e the educat effectiveness committee I call this meeting to order may we have a roll call vote please Mr Appel Dr Armstrong Mr Birkin Mr
Castile Miss champagne here Dr Clark here Mr Harris Mr Hollis Miss Holloway miss melerine Mr moris miss boute you have a quorum thank you first item please your first item is 2.1
consideration of the recognition of Louisiana State University School of Education the recommendation is to recognize okay may I get a motion Mr Harris second by Dr Armstrong Dr Clark just as a a point of clarity on this particular agenda item I I would like for us to
reference this item as a uh I think the title right now is uh recognition I just want to make sure that um I want to let everyone know I'd like to adjust that consideration of a presentation from Louisiana State University
so noted and accepted thank you Mr Morris may want to uh set up this item okay thank you sure thank you superintendent um so members I think we're we we've had a lot of conversation a lot of really good
conversation um helping everyone uh on the board as well as across the state to to appreciate the specific uh impact here with regard to teacher vacancies and and uh thank you to our governor thank you to our
legislators uh and and others who have um focused efforts to to address that um we talked a little bit earlier today with the mfp and the um specific funding that that's allocated to help draw uh
individuals to this profession in the more challenging more demanding areas but but another part of that conversation is the pipeline and and how do we uh change the conversation today and and help more people earlier in life
to to appreciate the Fulfillment uh and and the joy uh and and and hopefully the the financial compensation right for for the true professionals that our teachers are and and draw uh students to that career
path so today uh we we've got the flagship University here Louisiana State University College of Education to to speak to us and uh thank you for for coming today to share with us um I know everyone on this board is very
interested to hear uh or get an update from LSU as the flagship University in the state and what's going on in the College of Education today and then as importantly maybe more importantly you know what does the future look like just want to add one other comment here I I
mentioned it in the previous meeting but we you know one of my personal concerns is the tremendous amount of infrastructure that's invested south of I 10 in the manufacturing industry and and I and I know for a fact there are
dozens of um of jobs that have been transferred overseas uh because we don't have the technical expertise here locally and if we don't have the the chemistry teachers the Math teachers the physics teachers in our high schools then what's going to
draw those high school students to those career paths uh for me it it it's a it's it's an imminent void unless you guys can bring something to the table to help us see how we get there um and so as a result the the do nothing case here uh
is going to be that those jobs are going to be filled because that infrastructure is not going anywhere the question is who's going to fill those jobs and if we don't get uh the these folks in those math and science classrooms in our high schools those jobs are going to be
filled by by people from other countries that's just the bottom line uh and and so we've got to decide you know how we're going to address that with a little forward thinking here and some planning um and so looking forward to to your thoughts on that subject as well as
an update so thank you again greetings everyone I am Eugene Kennedy I'm interim director of the lutrell and pearl pay school of education um at LSU and one of the associate Deans in the College of human sciences and education and it is an absolute pleasure to have
the opportunity to share with you some of the things that my colleagues and I are doing um not only in education but across the campus I have shared with you a folder that has some basic information about how education and teach preparation exist at at campus you see
that there are multiple colleges involved I've also included uh some additional things in that folder about the faculty as well as some of the initiatives that we have put in place excuse me Dr K can you pull that microphone just a little bit closer to you great thank you is that better yes
ah excellent I've also included in that folder some of the initiatives and programs that we have put in place to try to address the needs the education needs here in the state of Louisiana I will tell you our Dean Dr Roland uh
Mitchell has told us in no uncertain terms that it is the expectation that he has of all the faculty that we are relevant that we identify the needs of the people here in the state of Louisiana and beond and we tried to
address those and so part of what I wanted to accomplish today was to make sure that you understand that it's okay to call on the faculty of the hell is you we have some of the strongest students in faculty um in the nation in education and they are anxious willing
and able as you struggle with a variety of different kinds of issues and challenges here in this state to help to be that resource and so there are several that I've asked to come and and talk with us I'll start out with one that's specifically related to the
workforce and this is Dr Jen Curry Dr Curry is a counselor she holds a PhD and in counselor education she's worked as professional counselor she has many accolades holds professorships has published more articles and books than I
I care to enumerate at this moment and it's presented at various conferences in the US and in other places and I've asked her to give us a brief presentation a summary of her work related to Workforce preparation of very young
children Jennifer okay good afternoon so just like we talk a lot about helping very young children learn about things like numeracy and literacy they can also learn a lot about careers
and that might kind of surprise you because you think a lot about Career Development probably with high school and maybe even middle school but I'm here today to tell you that actually young children love to learn about careers and it's really important that we start Career Development early with
children so an initiative that I started working on five years ago has to do a lot with Career Development and so I'll tell you about that today um so one of the things that we have to do is kind of walk backwards and to think about how are we doing in career development nationally at the state level and I
don't want to go through a whole bunch of statistics and bore you but we haven't been doing really great um one of the things I will tell you is that Generation Z that is our current graduates have struggled a little bit nationally you probably have heard about
that um so for the class of 20124 six out of 10 were terminated um by reports of employers and part of that um was because uh employers said that basically they were not uh very
appropriate in the workplace maybe they weren't very professional uh didn't show up to work on time didn't dress appropriately they basically lacked the skills poor communication skills they lacked the skills to function in the
workplace that was one issue another thing that we're looking at is what is going to be demanded of our students when they get into the workplace the world economic Forum says that in a survey of a thousand Global employers representing 14 million
employees um there's going to be some major impacts five big trends that we should be looking for in the future of work the top one shouldn't surprise you it's going to be technological impacts and those are going to be two main sources Ai and Robotics they're really
going to affect the workforce increased cost of living that also shouldn't surprise you we're going to see inflation and changes in the workforce climate change uh demographic shifts and then
geoeconomic fragmentation and this is going to change change a lot about how our students need to be prepared all right so about 5 years ago I was contacted by TPT that's in Minneapolis and they are subsidiary of
PBS they had a $3 million Grant from the US Department of Education and they wanted to design a trans media program for children so you may not be aware of what the word trans media means well it's a lot of different components we'll
talk about that in a minute um they wanted to design a program for children ages um about 5 to seven a little bit broader than that if you think of prek so four-year-olds is also included in this um so a television series Community
programming digital games Hands-On activities and lesson plans for teachers and school counselors and we wanted it to be grounded in evidence-based practices so the name of this program is skillsville and it actually launched
March 3rd on PBS and so it has three curricular pillars the first one is executive functioning teaching the youngest children that are in our schools things like how to start to learn to manage
their time how to use skills like thinking differently to be more organized to focus now are they going to do that perfectly no but we want to start to try to integrate those skills early self-regulation trying to regulate
their own emotions trying to learn some strategies so that their brains can prepare them for Learning and for doing difficult tasks and career exploration looking at the 16 career
clusters and helping students to understand the options available to them within those career clusters within our state looking at the career clusters that might be most useful for kids to learn about the skillsville program comes with
