[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6393221,"mediaKeyId","2107709-bb07d228c9db0995830390049e3be823","parentId",2107709,"title","Votes at a glance: BESE Academic Goals and Instructional Improvement Committee actions, Jan. 9, 2025","audioSeconds",6001,"startMs",3264000,"endMs",9265000,"viewUrl","/Search/View?dp=1&key=2107709-bb07d228c9db0995830390049e3be823&start=3264&end=9265","thumbnailUrl","https://assets.pipeline.soar.com/2107709-bb07d228c9db0995830390049e3be823/thumbnail_3264000.jpg","articleUrl","/articles/6393221/Louisiana/Votes-at-a-glance-BESE-Academic-Goals-and-Instructional-Improvement-Committee-actions-Jan-9-2025","mediaUrl","https://secure.pipeline.soar.com/6393221-c4a8d30e0452b8f0e01018433a113c7b/orig.mp4?Expires=1771224559&Signature=TEAD54i1jTzHuAh9MgsewbA88vmap97viiTc7dpTsRGTgSZ8yFY9ulBNVJeyc4yF-VpEzqdDlJSa~W28iKNncvicaFfw9VeMke-Mjf~JDmLc2fe30cc4ajUJeLVOEJ1SiXvusiK0BYFCGIvbAiguFy3KEWjO4gIHGHIhsBqjcpvrpQQahW4d9xuKLhST8UKn-Zebcjnm4V~O26BfMVPD~ztsPWXkL3ipbegq0ZMap6Oi-nklHzayZ3pfCEZ4he0I9mA7F5ggbk1vS-D2uK5fzKe~1Cgsv8Gato0Hv2jtJadPzxFTah-E4pXFQHIWsDrpF5sTT-ayX-Z9aE82aD7Fpg__&Key-Pair-Id=KUT5TJCACFTXG","author","Louisiana BESE","date","2025-01-09T00:00:00Z","article","The BESE Academic Goals and Instructional Improvement Committee recorded the following formal actions during its Jan. 9 meeting (motions are summarized from the transcript):

- Receive update on truancy support efforts (agenda item 5.2). Motion moved by Mister Morris, seconded by Mister Harris; committee received the report.

- Recognize community partners (agenda item 2.1). Motion passed by voice/no objection.

- Receive Legislative Auditor report regarding seclusion, restraint, and abuse/mistreatment of students with disabilities (agenda item 5.1). Motion moved by Mister Morris, seconded by Miss Clark; report received. Committee voted to refer statutory and funding options to BESE’s legislative committee (motion by Mister Harris, seconded by Doctor Armstrong).

- Receive update on high‑dosage tutoring implementation (agenda item 4.1). Motion moved by Miss Champagne, seconded by Doctor Clark; report received.

- Approve Jump Start 2.0 pathway enhancements and Fast Forward pathways for 2025–26 (agenda item 4.2). Motion moved by Miss Holloway, seconded by Miss Champagne; approved.

- Approve authorization of course providers for the Course Choice program (agenda item 4.3). Motion passed; no recorded objections on the transcript.

- Receive early childhood key performance indicators update (agenda item 4.4). Motion moved by Doctor Armstrong, seconded by Mister Birkin; report received.

- Approve TOPS Tech Early Start Training providers (agenda item 4.5). Motion passed with no objections recorded.

- Approve summary of public comments and authorize notice of intent for revisions to Bulletin 135 (health and safety) and Bulletin 741 (nonpublic schools) (agenda item 6.1). Motion passed with no objections.

Procedural notes: The transcript records most actions as adopted by voice vote or “no objection.” The committee asked the Department of Education to provide fiscal and staffing estimates where statutory or monitoring responsibilities would expand (notably in response to the Legislative Auditor report). No numeric roll‑call vote tallies were recorded in the transcript for these items; outcomes were recorded as adopted/no objection where noted.

