare ourselves to other states, or is it apples to oranges? I mean, how how do we stack up against other states, especially Southern states? Yeah. I would, I would assume, mister Powell, that other states are tracking things around their retention and their certification needs are pretty basic, data questions. To doctor Brownlee's point, we've worked really hard over the last few years to make sure that we're collecting really valid data in these regards because we know it's very

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important data to have. I don't have in front of me how we stack up against other states, but that is something we can work on. Yeah. I'd I'd like to know how we're comparable. But but you gotta be careful because if they're measuring it one way and we're measuring it a different way, you can't compare them. So that that that would be my caution. But, I would like to know that if we could. Thank you. Thank you, mister Appel. Doctor Armstrong? First, I commend you for tracking all of this because I think it's great work in the future that you're planning. The one question I have is on seven with the certification.

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Do we track at all how many teachers that may not be certified but are teaching in their degree area? I I know in non Publix, you know, you can be teaching like, if you have a biology degree, you can be teaching biology and have years to work towards getting your pedagogy. Do we track that in public schools? How many teachers are teaching in their area of degree but not certified yet? I'm sorry. Arthur Jofreon with the department. Yes, ma'am.

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We do track that. We have, several alternate pathways to certification. We have what's called a TEP, which is a temporary employment permit, and that's how we track individuals who have specific skills, but do not yet have teacher certification. So we do have that information, just not in front of us. Right. And so I'm thinking that would be, you know, good information to have because they have the skills, they have the content area, and so they are still teaching in

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our classrooms. Mhmm. So that may help. Tough part. Mhmm. I wanna I wanna also acknowledge here that we have tried over the last few years to provide additional options for individuals to enter the classroom. And so whether that's the traditional preparation from the college of ed, whether that's alternative prep, whether that's matching someone to their degree area that might not be certified to the classroom content whether whether it's a bachelor's or master's. We have in place our associate teacher program now where individuals with associate degrees can,

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be teacher of record while completing their degree. We have an apprentice program, and doctor Jofre and his team, I'm always pushing them to, let's have another webinar, let's talk to more board members, let's talk to more superintendents so they can take advantage of all these different options. And we've done the same on the leadership piece too of allowing different fields to enter into leadership space, MBAs, MPAs, JDs, military officers that have been, college degree. And so, a lot of opportunity here.

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And one of the reasons why it's important that this particular KPI, is is handled now is because systems are in that beginning phases of that hiring season. And so we'll take this information and then we'll break it down for for systems, and they they will all get their system specific information beyond today. And so they'll the boards will have that at the systems the school boards across the state. So just wanna call that out that we we have really removed a ton of barriers to prevent capable people from entering the classroom in an appropriate way.

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But also, the timing of this matters because we are entering or in the middle of that hiring season for school systems. Thank you, doctor Broomey. Mister Gao? Here, I'm not sure whether or not my questions are pertinent to the the subject matter, or or am I just simply venting my frustrations in regards to, how I see, education, especially in regards to to higher education? At least for me when we're talking about educate educator effectiveness.

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Obviously, at the lower at the elementary school, middle school, and possibly high school, the effectiveness of the teacher, would entail their ability to help the kids to learn the subject matter that they are teaching. But when you go up to, let's say, a junior, senior in high school and and and more particularly when you go up to the college level, which, of course,

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you know, our body, we don't address college level education. When at least from my perspective, when we're talking about educate educator effectiveness, we're talking about how well are we preparing our kids, our young adults, for the long life journey that they are going to face. And, when I look at my two daughters who graduate from college or about to graduate from college, I'm not sure whether or not they are more prepared for the lifelong journey than when they graduate from high school.

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So my question to to you here is, at least at the elementary level and the high school level, when we are looking for teachers' effectiveness, do we look at qualities, in teachers or maybe programs that we are implementing that will that that will in some way allow our kids who are graduating college to be better prepared for the life challenges that that that that they that they will face and, you know,

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the the dramatic changes that are happening in society, you know, obvious issues that we have to confront. Yeah. I think I'll just mention here that, you know, our old evaluation system, Compass, really focused a lot on, what teachers were saying or doing in classrooms, and our new system really focuses on student learning. And I think that's a very important change. To your point, it's one thing, for teachers to teach. It's another thing for students to learn.