lesson plans like I mentioned earlier but also very short television programs the longest program is 11 minutes long because we don't want to set kids in front of screens for long periods of time we have
80 television shows so there's 80 episodes there are online games but there's also paper games so teacher or a school counselor does not have to put a kid on a on a computer um there are ebooks virtual field trips and lots of
Hands-On activities for students to learn about careers most activities take 15 to 30 minutes so a school counselor could do this during their ancillary times with students and learning is organized Again
by Career Cluster so if we wanted to focus on certain career clusters that are most viable to our state we can do that and the episodes are broken down so that students are learning about those executive functioning skills and self-regulation strategies within the
career that they're learning about so for example there's an episode where um a students learning about being a chef she has to get organized and think differently uh that's her self-regulation strategy and so she's
having to think about some different ingredients she can use to prepare meals for her customers and she actually runs out of something that she needs to make a meal so she has to think about some different ingredients that she has available to
her and like I said there are paper games so Educators don't have to put every kid in front of a screen to play a game or to learn about the different activities we do have some different uh careers than maybe you've heard of so
for example one of ours is food scientist or flavorist that's actually a career here in Louisiana our own School of Agriculture I had to call them to ask them lots of questions about this career when we were developing the episode um
so every episode is based on the actual activities that somebody would do in that career um and then we ask kids lots of questions to think about how they would actually function in that career so that they can do some critical thinking
themselves so important skill here for a flavorist is a member s success skill and the important thing here to know is that these activities are all free through the PBS site so any person
can use those and um they're not going to cost anything so school counselors and teachers can use all of these for free so again trans media program all content went through an iterative process everything was done through
different types of testing uh we worked with internal and external researchers and we actually still conducting the research today even though we've gone through five years of this research uh so I'll show you that right now started
with an alpha study a pilot study now we're doing the QED and the RCT so we are collecting data in fact the data that I'm working on right now came from 485 five six and seven year olds so I'm working on the pre and the poststudy
with them right now so to wrap it up because I was told I have five minutes um we have this trans media program that we're working on to teach our youngest kids about Career Development from a early age and to
hopefully help them see the kinds of skills that they need to be successful in a career we have 80 episodes 16 different career clusters and this is absolutely free for school counselors and Educators in every
state but right here in Louisiana so we hope that they will access it and use the program and if you have any questions I'm happy to answer those for you thank you all thank thank you Dr um Dr Curry um I
I should also mention that Dr Curry works extensively with the engineering program on campus um especially with uh middle and and high school students that's been very involved so moving on it is now my pleasure to introduce Dr
Cindy Dar Carlo uh Dr De Carlo um heads our early childhood education program our Early Childhood Education Institute and runs the academic component of the preschool as I call it she has an extensive I background in early
childhood education has been an educator and is an outstanding in exemplary scholar I've asked her to talk a little bit about her various programs and and some of the initiatives that they have going on Dr Dar Carlo thank you um what I wanted to run
through today are the Strategic initiatives that the early childhood education program has put together since 2005 so I'm just going to go ahead and uh run through this chronologically um in 2005 LSU launched
the PK to third grade teacher certification program and what we focus on is producing Highly Effective Teacher leaders so at LSU we want to contribute to the field um not by graduating the most students but by graduating students
who will go on to be leaders in the field of early childhood education our program is innovative in that we have four semesters in classrooms across rural urban and Suburban settings and hands-on experience for uh those in our program that begin in the freshman year
so students are very well prepared they know unequivocally that they do want to work with young children um in early childhood settings and we do continuous program assessment so we are evaluating our students we do something called assessment team meetings at the end of
every semester and we use this data not only for improvement for individuals coming through our program but also also to evaluate and make changes to our program in 2016 we brought our campus
Child Care Center underneath our academic unit and rebranded as a uh model demonstration and research site renaming the center the early childhood education laboratory preschool this serves as an observation site for
multiple disciplines within and external to LSU and also is the host for many research projects in 2019 we were charted by the board of regions as an early childhood education Institute and within our
Institute we focus on early years research specifically birth to age four which is the least researched and least funded segment of the education population our Institute promotes collaboration among researchers who were all doing similar work and focuses on
disseminating research-based practices to produce highly effective teachers and recognizing that it is Our obligation to not only conduct This research but to translate it into practice and get it in the hands of teachers who are working directly with young
children in 2020 we launched the first and only we were the first and only University to offer birth to kindergarten certification as we're aware the biggest burst of brain development happens in the early years and there is re research um from the Heckman report that
indicates that there is a 133% return on investment for dollars um invested in early childhood and this was a very necessary step that the state took in professionalizing the field of early care and education because we all
recognize the importance of having young children coming to school with kindergarten Readiness skills and that's not something that we can just cross our fingers and hope happens what we need to do is make sure that we have a highly educated Workforce that is prepared to
provide quality programming for young children so they can achieve those milestones and get the necessary foundation in order to be um uh On Target when they enter Public School in 2021 LSU launched the prek and
birth to kindergarten alternative certification programs and this was largely in response to teacher shortages and it provides a pathway for those who have non-education bachelor's degrees um and we focus um
unlike uh I guess uh alternative certifications that are non-university based we focus on having teachers come in they have the reading um requirements and they get the program assessment and we're making sure
that they have multiple experiences in the field so they are well prepared and research tells us that people who are highly qualified are more resilient and they're likely to stay in the field so by making sure that we are well
preparing teachers we are reducing turnover in 2021 uh the Louisiana Association for the education of young children became the first University sponsored State affiliate so this is an early childhood Professional Organization and our key
focus is on professional development and networking when we first came on board as a Professional Organization for the state we did a survey of teachers and we found that the top two things that they were the most interested in was uh specific professional development
targeted for their area of the state based on their needs and networking opportunities to talk with others who are teaching the same thing that they're teaching and having opportunities to network and grow professionally um we promote the education of early care and
education teachers and this is LSU's connection to reach every area of the state and so as a Professional Organization whenever we attend conferences our message is very clear we believe that all teachers need to be highly educated and we will
promote every program in the state from the early childhood ancillary the two-year programs and all of the four-year programs that are teacher preparation um we also in 2021 um our Institute became a Bessie approved early
childhood ancillary certificate provider um research tells us and this is long-standing research published over 30 years ago um by Marcy whitebrook that the best thing you can do to ensure positive outcomes for young children is have a highly educated teacher um and