Ending: The committee closed having received multiple reports and referred statutory options for special‑education oversight to the board’s legislative committee for drafting and cost estimation.","mediaType","Video","parentTitle","1/9/25 Academic Goals and Instructional Improvement Committee Meeting","oneSentenceSummary","A roundup of motions and committee outcomes from the Jan. 9 BESE academic committee meeting, including receipt of reports and approvals of program and provider lists.","taxTitle","State Board of Elementary and Secondary Education (BESE), Boards & Commissions, Organizations, Executive, Louisiana","taxId",25426,"location","Louisiana","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6393224,"LDOE reports rising early‑childhood classroom ratings; department to target language development and online training",914,12665000,13579000,"/Search/View?dp=1&key=2107709-bb07d228c9db0995830390049e3be823&start=12665&end=13579","https://assets.pipeline.soar.com/2107709-bb07d228c9db0995830390049e3be823/thumbnail_12665000.jpg","/articles/6393224/Louisiana/LDOE-reports-rising-earlychildhood-classroom-ratings-department-to-target-language-development-and-online-training","https://secure.pipeline.soar.com/6393224-3a1a18d0d4c632240118977cd5e700c7/orig.mp4?Expires=1771224559&Signature=Sipa5-lFwM96bMSgUMYKo2cxOju6p9JmVa1LzZX11OHThzg1yOFfxADebvobHKGXTRTvhrsabs5~AScIznEkuqifNrp1ojo5vRUriP8mdARO4-9EKvPSTuWKfp8qcc-Uso25LF6hNeelrWyE7ZdJF4AluatbvS-RVi5nD9GKexPwLyIScchvxGySVT5mhE8q83KLodgoBAKhttF9B8c7Wbx1bwAajfBqfPgyxlL0ErKRB4W8PC2S0qyUR-9NxXFVt4XxYBs~ZgUQ8TRJ3wfUlAbLNe8WvAzdkX-dWcNkl3eGq1dKVFxOxYePq~ZC9EUb-JZzf8vSe3F099uIKM1Cjg__&Key-Pair-Id=KUT5TJCACFTXG","The Department of Education told BESE’s committee on Jan. 9 that early‑childhood classroom observation scores have improved statewide and that the department will focus next on boosting language‑development domains in infant and toddler classrooms.

Why this matters: Early classroom interactions — teacher talk, language modeling and support for emergent literacy — are foundational for later reading success. LDOE said raising those observation scores across birth‑to‑5 classrooms is essential to improving kindergarten readiness.

What LDOE reported: Assistant Superintendent for Early Childhood Education (named in transcript as Miss Baker) summarized performance‑profile ratings for more than 1,800 early‑childhood sites. Since 2017 the percent of sites rated proficient or higher has risen from about 68% to over 95% in the most recent reporting cycle. The department said 68.6% of sites are now rated at the two highest levels (high proficient or excellent), and it established a goal to lift that share by 5 percentage points by 2028.

Targeted next steps: LDOE said it will build online modules and coaching focused on language development — including shared reading, print awareness, phonological awareness and emergent writing — and deploy supports through Child Care Resource & Referral (CCR&R) service areas. Rapides Parish was highlighted as a local exemplar where targeted professional development and curriculum alignment produced measurable gains in classroom observation scores.

Data and operations: LDOE acknowledged limitations in cross‑system data integration and said IT work is underway to move CCAP attendance and payment systems to new platforms that will improve analytics and family access. LDOE will also publish progress on module participation and reported site improvements in future updates to the board.