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And so I think it's really important for a focus of any evaluation system for any way as we define it here for us to be able to deem teachers high quality for us to focus on what are students learning, what are they observe what are they absorbing within lessons. Alright. Thank you. Thank you, mister Gao. Mister Burkin? Hey. Page 12. You said, one of the endeavors was implement recommendations from the let teachers teach task force. To what extent do we or if any do we know if those 18 things

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have or is being implemented have been implemented to do we know or this is up to the the individual schools? How do we know? Well, there are a number of items, a number of those recommendations that have been put into policy, others that we've been able to place into guidance, as you all know. I do think as with anything, it does depend on the individual school system and sometimes the school, about the level of implementation of some of those changes. Those are things that we have supported. We'll continue to support making district leaders and school leaders aware of some of those

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changes, that we've been able to make through Let Teachers Teach. I also think that we have more work to do on Let Teachers Teach. We've talked about what that could look like. You know, does it look like something that helps implement some of those recommendations more? I think let teachers teach is really just the beginning of some of the unnecessary, burdens that teachers carry. And so I acknowledge that I think we have more work to do both in awareness and in implementation of some of those let teachers teach changes. There are some some wonderful initial changes that have been able to be made, but

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we have more work. Page 14, you talked, expand access to the pre educator pathway in high schools. How are we reaching out to high schoolers, on a career in teaching and education? So we we have an individual on our team who spends a lot of her time and energy in working with school system leaders, school leaders, and teachers to voice

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the importance of the the career and then to provide the opportunities for students to enroll in those courses. We also have worked very strategically with the board of regents to ensure that students who are participating in the courses are receiving dual enrollment credit for the courses. So it's not just something that can impact them in the short term, but also impacts them as they're moving into college with a clear understanding of what it truly

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is to become an educator. And so we we do a large amount of outreach, and then it really heavily rests on the local school systems to really incentivize and push students who have leadership capacity and also an affection for children and for teaching. Arthur, if you don't mind, elaborate a little bit on, some of that coursework in high school, and then through the dual enrollment, and then also speak a little to

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some of the conferences that are taking place across the state for these kids. I know that I went to, in mister Harris's district, I went to LSUA and attended a conference. It was full a a gym full of future educators. Yes, sir. We have have consistently seen an increase in the number of students who are participating in the pathway. This is done not only through the coursework, but many schools also have clubs. We afford the students who are participating, an opportunity to compete in regions and then

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statewide to earn the opportunity to then compete nationally at a conference. We do sponsor many students, who achieve these awards at regional and state to go to the national competition. And as doctor Brumley mentioned, when you go to these events and see gyms and auditoriums full of students who are leaning towards and committing themselves to move into the

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the education profession. It's inspirational. The other thing is for the first time, we now have a set of state officers who are leading the not only local clubs, but a statewide initiative. And then we also have a group of students who we selected across the state who are advising us as people who know how important this work is on what's the the things that students want, what they want to learn, how they want to

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learn it so that we can meet them where they are and provide the incentives and the the excitement and passion around teaching. And if I could, direct the board's attention to to, slide six. I just wanna point out, if you go to the middle column that says public school experience of retained teachers, what you see is the the lowest percent there is the one year less. So that's why all of the new teacher work that we're doing is really important,

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and we're seeing a positive change here because we are, not only illuminating it, but we have, endeavors directly related to the new teacher that we previously did not have. But it what you see is, like, it it goes up essentially from once once the teacher is with us after the year, you see that you see that number go up of them staying within the system up until the twenty year mark, which is a a retirement mark when you you you many teachers invest, and then some of them retire. So, really, if we can get beyond that one year, we hold great potential to

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retain teachers, up until year 20. I also wanna comment. I think the pathway is really good because the transition because of the pathway and the fact that the kids graduate from high school with the ACT score that transitions them straight into a higher ed program, they've also taken dual enrollment coursework that goes straight to their first year of college. I think it's a great transition for them to stay in the field and continue their their coursework and graduate. So I wanna applaud the department on that. I do have one other two one question and one comment.