this initiative we feel like really supports kindergarten Readiness through the education of early care and education teachers so we want to make sure that when children go into child care centers that they have someone who is very well acquainted with child development and they know the best
research-based skills to use when educating young children so that they get the foundation that they need to come to school kindergarten ready um in 2022 uh LSU launched the first and only online certificate in
child care administration and this is something that I think a lot of people do not recognize that while there is a certification structure for prek to 12th grade education there is not a parallel structure that exists for those who want to be in leadership positions in early
care and education environments so what we have done is put together a series of coursework that people can apply for and access online that will give them the necessary skills and background to be highly educated and highly effective
leaders in early childhood education because it is a different skill set most people who are uh promoted to be um leaders in early care and education environments are simply very good teachers and it is a different skill set that is required and we want to make
sure that we're educating people to be administrators in early care and education environment so that they will stay in the field and we can reduce turnover in 2022 we also The Institute received a transformational $5 million
gift from uh the goats um they gave this money to The Institute to support early care and education research specifically on birth to Age 4 to make sure that we could um invest in research and we could invest in students who are entering the
field of early care and education we also worked very closely with the board of regions on creating a stackable early childhood education credential so this credential begins with that early childhood ancillary certificate all the way through graduate
school so this certificate is offered post high school and also as a Jew enrollment within high school so we are working very closely right now with the industry-based certification Advisory Board to try and get this um pathway offered on the state Focus list because
as you know this releases funds for both jump start and fast forward for high schools to be able to offer this because although there is some argument if this is a high-paying job which we did do a research uh study on this and found that
the average of those, 1600 and some odd Child Care Center directors that responded to our survey or I should better said they are 1600 and something child licensed child care centers in the state of the population that responded the average salary per hour was over
$13 but we do know that this is a very high need um occupation with r estimates of turnover rate up to 40% and so it's really important for us to make sure that we are bringing people into the
field and that we are um you know starting as early as we can in high school and making sure that that pathway is available so we have had conversations and secured articulation with the Louisiana Community and Technical College system to accept that
early childhood ancillary certificate for three course credits in any associate degree program and that um we also have had conversations with forye institutions to make sure that they have cour work at the one in 2000 level and
in four-year institutions so that way they can take that credential all the way through to a four-year degree we also are having conversations with those ecac programs so that their students understand that if they want to go into an associate degree program not only do
those credits transfer but if they want to do an associate degree and go right into the workforce then the care and development of young children credential is for them but if they think they want to go onto a four-year that they really need to do that Louisiana transfer degree so they get those prerequisites
and they can matriculate right on into a 4-year program and not lose any time in 2024 excuse me c can you give us some insight on you spoke to those different Pathways can you give us some insight as far as the number of students that are pursuing those different
pathways through LSU I really don't have that data right now are you talking specifically about LSU or about um LSU yeah that's what I'm interested in Flagship University right I'm I'm looking for you I'm an L shum right I'm looking for you guys to set the model for the rest of the state and so if we
can better understand what you guys are doing and we have some appreciation for what's going on in the rest of the state but right now you know we're really concerned about the teacher shortage how we drawn people into this profession and how can we be creative Innovative uh to to do that and so
that's what we're looking for to you guys for is you know what are those creative Innovative approaches different Pathways but I'd like to get some appreciation for current status right how many students are engaged in these particular Pathways which ones are drawing the most student interest help
us to appreciate what's working what's not working and then what can we do to support you but if we don't have some understanding of you know hey what's working today what's not working I I appreciate all the conversation about the research and the value the quality but the volume is also extremely
important so if if you could help us out with some of that I think that would be appreciated our membership sure so if I start back with the Early Childhood ancillary certificate we did get a grant from the board of regions to do a to Pilot a high school based program and so
we did that in Iberville and Washington parishes and we had a 93% completion rate for that cohort which is is fairly high for um an early childhood ancillary program I did request from the CDA Council Louisiana specific data on their
graduation rates and I have not yet got that to make a compar Arison but as part of that Pilot We reached out nationally to all programs that had high school-based Early Childhood ancillary programs to find out what the hurdles were and some of it had to do with the
students not earning enough hours in the field in order to be able to sit for that exam and so we made sure within our pilot that we had very um strong local community connections so we work with the childcare resource and referral entities and the local school systems to
make sure that we had the um uh support of the local Child Care Center so we were addressing those kinds of needs and um and then within our post high school program right now we have a 74% completion rate um and there there are a
lot of challenges with those programs um we do have um uh generous support from the Louisiana Department of Education but we're now limited although the workforce needs have not been met each of the Bessie approved um ecac programs can only enroll 20 students per cohort
and so one of the reasons you know this next slide about the registered apprenticeship pathway we reached out to Workforce and um applied for uh apprenticeship status for the early care establishing the early care and education teacher Pathway to extend
Workforce dollars to the birth to four population and this was really important because previously there was only a K12 path and so while this did open up this funding um uh right now Workforce is only funding training programs that have
a three four or five star rating and child care right now is a one-star program and so what they are requesting from us right now um instead of wage data which is what um the IBC Advisory Board requested of us in the fall
they're requesting uh Workforce need and they want it on a per Parish basis so we are you know we just got that information last week and we're working on putting that data together and surveying the state but it is a very high need occupation and so once we cross this hdle then we will not only be
able to um access Department of Education funding but we will also be able to um access Department of Labor funding and so we're working on that right now and so I think the biggest hurdle uh currently for those coming into the field particularly in birth to
kindergarten is um the return on investment for the individual uals because um there is about a 50% wage gap between what you can earn in early care and education or Child Care Center versus what you can earn in a public school setting so what we are seeing by
and large is when people are going back to school to continue their education once they get that birth to kindergarten certification they are able to get a job in the public school system teaching prek or kindergarten and um while I want
people to be able to make more money and you know have a better lifestyle what it's really doing is as we are increasing the education level of the early care and education Workforce it is um we're seeing some shifts in people going to work in the school system so
while you know people it is a calling people come into the field because they love what they do um a lot of times uh there are competing priorities such as finances I mean currently if you look at um The Early Childhood Workforce about
40% of them qualify for public assistance because the pay is so discrepant between public school and um private Child Care settings so um I just have some final slides that basically talks about our Institute I know we've shared these and
um you know all this information is available on our website so um I will go ahead and um pass this over to the next presenter but I'm happy to answer any question questions I did have one more