Ending: Committee members asked the department to link classroom observation improvements to student‑level early‑literacy measures when possible and to return with updates on the rollout and outcomes of the language‑development initiative.","LDOE presented updated early‑childhood accountability results showing most sites at proficient or higher; the department will target infant–toddler language development through new training modules, coaching via regional child‑care resource networks, and targeted supports for lower‑performing sites.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6393229,"Statewide high‑dosage tutoring rollout underway; districts report early gains, tight timelines and vendor vetting challenges",687,2098000,2785000,"/Search/View?dp=1&key=2107709-bb07d228c9db0995830390049e3be823&start=2098&end=2785","https://assets.pipeline.soar.com/2107709-bb07d228c9db0995830390049e3be823/thumbnail_2098000.jpg","/articles/6393229/Louisiana/Statewide-highdosage-tutoring-rollout-underway-districts-report-early-gains-tight-timelines-and-vendor-vetting-challenges","https://secure.pipeline.soar.com/6393229-8a9c5f8f96d0a66b864fa5805fec698e/orig.mp4?Expires=1771224559&Signature=LHAFrzdcbYkB3iZZWuMstPKW2jWS3tigdztePDA6xPRaCgQonrPFV~lCEZyAsZHPTwreBbnkcK~bGHW5Atur6BD8LlSc0U~dckza5sXQiuZ1IuisLMDzIFa~Hwt7NDP1-v~6h3t2YLrtb4mDOE-4tJMHU1rF0Ipnj2OgxHod8nBqUG3hn8~rxWpOOKwNZH6oareE4KbGz2334x9WSuE2eVM1RKGZMg6XgzLA4d~cl5Kh3hv0F7N20qZKvrPLzaVV8OlmdPxOvBIG~7loE5cVZ63-3eZ4ZVk2Pe3ZV4ex7iBHZooFHR-41kfZEm6bDk88C0-nh8~tEGCnGXNpnacOag__&Key-Pair-Id=KUT5TJCACFTXG","The BESE committee received an update on the state’s high‑dosage tutoring program (Act 771) on Jan. 9: the Department of Education has distributed roughly $29 million of a $30 million appropriation to districts to provide targeted tutoring for K–5 students who did not achieve mastery on statewide literacy or math screeners.

Why it matters: The law requires tutoring aligned with core instruction, beginning within 30 days of identification, delivered at least three times a week for roughly 10 weeks, generally in groups of four or fewer students. Advocates and local leaders describe the model as a high‑leverage, research‑based intervention that could reduce chronic gaps if implemented with fidelity.

District reports: Hollis Milton, Superintendent of West Feliciana Parish, said the district embedded tutoring during the school day and uses frequent progress monitoring (DIBELS, MAP) to measure gains. “Having that tutoring during the day is just — it’s unbelievable,” Milton said, and presented data showing substantial growth in early grades after roughly 10 weeks of intervention.

Jefferson Parish Superintendent (named in transcript as “Superintendent Gray”) said Jefferson was able to plug tutoring into existing routines and focus funds on vendor partnerships for targeted grade bands; the district is partnering with researchers to evaluate impact. East Baton Rouge Superintendent Lamont Kohl said EBR used early vendor approvals and existing digital programs (Zearn, Amira, Lexia) to start implementation and reported increased usage metrics from fall to winter assessment windows.

Implementation challenges and lessons: District leaders told the committee the timeline from appropriation to the start of the school year was compressed; vetting and approving vendors took time, scheduling during the regular school day required careful tradeoffs, and lower elementary students acclimated more slowly to virtual tutoring than upper-elementary students. Several superintendents emphasized the importance of consistent tutors, aligned materials, and clear parent communication.

Board actions and next steps: The department reported that nearly every local education agency has an approved plan and that monitoring and reporting will continue. Several BESE members stressed that future legislative requests for recurring funding must be backed by standardized outcome data. LDOE said it will continue to collect implementation and expense data and perform monitoring visits to support fidelity.","LDOE briefed BESE on Act 771 implementation: $30 million in state funds distributed to districts for high‑dosage tutoring (K–5). Superintendents from West Feliciana, Jefferson and East Baton Rouge described scheduling, vendor selection, parent feedback and early assessment gains.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6393233,"BESE hears Legislative Auditor review of seclusion and restraint; board to send recommendations to legislative committee",2208,6226000,8434000,"/Search/View?dp=1&key=2107709-bb07d228c9db0995830390049e3be823&start=6226&end=8434","https://assets.pipeline.soar.com/2107709-bb07d228c9db0995830390049e3be823/thumbnail_6226000.jpg","/articles/6393233/Louisiana/BESE-hears-Legislative-Auditor-review-of-seclusion-and-restraint-board-to-send-recommendations-to-legislative-committee","https://secure.pipeline.soar.com/6393233-a8e5786704568d7e400ed8d39b040b84/orig.mp4?Expires=1771224559&Signature=SeKAu8LrbmIX~exNrvR2paMI5aJAjZT7l564TkD8roFoSUekoadroFY6WnFFZhTwTaAmFLxAIRacKsx57lhuR7-D39L8IJ6KikMLFimnfFEwfpLIIENhaS0npKFuenswGqNPwSM~3uclqsPm~k-NodHQsn6Em46Cj31jnwPKPtgBkCR9710I~bhJMQtjBZCFIA68-KCjfp3JzvIwtEw76uVxBu40ZB6RDPfj56c7k~jIRDoWOLz87fqUjciv3Ukkb0qaYoFuwI5ekljstGoelilGOb~gbICWdN7gQk8nMctlfRQ~e-uf0lxRhemjuKlNS9IGR8cVS7dfHh~LnUIgAQ__&Key-Pair-Id=KUT5TJCACFTXG","The BESE Academic Goals and Instructional Improvement Committee on Jan. 9 received a Legislative Auditor performance audit examining seclusion, restraint and alleged abuse of students with disabilities in public schools and discussed whether the Louisiana Department of Education (LDOE) has statutory authority and resources to monitor local policies and practices more actively.

