Amy Cheney

The meeting included an informational report on the 2026 Preschool Development Grant (PDG), detailing its three critical elements: state ECE needs assessment and strategic plan, outcome strategies, and tracking/progress impact. Key activities discussed included Outcome Strategy One concerning professional development and workforce strategies, Outcome Strategy Two focusing on family engagement summits, Outcome Strategy Three addressing workforce support via educator pathways, and Outcome Strategy Four on early identification and referral systems. Four bonus options for the PDG grant were also outlined, covering childcare affordability, early literacy instruction, support for foster children in the ECE system, and nutritional services/CACFP participation. Additionally, the council received mandated reports on early learning site updates, voucher seat numbers, P3 contracted seat enrollments, ECE fund dollar utilization, and updates on Ready Start Networks and professional development activities, including the adoption of the CLASS Second Edition Infant Toddler tool for the 2026-2027 academic year. Progress toward transitioning to new data systems, including a new application portal, was also noted.

The call covered updates on processing metrics, including approximately 1,900 applications processed in November with a 26-business-day turnaround, and 21,400 credentials cleared since January 1st. Key discussions focused on educator development, clarifying deadlines for certification versus stipend eligibility, and common errors in coding for residents (requiring function codes RES PL, PL2, or PL3, and object code 112 or 115). Updates were provided on mentor eligibility codes and the introduction of new function codes for librarians and instructional specialists. The educator background and credentiing team emphasized that a 'clear credential' is not a certificate and alerted stakeholders to potential confusion regarding status visibility. Updates to the LE system included a new 'clear all' button for experience verification forms, making role, subject, and grade level required fields, and the introduction of an application directory preview mode. Finally, detailed guidance was provided on submitting questions via the preferred Teacher Certification Help Center over email or scheduling office hours for complex scenarios.

The call focused on updates from the educator talent and workforce division, including December processing numbers where over 2,500 applications were processed. Key discussion points involved board updates from January concerning the repeal of eligibility requirements for JOTC instructors based on military service branch certification, set to be adopted in policy around May. Another major topic was updates regarding the Educational Leader Alternate Pathway 2 (240 clock hour pathway), requiring a course completion certificate from the LGO's professional learning platform (Canopy) effective March 1st for new applicants, and a mandatory 30-day waiting period before reapplying after denial due to insufficient hours. Furthermore, ancillary teaching certificates (excluding early childhood) were officially added to qualify for the Educational Leader pathway. The adoption of the new two-part Para Pathways assessment, replacing the ETS ParaPro Pathway, was also approved, with established passing scores. Updates on the Louisiana Educator Portal (LEP) included moving application directory access to anyone with an educator profile and introducing a 'Remove Me' option for HR and preparation provider personnel to remove their entity from an application. A forthcoming security feature requiring SSN validation on the educator profile before granting authorized permissions was announced to prevent verification fraud. Finally, reminders were given regarding utilizing the new LE checkout feature for certification payments to ensure accurate processing, and details were shared about the Teacher Leader Summit scheduled for May 26th-28th, 2026, which will now integrate content from the college and career readiness team.

The Livingston Parish Public School System's strategic plan aims to provide exceptional educational opportunities, fostering lifelong learners and responsible citizens, with a vision to become an exemplary school district where every student achieves personal success. The plan focuses on six key areas: developing systemic plans for teaching, learning, and assessment; ensuring effective and efficient financial management; actively expanding family, community, and school connections; implementing a plan for facilities construction and maintenance; establishing a continuing staff development program; and leveraging technology to support student achievement and lifelong learning.

The literacy plan for Livingston Parish Public Schools aims to enhance students' literacy outcomes by providing high-quality curriculum and instruction in collaboration with families and communities. It focuses on improving literacy benchmarks for K-3rd grade students and ELA mastery for 3rd-5th grade students, as well as increasing the number of students meeting their growth targets. The plan includes effective teaching practices, data-driven instruction, and interventions/extensions based on literacy deficits and diagnostic assessments. It also involves implementing a comprehensive literacy program with ongoing professional growth for teachers and family literacy engagement activities.