um I'm really interested in I think all of us appreciate the 133% ROI we're really excited about that so we appreciate the value um and I appreciate the um the assessment uh process that
ldoe has put together uh to help folks appreciate the value of the ECE centers um but I still recognize a gap between the the ECE um graduate if you will in kindergarten there's still a gap
there we still have too many kids that are unprepared for kindergarten even though they've been through you know high high performing ECE locations given the research you guys have done H how do you appreciate the significance of that Gap and how do we close that Gap I think there's a lot of
things that that factor into that you the research I was referencing before by Marcy whitebrook that was in the 90s um one of her seminal articles is called bachelor's degrees or best and it shows the economic impact or really the the child outcome impact on uh teach of
students who have Highly Educated caregivers and right now there is a vast discrepancy between the educational requirements in child care versus the educational requirements in public schools so Public Schools require a
bachelor's level degree and a certification whereas child care centers require the Early Childhood ancillary certificate which is a 120 clock hour non-credit bearing credential and while it is a very good
first step um in professionalizing the field um it is not the same as a bachelor's degree and teacher certification and so while um a lot of people um I I I speak to do not understand how Child Care is funded
Public Schools get minimum Foundation funding and they also get their Parish tax base that is not true in Child Care Child Care Centers are funded by tuition they are private pay and so a child care director has got to make her budget work
for her building her utilities all of her payroll and all of her expenses based on the tuition that she charges and this is a time in familes lives that they are least financially capable they're young families they have young
children they're just starting in their profession and um paying a high tuition for child care when the child care is not subsidized um causes low wages in the field and so we have lower
educational requirements and we also have lower salaries and so that that accounts for the difference thank you a very quick question I'm over here over here way in the corner um you talked about these cert
certificated uh teachers do we know how many there are existing in Louisiana today as a percentage of the teaching Force how many what tell me again teachers that have certificates like you're talking about for the Early Childhood ancillary the state had passed a mandate that every teacher within I
believe it's 30 days of higher has to um uh have that early childhood ancillary and so um they are funding scholarships they're they're uh they have funding going to what's called Louisiana Pathways which is a uh a program
administered by Northwestern State University that funds scholarships for people to go through that program and the programs range anywhere between um six months to a year for them to go through that program you don't know how many
currently are in those programs well or have the certificate I don't have that data no that um the state department would um would have that data since they they fund the program and actually if you go on teach louisiana. net uh you
can't pull the data in that way but they are the people who have that early childhood ancillary certificate are in the same database as the certified teachers so there there would be there you mean there would be a way for the state department to be able to to tally
that I just don't have access to that information that's all I wanted to know thank you okay all right thank you thank you Cindy um we have two other brief presentations and then we'll just take some general questions good evening uh or good
afternoon I'm Dr Willie louvier I am um in Char I was charged in early fall with establishing uh the rural education initiative and um while this is very close to my heart because I am a rural girl from a rural high school in French
Settlement Louisiana we had to figure out how to make things work with a great resource divide so how do and so many of your questions we're here to help answer that and how we do that we launched the initiative in early uh like I said in
early fall and basically I I looked at where are we currently standing in regards to rural education in 2023 the USDA and um they launched a uh study
with the um National rural Education Association uh to show where rural schools stand today and I'm going to tell you in the top 10 and that's not the top 10 winners we were number six but there was one station that we did
very well in and that was the way that we pay rural teachers we have the infrastructure there now how do we get those highly qualified and certified teachers to drive out to French Settlement Louisiana and serve as students directly how do we make that
difference in the workforce within that Community that's where we're here and that's what we want to look at so in the idea um you know in rural schools you deal with poverty you deal with the effects of poverty you deal with the
family's experiences relating to poverty and you deal with that as a teacher and in 25 years in the teaching um sector in rural Louisiana how do you deal with those issues directly as an educator when you're dealing with a great resource divide you're dealing
with limited access to technology and professional development trainings I'm going to tell you sadly over 25 years my professional development much consisted of here's the drug policy please don't do drugs sign here thank you for your time go and work in your classroom and
it wasn't how do I become better at what we're doing how do we travel to those those development those professional experiences to bring things back to our community and we have a very large number of uncertified teachers are
teachers teaching out of content so as uh the flagship University and I appreciate you coming back to that because I could not revelate relevate that idea more um how do we make a difference in education in rural
classrooms in Louisiana today we do that by making sure that we have the best and the brightest coming to rural Louisiana classrooms and as a flagship University how do we create that Avenue to do that
we do that by giving them online access to become highly qualified certified and highly qualified I don't just want certified I want the best in the business there to make a direct impact on our students so again what does that
direct impact do that direct impact makes a difference in our Workforce infrastructure in communities and it also makes a direct difference in families because then students are learning skills that and much like my um colleagues are talking about they are
picking up skills they're going back into their community and they are directly um presenting themselves with the skills needed to advance their community and to need less public assistance and that's our goal how do we
create students who are ready to go back into the world and make a difference in their communities we do that by highly qualified teachers now how do we create that at LSU at lsua we already have an online program so coming back to the
flagship University of the state how do we create general education Pathways and teacher certification Pathways where teachers can be in their classrooms or look at our care of professionals that are in classrooms right now they are willing and ready to do this but with
little to no Avenue to travel so if they're not willing to drive two hours or three hours to come to class how can we bring those materials to them and in Cur in retrospect we are then preparing and we're arming our classrooms with the
best we are giving them Avenues to travel and in order to give back to their communities the mission of the rural um education uh initiative was you know you have to sit down where where do we want to go and Dr Brumley I'm going
to reference an article that was written on the in The Advocate a couple of weeks ago uh on an interview that you did and you talked about being a rural student and I could not have connected more with that because you talked about the need to get on the bus and the need to travel
and with that if you have a bus with no keys that bus is is not going to move and if you have keys with no bus those keys are not going to they're they're not going to service anything but if we give them the avenue to directly impact
rural education Workforce then we are giving them um the access to technology Rich learning environments we're giving them Pathways direct Pathways to postsecondary education we're giving college and uh career trajectory change
give them the Avenues to travel and then let's show them how to get there so with the Educators that came with me today and I'm going to be followed uh Dr Carrie Tobin's going to be right up behind me and she's going to talk about homelessness so we have the ability to
give them skills and relevant that's the key we want to make it relevant preparation and then we can address issues that plague uh rural communities throughout Louisiana now we want to increase that access to professional
developments we have done that I work closely with Dr Cindy De Carlo and through Early Childhood we have been implementing something called Ed camps where Prof uh professionals can come parents can come childcare directors can