Nut graf: The audit made several recommendations for legislative consideration — including giving LDOE explicit authority to verify reported incidents, review local seclusion/restraint policies and examine special-education camera policies. Department and legal staff told the committee LDOE complies with current statutory collecting and reporting duties but that expanded monitoring or investigations would require statutory change and additional appropriations.

Key points from the committee: Tony Lege, executive counsel for LDOE, said the department has complied with existing law (including data collection and annual reporting) and pushed back on an expanded interpretation of monitoring obligations set out in the auditor’s report. “We have done everything that we can that we are required to do under law,” Lege said, warning that active monitoring or investigations would be labor-intensive and would need fiscal notes and legislative appropriation.

Meredith Jordan, LDOE executive director for diverse learners, reviewed the audit’s eight matters for legislative consideration and LDOE’s responses. LDOE agreed to revise guidance to align with U.S. Department of Education principles and to strengthen verification steps (e.g., follow-up with districts that report zero incidents), but said other recommendations (such as state-level policy review authority or sanctions for noncriminal educator conduct) require legislative direction and resources.

Action taken: Committee member Mister Harris moved — and the board approved — a referral of the audit’s subject matter to BESE’s legislative committee to draft statutory language and a costed plan for possible changes, including how LDOE would staff and fund enhanced monitoring and policy review. Board members and LDOE officials agreed additional data, a clear scope of responsibility, and fiscal notes will be required before the Legislature can act.

Context and concerns: Board members and presenters emphasized inconsistent district reporting and the risk that well‑intentioned mandates could overwhelm local systems without accompanying resources. Members also noted that the special‑education camera statute requires local school boards to adopt policies and that cameras are installed only upon parent request unless districts choose to install them more broadly. LDOE noted it has already collected data on camera purchases and is improving verification of those figures.

Next steps: The committee asked LDOE to provide the legislative committee with a menu of statutory language options, associated staffing and cost estimates, and drafts of updated guidance and training materials the department could implement with current resources pending any new legislation.","The committee received the Legislative Auditor's performance audit on seclusion, restraint and alleged staff abuse of students with disabilities, discussed gaps between statute and recommended monitoring, and voted to send proposed statutory and budget changes to the board’s legislative committee for development.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6393239,"Louisiana Supreme Court, BESE and partners push for truancy summit and expanded FINS outreach",4093,989000,5082000,"/Search/View?dp=1&key=2107709-bb07d228c9db0995830390049e3be823&start=989&end=5082","https://assets.pipeline.soar.com/2107709-bb07d228c9db0995830390049e3be823/thumbnail_989000.jpg","/articles/6393239/Louisiana/Louisiana-Supreme-Court-BESE-and-partners-push-for-truancy-summit-and-expanded-FINS-outreach","https://secure.pipeline.soar.com/6393239-0c3a3597e2dbbd655c88258fe199425f/orig.mp4?Expires=1771224559&Signature=DLiEf5WkAuCwO6a9bsxPogQQ~IeJxEY6iYjSBhNDcWokJa1hviEICetSLsZETwO5M1wHpxUyU-qoMnnrEuIte~3tZ5CBBOAhAYcBYmw~qV4t-HLm~xxV54Gj~ji5nzI49F6q71AHeNp26Qjpfrw5qTFymgrlc13vswbGkIVn2lqA4cZ8wAZnMCjp9srmPOXz9JgMeaV~upgdGyUOV9SquUZlfqNivdYMKsMK-nao8idOkl3EfJZLaiYOwRa9oVopWoKCPUMJZix5wU21dbkVS-8CbyIGxVelvyT1DdLdaclDNipakDC89b44HNhZMh1snm6zf3D0~T7oy3jSRcr3TA__&Key-Pair-Id=KUT5TJCACFTXG","Chief Justice John Weimer of the Louisiana Supreme Court told the BESE Academic Goals and Instructional Improvement Committee on Jan. 9 that judges around the state want to play a larger role in addressing truancy and chronic absenteeism and urged a stakeholder summit to coordinate courts, schools and community services.