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For the on the slide number eight, when we talk about the 6% higher for educators prepared by a teacher prep program. What what's the data on that? Why? Do we have any data on why they're stand they're being retained longer? Is it the discipline? It it is the consistent placement inside of classrooms during the program and the year long residency, which we in the state of Louisiana, have really taken the lead across

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the nation in implementing. Because the individuals commit to that year of an apprenticeship, of an internship, you know, we used to call it student teaching. But because they are getting the experience from the start of the year to the end of the year with a qualified credentialed mentor Mhmm. Who not only is an effective teacher, but demonstrates the ability to mentor an adult learner, that is increasing the retention. Thank you.

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And one other comment. Is there a possibility that we can start sharing our evaluation with higher ed? Because I think there is still a there's a gap of what we're doing in classrooms and what we're being prepared to. And if we can take that criteria of what what we're looking at for a great teacher and share that with some of our programs for under undergrad and grad, for those who are just entering the field through graduate programs, Maybe that can become part of the the the teaching, or letting them know that this is what we're

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looking for. This is what actually happens versus what just the textbook is saying. So we have, I'm I'm really I I really need to brag on our higher ed partners. They they work they really do work hand in hand with us, especially through some of the legislative shifts over the last few years where we've had that emphasis on the science of reading and have been able to go in and transform some of their coursework and the same this year with with math. Very, very candidly, doctor Clark, I had this so you recall LSU presented to us

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about, I don't know, a year ago. I had a follow-up with with, them and suggested to them, and they were receptive. I said, you know, I wanna give you two things to consider as you prepare future teachers. I said, if I were you, one of the things I would do is I would look at the most frequently used curriculum in the capital region, and I would make sure that I were I would be instructing students on that using that particular curriculum so that they're, aware of that and how to utilize that once they step in the classroom. That's one.

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The second thing I would do is I would instruct them on the lead's evaluation, Rupert, so that they better understand the way in which they'll be evaluated once they step out, and into their their first teaching role. So those conversations have begun, and, I agree with your point. I think it's a really good point, and we need to make sure that we are emphasizing that with our higher ed partners. Yes, sir. Doctor Clark, just to add to, we are one of the few states that sort of has the the trilogy of rubrics.

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Mhmm. We have the aspiring educator rubric Mhmm. Which nearly every one of our preparation providers has adopted, and they are using that to support their current candidates. But because you see that continuity across all of our rubrics and our EPPs have bought in, the other thing is we have provided a plethora of professional learning opportunities that our EPPs are taking us up on. Not only the LAER training, which similarly to LER, those, individuals do have to go

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to a multi day training and they also have to participate in an assessment and recertify annually. So we do feel like that is going to definitely make a a significant change. And just to let you know, I am one of those people. So I have taken that training twice now and the test, or maybe three times the test. But, hey. Thank you very much for your presentation. Thank you. Any other questions or concerns from the board? Any objections to the motion? Motion passes. Next item, please. We have one card, doctor Keith Carville.

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Hi. Come on up. And you have three minutes to speak. Please make sure your mic is turned on. Thank you. Thank you so much. Hey, friends. Doctor Keith Corbille, executive director of the Associated Professional Educators Louisiana. And I wanted to to take a moment to spread some joy and positivity because of the significance of this work. I know that this KPI data is extremely useful to preparation programs both traditional universities and alternative certifications. I know that we look forward to it and we use this data because it is literally up to the minute data that helps inform our programs and programs across

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the state of Louisiana are evaluated based on how we are meeting the needs of our workforce of educators. So I really appreciate doctor Jenna Chasson and her team for this work. I also want to take a moment just as state superintendent doctor Kaye Brumley did and also commend this team for their work and teacher evaluation. When I was out of the classroom and I was studying at LSU, my dissertation focused on compass evaluations and their implementation. And I will tell you that doctor Jenna Chasson and her team, they avoided the

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pitfalls of the past. In particular, the way they designed the training was immense, powerful, was intensive, was actually hands on, and, you know, they modeled the best theories of adult learning by doing the trainings themselves and through those trainings. And so I think that was profoundly impactful for our educators. I know that some of our people were able to go to those trainings as we're a certification provider. And frankly, we're trying to send as many people as we can because that was a really good training on LER and LAER.