come people off the street can come and learn about best practices that are happening in classrooms today but it's kind of like a summer camp where you show up and you bring the topics you come in with a sticky note and you stick it on the wall and we call it parking
lots and we talk about things that are plaguing realtime relevant classrooms and many times the the Paras are coming in those those Educators who are out of content or in need of certification or
saying how can I reach that and not have to leave my classroom I don't want to have to walk away from my students but I want to be able to better serve my students and their parents and their community and and their um caregivers so with that being said how
do our strategy to recruit R excuse me recruit train and retain Rural and remote Educators and you know there are three categories to rural which I know you are not um you know you are not um unaware but you have Fringe distant and
remote rural Learners uh rural education um centers and to be able to do that we want to character Iz by creating that online certification uh Pipeline and also giving content specific content
specific area um certifications so those teachers who are out of content are able to give um that time in order to become best certified and most highly qualified in their areas within their schools we want to strengthen professional development and again support Educators
directly and I think that you do that best by giving the those teachers relevant training in the area in which they're in um and also developing Partnerships to enhance rural education programs I talked about building the workforce and you do that by working
from within the community to strengthen the community because no no one is more committed to their Community than the people who live in it and coming from French Settlement Louisiana our community loved our community and those surrounding areas how do we best serve
those and we we do that by expanding access to technology I had several students when covid hit no one had a Playbook no one knew what to do next and I had students who you could have given them this laptop but they' went home to a house with no
internet we had to do paper packets in manila envelopes and the buses picked them up on Tuesday and it would bring them back on Thursdays and they were ready to go out the next Tuesday and what how do we address that you know we have sense rural community ities you've
seen um an influx of um internet ports being placed strategically throughout the parishes to give students direct internet access so that they could work on dual enrollment and advanced placement classwork preparing them for that next step whether it be technical
college or fouryear university or Community College but we know that our Workforce has to have some direct Path of Knowledge in order to advance forward because what we're doing right now put us in the top 10 in this in the nation for being at risk and I don't know about
you all but I don't like being number six when number one's not good I like number six when number one is the winning and that's what we need to do in Louisiana can can you help me um so we we've all got a significant amount of experience now I guess uh because of
covid with uh you know remote remote learning opportunities and we certainly appreciate the access concern in rural areas what is LSU doing though that's unique or Innovative that's drawing student interest to to that type of approach to education and what kind of
response have you seen from the rural students can you give us some appreciation for uh you know some some quantitative assessment for yeah you know we've got 100 students in Northeast Louisiana and rural areas that have responded because of XYZ that we offer
and and this is unique in the state do you have any examples for anything like that absolutely I'm going to bring your attention to the screen and this is one thing that could not answer that that question any better um we have 36,000 approximate students um across Louisiana
in indigenous cultures and one of the things that we were um tasked with the rural initiative in the fall was to um establish a pipeline for students to come to LSU and teachers to come to LSU
and with indigenous cultures across Louisiana we have a high number of uncertified teachers um on in the tribal areas so this gave students a direct Pathway to come to LSU to see what that looks like we have 11 indigenous
cultures across Louisiana and what that did was it gave us an open line of communication to those cultures because indigenous cultures make up about less than 1 half of a percent in Louisiana University ities currently so how do we
impact there and you you had said something earlier that resonated heavily with me when you said how as the state um Flagship University can we become a model if we can Implement and not if but when when we Implement a complete online
um teacher certification program and we're able to reach teachers in their classrooms in for instance tribal Nations then we can utilize that aspect Across the Nation for areas that need
direct implication and be able to service those students um and and be able to service teachers in the meantime so you want to make that difference in order to be able to um create that service thank you any other questions
we started in October we did um a visit with the tunic axy and home nation tribes in uh January and we are in current discussions with the national rural Education Association which we're going to be setting up the Louisiana affiliate here we were one of three
states in the nation that did not have a rural Association so we're doing that and we're in current movement now and the when are when are individuals going to start be able to enroll well I hope as soon as possible
so I I am definitely we just had a meeting last week about establishing the pipeline and that's why I looked at him because he's one of our greatest supporters but being able to as early as um next spring I would love to see that motion uh moving forward I'm a rural
person too I love it you get an A+ already thank thank you Willie um Carrie again in the interest of time come up in and briefly introduce yourself oh introduce myself sure um I was told I could have hello I was told I could have five to six minutes so I have myself on
a timer I will not go over six minutes my name is that was 30 minutes ago I was told I have five minutes I might have to give you give you like two minutes two okay that's fine um I'll do my best uh okay so my name's Carrie Tobin and my research area is uh student homelessness
uh this is a dramatically underresearched area I am one of few people in this nation and across the globe who researches the intersection of homelessness and education um unfortunately it is a large and growing problem both in the United States and in Louisiana so we have about 1.4 million
children enrolled in K12 schools Nationwide who identify as needing uh services for homelessness side note if that number sounds high it's because the Department of Education uses a different more broad definition than the Department of Housing and Urban Development so the number that HUD tells
you every year which is somewhere between 500,000 and 800,000 Americans experiencing homelessness that's literally people without a roof over their heads for students there is a broader definition if they're living in motels they're considered homeless if they are doubled up with other families considered homeless that's why that number looks big so we have several
thousand in Louisiana they tend to be concentrated this is often considered to be an urban problem it's actually not it's a rural problem too we don't see it as much in the suburbs but it's a problem obviously linked to Poverty um and educational outcomes for this group are very poor they have high absentee rates right now Nationwide we're
experiencing an absenteeism crisis and so this is actually a space where this research stands to help uh nationally because we have already been addressing this um in homelessness for a while these students have low gpas and test scores and lower graduation rates than their housed uh peers they have been
covered oddly enough since 1987 by federal law however um and most recently reauthorized by every student succeeds in 2015 however most teachers don't know this don't know anything about this population I never learned about this population when I was teaching I taught in two different states my husband taught in three different states two
different cities no one ever said students experiencing homelessness are a population that will be in your classroom and there are best practices for how to serve them and there are legal requirements for how to serve them but good news they also have unrecognized strengths so this is a population where if we stop focusing on the things they don't have and we look
at the things they do we can actually get them to where they need to be um Louisiana is not at the top but also not at the bottom Nationwide about 2.5% of our students experience homelessness um um which puts us in the next to top category so what do we do about this at
LSU moving very quickly um I embed this information into all the courses that I teach I teach the poverty in American schools graduate course in our department or in our school which is very popular um a lot of grad students take that class and I see light bulbs go on for them like oh that's what's going
on with my students thank you for telling me that this is what poverty does to the developing brain this is how poverty manifests itself in the classroom um and we spend a lot of time talking about housing stability as a piece of poverty because often it's a cyclical relationship between the two um