Weimer said judges already serve in classrooms and courts statewide and described FINS — Families in Need of Services — as a legal process meant to connect families to services before cases reach judges. “The FINS process is meant to fix problems and to improve opportunity,” Weimer said, adding that the judiciary stands “ready, willing, and able to assist.”

Why it matters: Committee members and judicial leaders framed chronic absenteeism as a public-safety and economic issue as well as an education one. Panelists said early intervention can reduce downstream costs for law enforcement and corrections and improve students’ prospects, but they said the state’s referral and monitoring systems are uneven.

Details from the discussion: Deputy Judicial Administrator Storm Ehlers told the committee that FINS officers receive fewer than 2% of the truancy referrals recorded by the Louisiana Department of Education in the 2021–22 school year, citing a gap between the Department’s counts of students reported truant and the number of complaints forwarded to court for FINS intervention. “If schools don’t report the truancy cases, they miss the chance to get help for families,” Ehlers said.

Juvenile court judges who spoke, including Judge Gail Grover of East Baton Rouge Parish and Judge Blair Edwards, described local capacity problems: Grover said courts and court-affiliated FINS workers can be overwhelmed when school systems send large numbers of referrals and that some jurisdictions have far fewer FINS officers than needed. Grover said East Baton Rouge Parish has roughly 41,000 students and only three FINS counselors.

State education staff and board members raised data problems and implementation questions. Department leaders cautioned that districts use different thresholds and tracking methods for absenteeism, complicating cross-district comparisons and efforts to route families to court-based services. Dr. Clark (chair of the STAR task force) and State Superintendent Cade Brumley recommended standardizing definitions and reporting so referrals and outcomes can be measured uniformly.

Next steps and commitments: Chief Justice Weimer proposed convening a summit of stakeholders coordinated with the governor’s children’s cabinet; multiple BESE members asked the committee and department to support a coordinated legislative and funding plan. Board members said any ask to the Legislature should include cost estimates and measurable outcomes. Several BESE members asked that the board and department collect clearer evidence — including pilot metrics — to justify recurring funding for expanded FINS staffing and coordinated prevention efforts.

Ending note: Committee members and presenters agreed on the broad priorities — improve district reporting, expand early interventions that connect families to services, and convene a summit of courts, schools, social services and the faith- and nonprofit sectors — but emphasized that action will require clearer data, staff resources and legislative direction.","Chief Justice John Weimer and juvenile court leaders urged a statewide summit and stepped-up use of the Families in Need of Services (FINS) process to address rising truancy and chronic absenteeism; judges, district officials and BESE members discussed data gaps and resource shortfalls for FINS officers.","actionData","errors"]

Article not found

Votes at a glance: BESE Academic Goals and Instructional Improvement Committee actions, Jan. 9, 2025

LDOE reports rising early‑childhood classroom ratings; department to target language development and online training

Statewide high‑dosage tutoring rollout underway; districts report early gains, tight timelines and vendor vetting challenges

BESE hears Legislative Auditor review of seclusion and restraint; board to send recommendations to legislative committee

Louisiana Supreme Court, BESE and partners push for truancy summit and expanded FINS outreach