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So I really appreciate the work y'all are doing. I would love for the board to continue to support doctor Chasson, academic and the educator development team, and they're working this, not only in generating the KPI reports, but also in their further work and training. I know I'm always checking the calendar for more of those trainings. They're that good. Thank y'all so much. Thank you, doctor Carville, for your positive testimony and comments. Next item, please. Your next item is on page 47. Item 6.1, consideration of executive session regarding the discussion of the character, professional competence, or physical or

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mental health of a person. The recommendation is to convene in executive session. Can Can I get a motion to go into executive session, miss Champagne and mister Preston Castile? Is there any public comment or board discussion on this matter before we take a roll call vote? No? K. In order for this motion to pass, two thirds affirmative vote of members present is required. May I have a roll call vote at this time? Miss Sapl? Yes. Mister says yes. Doctor Armstrong? Yes. Doctor Armstrong says yes. Mister Birkin? Yes.

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Mister Birkin says yes. Mister Birkin? Yes. McDowell says yes. Mister Castile? Yes. Mister Castile says yes. Miss Champagne? Yes. Miss Champagne says yes. Mister Harris? Yes. Mister Harris says yes. Miss Holloway? Thank you. Miss Holloway is absent. Miss Marilyn? Miss Malloryn is absent. Mister Morris or miss Morris is absent. Doctor Clark? Yes. Doctor Plow says yes. This motion passes. I'll advise the audience that we would be in executive session for the length of time necessary for our discussion. No votes will be taken while the board is in executive session.

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All votes will be made in public. Additionally, public disclosure is not required of matters discussed in a properly held executive session. At this time, the board meeting stands in recess to go into the executive session. Board meeting and continue with the regular order of our agenda to vote on the items discussed in our executive session. Mister Gao? Mister mister Castillo? Wait. I don't think we're ready. Hold on. Birkin? Yes. Your motion. I, move that items 6.1, 6.2,

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6.3, 6.5, and 6.6 are granted, in Globo. Can I get a motion and a second, mister Appel mister Gao? No. I'm sorry. Right. Mister Appel and mister Gao. Oh, oh, you mean a motion. That's right. I'm sorry. Thank you, mister Walker. Madam chair. So my second will be mister Okay. Okay. It's mister panel. There's a section tab on? The second on my first one. Right there. Yes. Yeah. That's okay. Are there any questions or comments from the board? Hearing no objections to the motion. Next the motion passes.

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Next item, please, mister Appel. Madam chairwoman, I have two motions. I've Your next item is on page 53. Item 6.6, consideration of a records review regarding the reinstatement of the Louisiana early childhood ancillary certificate number 625587 issued to miss Alicia Chambers. That's item 6.6? But I have item six point four and six point seven. Alicia, 6.6.

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Okay. The number's wrong on mine. Alright. So that should have been no. It's miss Ashley Williams at 64. So yours should be miss 6.4, mister Appel. Point four. That's correct. Okay. You want me to go ahead? Wait. She has to reread it. Your next item is on page 50. Item 6.4, consideration of a records review regarding the reinstatement of the Louisiana level three teaching certificate, number 575062, issued to miss Ashley Williams. Mister Appel?

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Thank you. Madam chairwoman, I I would move that we grant, this motion This motion grants with condition that she return for record review in three years. Thank you. Can I get a second, mister Birkin? Any questions or comments from the board? Hearing no objections to the motion, this passes. Next item, please. Your next item is on page 54. Item 6.7, consideration of a records review regarding the reinstatement of the Louisiana temporary authority to teach, number six eight zero two seven two, issued to miss Kiara Gate.

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Mister Powell? Thank you, madam chairwoman. I would move That, we grant reinstatement of Kiara Yates' temporary authority to teach certificate on the following condition. Still in TAT status, she shall return before the board in three years. If seeking initial certification, she shall appear back for records review before the initial certificate will be granted. Can I get a second? Doctor Armstrong, Any comments or questions from the board? Hearing no objections to the motion. Motion passes.

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Next item, please. That concludes the agenda. Thank you very much. We will recess. Are we going straight into finance? Okay. We will have a two minute recess, and we will go to finance next. Thank you.