I also teach a trauma informed schools and classrooms course where we talk obviously about different kinds of trauma losing your home is a form of trauma certainly it I also big it into the elementary social studies methods class and I forgot to put on here that also in uh it's included in my secondary Social Studies methods class so anybody
who has me as a professor at LSU will hear about this topic um and for the last six years I've been teaching an honors course about homelessness and our community last semester I turned it into a service learning course and this semester we are collaborating specifically with education students particularly Dr Dar Carlo's students to
bring um their expertise about Early Childhood outcomes to young families experiencing homelessness um interesting fact in the United States you have the greatest likelihood of experiencing homelessness when you are an infant that is the population that is most likely to experience homelessness here um and I
try to give out information on how we identify students experiencing homelessness how they're defined and then then best practices for administrators Mental Health Providers within schools and for teachers um I wrote along with one of my graduate students two years ago the only book in existence that tries to compile best
practices for teachers about how to serve this population in the classroom called homelessness in the classroom um and then my most recent publication is actually this one from the Kapp magazine educating youth who don't have a place to sleep where I researched and worked with a researcher from Germany um on how
they are addressing this population because they also have an absenteeism problem and interestingly enough uh 10 years earlier I was writing about homeless students and academic achievement evidence from a large urban area the number one mediating factor for homeless students is attendance they're
much lessly much less likely to come to school and therefore much less likely to um have good outcomes when they're there I was um interviewed on NPR during covid crisis because this was a population that suffered significantly not just access to the internet but things like
teachers requiring students to have their cameras turned on during Zoom if you live in your car you'd rather just not come to class than turn your camera on so just a lot of things that teachers don't know about because no one ever told them and no one ever told me when I was a teacher I tried to do a lot of awareness raising um my service learning
project in the fall we raised over $3,000 for youth oasis's maternity group home youth Oasis is the only youth homeless shelter in Baton Rouge and the maternity group home serves women ages 18 to 24 and they're very young children so here are some sophomores on the left
buying things like high chairs and strollers we did collection bins sororities did collections um students tabled in free speech alley to raise awareness about the issue they also tend to like to raise awareness about the issue of college student homelessness at LSU because it turns out we have that as
well um and here we are setting up for their Halloween party at the maternity group home the students found it really um impactful both on themselves and I got good feedback from the young moms that we were serving and right now we have an upcoming virtual event for
school administrators counselors and social workers the executive director of the National Association for the education of homeless children and youth will be our keynote speaker and we're going to talk about not just how to serve these students but actually how to recognize their strengths and unlock their potential and also introduce um a
workshop series for teachers which is where my main interest lies um offered by my graduate students and myself the end only me five minutes Carrie you did great thank you very much um that was very
good I think we went over a bit um but I do want to thank you for for your patience as you can tell we're very much excited what I will say is this we have expertise that is um
remarkable and in unequal and in many places I love your questions Mr Mars if you send me those questions I will get you answers and and I I say that and I don't say it lightly not only do we have expertise in
our College in our school um but we have networks across campus and across the nation and in other nations and again I would love nothing more than to hear from this board what your major needs questions research based I'll practice
I'll go you're asking I'm not a member of the board but in very practical terms as the flagship University I I need LSU to prep prepare more uh graduates to step in a classroom ready to teach and
while I appreciate everyone's passions and interest about you know the personal things that that that you may you may find uh relevant at the end of the day we need teachers that can step in and go to work on day one and that means aligning your practices to the science of reading that means aligning your
practices to foundational math skills um and I just want to uh you know for what it's worth and I'm happy to have a follow-up conversation with you and maybe pull pull together a few system leaders uh to talk about further alignment uh around around those ideas
and also uh if we can be helpful in terms of uh thinking about recruitment we would like to be helpful in that way um but from just a a practical matter we need people to step in classrooms ready on day one as much as possible and um
that's my ass to LSU I accept thank you and and this is what we just agreed to yeah you'll get an email from me this afternoon I I appreciate that but I'd like to make one more point if I could Madam chair um you know you and I and Dr Mitchell sat down for a little
while and chatted on this topic and and I share with you guys I've talked to a number of University presidents over the last year or two and and uh you know the feedback I get is we're going to have to cut back we're going to have to cut back we're going to have to cut back it's a business decision and the reason they're having to cut back is it's a supply and
demand issue what's the demand for your product and how does it fit into uh career Pathways and Regional employment demands and um I would just encourage you to look at the demands in in your area and I would ask you simply how many
uh qualified chemistry teachers did LSU graduate last year how many certified Math teachers did LSU graduate last year I mean do you guys know that off the top of your head yeah how many math certified Math teachers did you guys uh graduate last year at a secondary level
less than a dozen less than a dozen and what do you perceive the demand to be much greater how much greater five 10 times 20 times absolutely I would say maybe five 10 10 times greater so so personally just speaking for myself here
that's the kind of information I'd like to start hearing from the flagship University right is what are we doing to meet the demand what are we doing to meet the business demand because that's the future of our state if we're not able to prepare these students for these employment opportunities there's going
to be other people from other countries filling those jobs my preference would be that they're coming from this country from this state from the flagship University so one of the reasons that we and I in particular are so excited about this opportunity is to have exactly this
conversation because it is the intersection of research and policy we need to be at the table I can tell you reasons that that we experience on our end in terms of trying to attract and and and prepare secondary mathematics
teachers or physics or chemistry teachers I know what some of the issues are I need to share those things with you and we need to sit down and figure out exactly where the obstacles are I can tell you why they're leaving the ones we do graduate I know what some of
the obst what some of the issues are and again what what I was saying to uh superintendent Brumley is the idea of us the academicians and and the policymakers sitting down and really having extended conversations about
these things for me is critical and so I absolutely will email both of you this afternoon appreciate that thank you sir thank you thank you Dr Kennedy Dr L is it lovier okay Dr toin Dr Curry and Dr Dar Carla we
appreciate your presentation today thank you sorry to rush you out sorry so long board members any comments questions concerns any objections okay any objections any
objections motion passes motion passes next item next item your consent agenda is ready for approval adding items 3.1 and 5.1 through 5 point four
motion may I get a motion Mr Harris second by Dr Armstrong okay any objection any objections motion passes next item
motion passes next item motion pass this next item your next item is on page four item 4 point or I'm sorry your next item is on page three item 4.1 consideration of executive session regarding discussion of the character professional competence or physical or mental health of a person the updated recommendation
for this is to delete from the agenda may I get a motion Mr Harris again Mr Burkin second any objections motion passes your next item
is on page four item 4.2 consideration of the revocation of the Louisiana level one teaching certificate number 6 47230 issued to Mr Johnny Butler the recommendation for this one is also to delete from the
agenda um as he was already taken care of in December it was a mixup okay so we need a motion to delete this one from the agenda may I get a motion Mr holla second by Mr Harris any objections motion passes Madam
chair yes just for clarification I know that there are some folks in the audience who came for these particular items we're we're deleting these from the agenda because we're still awaiting an opinion from the attorney general with respect to some of we're deleting Mr Butler he was already um revoked in December all the rest we're going to
read into the record okay right now or any objections for that one I any motion pass all right we'll move on to the next one then your next item is on page nine item 4.3 consideration of the revocation of the
Louisiana a teaching authorization issued to Mr James Davis the recommendation is to revoke Madam chairwoman um I make a motion for revocation in globo for items number 4.2 through 4.18 pursuant to bulletin 746 section 9
1909 and revised Statute 15 col 587 a second can I get a second on that Miss Holloway any objections motion passes all right we do have some um
comments first so we need to read those before we pass that okay Miss Hardy Mr lombas and Mr Lazard you can come to the table please state your name you have three minutes to talk my name is Darwin Lazard
I'm the superintendent of schools in evangelin Parish and I've come to ask uh that you would uh Grant the um certification that uh Mrs Mrs Hardy has
uh uh applied for uh she has been um a dedic ated teacher uh in our parish for the past uh couple years and she's certainly beloved at her uh School uh by her parents families communities uh
principal uh she had an era she made an era that is on her record uh at the age of 19 and since then she has uh maintained a very clear and Stellar record she's done a a very good job uh teaching for us in our system and I
believe that uh she's an example of somebody who has uh turned things around she uh made this uh mistake prior to her being a teacher and prior to her prior to her even earning a college degree and uh as a
result I am here today along with my uh assistant to uh ask that you would uh Grant uh her request and make an exception for her uh she has um a served with distinction not only in our Parish
uh but in her 14 years uh in education she has uh worked in uh three other school districts in addition to ours and uh for the first time this has come up and uh as I reviewed it as my assistant reviewed it uh because of the the
wording that was uh stated in the uh the background check uh we believed that uh she was eligible for uh employment so that is our request um it's my request as superintendent I've actually uh stopped what I'm doing because it's just
that important uh to come and be an advocate on her behalf thank you very much thank you very much is that mic hold on one second sir is that mic on okay are we good now yes I'm Michael Lomas I'm the assistant superintendent
in evangelin Parish in charge of personnel we hired Miss Hardy uh last year and in the time that she's been with us she's proven herself to be an outstanding teacher uh her evaluations have been Stellar she has an excellent Report with her students she has excellent Report with her staff uh her
principal could not be here today who's undergoing some medical treatment and I have a letter of support from her principal also uh we hard Miss Hardy um as Miss Lazard said she works for three other districts besides us prior to her coming to us uh her criminal background
check from what we understood the charge had been dismissed and expunged from her record and I'm sure the other school districts felt that they were also correct in hiring her uh the incident that she was involved in happened uh in uh 1995 when
she was 19 her criminal background check since that one incident there was absolutely no uh records of anything happening in her life so uh something that happened 30 years ago since she has worked as a teacher she has gotten her
master's degree and is actually eligible to be an ed leader and um in one of the parishes you worked in previously she was teacher of the year in that parish and in another Paris she was nominated for one of their most prestigious Awards
uh the lft award um and she was pinned for that in an award ceremony um we were very happy to have Miss Hardy come and work for us and she has done a fine job uh we didn't know there was a problem until her certification was ready to expire and we
applied for recertification at that time we learned that there was a problem and she was denied recertification we're here today to ask ask you to please allow her to get her recertification she is a proven entity she is not a danger to anyone she's a
blessing for our children and do we want certified teachers in the classroom or do I put a sub in that class for those kids for the remainder of the school year so we're please asking to please reconsider reinstatement of certification and Miss Hardy is here this is
Miss Miss Hardy do you wish to speak okay you can come on up yes my name is Marcia Hardy um um first of all I graduated from Southern University um basically um with a BS and family and consumer Sciences then I went
on to U ofl and I did allert because I didn't really want to I didn't know if I wanted to teach yet then I went on um to after I finished um I went on to University of Phoenix I um finished um there in curriculum and um instruction
adult aded where I ran um an adult ed program out here um at McKinley alumina it was for atris students ages 15 to 21 year olds then um after that um I finished um a leadership program that
was approved by Bessie and I also passed the practice um I have like so much experience with um children my eldest group of um students that I taught they are like in their late 20s
um whatever decision that you have made or are you going to make today the um the only thing that I have would be memories of all the students that I have impacted which are high scores because I've always been taught I've always
taught in High um standardized testing grades which was third fourth fifth fifth and sixth grades so I thank you for the opportunity um for giving me to speak um at this time thank you at this time board members do you
any comments or does anybody have any objection to the motion can you clarify the motion Madam chair so the motion at this time because this is not a review um at this time the committee can actually only revoke a
defer and based upon the um the revised policy in bulletin 7466 it states that any felony or misdemeanor that is prohibited offense as a result the teaching certificate shall be suspended by Al dooe and revoked by the board and so we are just
following that policy at this time so the motion is 4.3 through 418 to revoke mad M Madam chair last time when this issue came up there was there was a sentiment that
there was some considerable agreement with those who were advocating on behalf of of Miss Hardy uh and at the time Miss Hardy and the superintendent and other representatives from uh from the district were not present we felt a
little constrained obviously because of the policy but there were some questions with regard to the law and that the law perhaps allowed more discretion but we were waiting on an AG's opinion that might shine some additional light and
clarification on that it's my understanding uh from our Council that we've not yet received that AG's opinion uh we deferred last time because we're waiting for some additional clarification I think there's probably a sentiment that that we want to try to do
something that's helpful uh not withstanding the the policy that at some point we probably could change but I think we're all trying to find a solution but we have a policy that that is sort of tying our hands a little bit and we're trying to solve that problem so I'm probably looking for a little
guidance I know Mr greu you and I spoke in the in the hallway earlier um and so we're trying to put our practical hat on we know that there's a law there's a policy but we're trying to reach a solution okay good afternoon I'm Andel Gru
Assistant Attorney General um that's right you guys did submit an opinion request regarding the interpretation of the legislative changes under act 392 of the 2023 regular legislative session as it stands right now Bessie's policy
section 1909 does state that all misdemeanor and felony convictions listed in 155 87.1 shall be referred to as prohibited convictions for which denial suspension and revocation is mandated there were some
legislative changes to the law law in 15587 and 17 col 7.8 that warranted a additional review of what does this law say what is your guys' capability under the law but that
uh review is pending but as it stands right now the policy states that these are prohibited offenses um so it's kind of what we'll have an opinion on the interpretation of the law forthcoming but also there's additional considerations if the law does allow
discretionary Authority under 15587 it would require rule promulgation additional measures um that would have to be taken yeah one of my concerns is um we have a stellar educator we've got the
superintendent of the district uh here uh advocating for her um we don't want to leave her with just memories and in fact we want to ensure that more children get the benefit of Miss hard uh excellent um skill
set and and again in terms of trying to figure out a solution to a very difficult problem because we've got a policy uh that we created and in terms of procedurally where we are our options last time we deferred I noticed we did
take some actions today to delete items from the agenda I don't know if we have a limit on the the number of times we may defer an item so procedurally I'm trying to figure out if there is an appetite to defer or delete to give us
as a board more time to have um this AG opinion returned to us and perhaps promate additional rules is that procedurally something that this board can do in terms of defer or delete well as far as rule promulgation goes it
takes 120 days to promulgate a rule so even if you started now now it would still be a significant amount of time before that rule is even promulgated so as of right now this rule has the force and effect of law um as an rule that was promulgated pursuant to the administrative procedure act correct so
my so my question is because I don't think anyone's in a hurry to do harm to Miss Hardy and delay certainly impacts and harms no one what I'm trying to figure out is whether it's 120 days or 150 days does it I know that that
matters to us so much it probably matters a lot to Miss Hardy but I'm I'm wondering if we were to defer and does it create any problem for us by doing so that's something that I would have to consider and research I'm not very
familiar with is there something in law that requires deferment what are the limits of it I'd have to look into that and again I'm not trying to create any problems for us I just know that we've got a real practical issue with no one opposed in Miss Hardy's successful
career and and in fact we've got folks advocating on her behalf here and I I'll allow those who are brighter to me to continue to confer I've got a propos uh motion but I I want to make sure we're all on Solid ground but let
me be clear Mr L because right now we're in we're talking about revocation correct right these these individuals would not be eligible for a review some of them are not some of them are not eligible for a review right well in that also goes to the statutory
interpretation of act 392 so as it stands right now that's your policy that's how you have written in rule how to proceed ask so Madam chair could I just ask a question so so what options do we actually have today right now
I mean that's up to you guys to determine how you want to proceed with this you have an attorney general opinion pending on the statutory interpretation of act 392 does it allow discretionary Authority for 15587 point1 convictions does it not um as it stands
right now with your with the rules that are promulgated the rules promulgated say that these are prohibited offenses that should never be considered so it's kind of a dilemma of maybe the law allows for this but we're waiting in a a review from the attorney General but our rule says that it's a prohibited
offense but still didn't answer my question though what are the options the options that we have available so you could revoke you could defer um those are two options that you guys have before you right okay Miss
melin if I may offer a substitute motion I would move to for revocation in globo for items 4.33 through 4.18 accepting item 4.12 which is Miss Hardy pursuant to bulletin
746 1909 and revised Statute 15 colon 587 so that motion would pull out Miss Hardy from the Eng globo recommendation that I made or motion that I made earlier and we can take up Miss Hardy
individually okay I'll second that motion any objections any objections okay motion passes we'll do we'll read 4 okay
42 yes Mr hardy are you currently in the classroom teaching right now yes I am okay so revoking if we choose to revoke you would be not allowed to finish the year um no I wouldn't and um we're
approaching like leap right now right you're it's the end of the years so you've been teaching all year and you're still in the classroom yes and just to the board members this is the concern that I continue to bring up because we keep getting caught in the loopholes of people who have been teaching and they're teaching in the classroom but
now that they're going to get the new background check we are catching things that the old background checks did not catch and so we need to decide what are we going to do moving forward What policies we're going to put in place so that it's fairly done to everybody and people are not just caught in this situation and we're having to make
decisions that are are hardcore decisions that we're not comfortable making yeah I agree Madam chair Mr L it any chance of when when when should we expect an opinion any chance of Expediting that um it was
requested to be expedited it is in review so hopefully we'll have an opinion soon um it has to go through a a review process eventually and then it'll get released Mr Harris um yeah we we're the body that
made the rule so uh I guess I don't have any problem deferring it but uh can we put a date like a are we deferring it to next meeting or uh how about 90 days after we received the AG
EV yeah that's why I'm asking because I'd love to see it go after the AG or we can defer it to next June for that matter I mean I just want to make sure at least until the school year is over the AG's opinion we can do that okay that that answered my question thank you
Mr casel any more comments you had just a clarification Mr Appel say Castel I'm sorry what Mr Appel I think he's going to address my issue okay Mr Appel I'm sorry I Mis I was just calling y'all in order okay thank you um just from the
legal perspective I just want to clarify what Mr Harris just was talking about there's no statutory limitation on our power in this case in other words if we set a rule we can set the the rule any way we want or are there statutes at State we have to set the rule in
accordance with state law yeah um rules have to be are promulgated pursuant to statutory Authority so you would look at what the statute says as far as guidance on how to promulgate the rule and I
think Louisiana no let me excuse me so our ability to promulgate a rule there's nothing in statute that says we that def finds the parameters of that rule does that make sense not really not well the the statute sets Force the framework and
then the administrative body comes I mean there's nothing in the statute says a a commission of a felony or a misdemeanor requires us to have a rule to handle the situation there's nothing in statute like that well the statute as it reads
178.6 subsection a states that any educator credential or anyone who's been convicted of an offense by 155 87.1 shall not be granted an educator credential then you have subsection B that says that after a successful appeal there's certain factors that can be
considered so any rule promulgated would have to be in accordance with the enabling statute what do the that 15.7 I think you said it was what does that include what types of violations so I mean is the violation in in question one of those in other words yes are we
empowered to do this or does the statute yes the statute actually says that any sex offenses are violence crimes of violence crimes of violence and this case was and it states the ones that we were talking about they fall under Chang
the the rule won't do us any good because statute overrides the rules well in the statute if you look at when it comes to the revocation section B it says that so you shall not Grant it and for revocations but then it says the board May after a successful appeal
which that language is kind of does it mean refer to another statute appeal to us or this one it says after a successful appeal an educator credential or teaching teaching authorization may be issued to a person who has pled guilty to an offense in 155 87.1 or no
long contary uh submitted fraudulent documentation or who has been found to facilitate cheating on an assessment if three conditions apply yeah Madam shair I I think that particular provision is exactly why we're having this conversation that provision gives us the
discretion upon appeal and that's where we are now where there is an extenuating circumstance where we may want to to exercise that discretion and and as such picking up on Mr Harris's earlier suggestion uh I would move that we defer
uh this item as it relates to Miss Hardy uh until after we received the AG opinion um we we suggested perhaps 90 days but maybe to give ourselves a little Wile room maybe 120 days um just to give us enough time to make sure
we've digested whatever that opinion is and decide whether we need to consider the promulgation of any additional rules just just one let me suggest you need more than 120 days because you got to we would have to develop a new rule and adopt it then it would have to go
through the APA process then we could prolongate the rules so it could be 6 months I'll accept that as a friendly [Music] Amendment and and my other question was appe you keep saying appeal is that a Judiciary appeal or is that a Bessie appeal and that's kind of what determin
the determination that will make in the Attorney General's opinion is what is that language specific to is it referencing another statute is it talking about records review it kind of so we we don't know anything okay we need the we need the okay thank you so
our decision today is to to defer at this time because even with the deferment the certificate the licensure would have to be revoked for an appeal to even happen once we get the AG's opinion if that's what we want to do so I just want to be clear with everybody that that's where we're going
to stand sort of like in suspension Lane okay a second did somebody second yeah and I accepted uh Mr appel's Amendment instead of 90 days 6 months okay so I have Mr Castile first with his
motion and Mr um Ry with SEC rnie second it yeah Mr Mars second it any objections motion passes all right that concludes your agenda e