Tag: Louisiana education

STEM in Louisiana: How Aquaponics Is Transforming Middle School Education

The Louisiana Department of Education (LDOE) recently announced an exciting development for the state’s middle school STEM programs. A grant of $405,000 from the National Academies of Sciences, Engineering, and Medicine’s (NASEM) Gulf Research Program (GRP) has been awarded to establish a pioneering STEM-based aquaponics curriculum at a Louisiana middle school. This initiative, named “Greauxing STEM-Stewards,” is designed to boost scientific and environmental literacy for students in grades 6-8 through practical, hands-on learning, as per this news release from LDOE. The focus of the program is on environmental sustainability and controlled environment agriculture, known as CEA, which introduces students to the integration of technology with agriculture.

The Greauxing STEM-Stewards program represents a significant step in education, being the first of its kind in Louisiana to introduce a Controlled Environment Agriculture (CEA) learning space. CEA systems allow for plants and animals to thrive within a regulated environment, offering a perfect blend of scientific discovery and technological innovation. The pilot program will be launched at Westside Junior High School in Livingston Parish, which will serve as the model for other schools across the state. Once the groundwork is established, the program will be expanded to additional schools statewide.

This new initiative not only teaches students about aquaponics—a sustainable method of farming that combines aquaculture (raising fish) with hydroponics (growing plants without soil)—but also connects them with real-world issues impacting their local Gulf Coast communities. By using aquaponics as the medium for teaching science, students will explore broader topics related to aquaculture, conservation, and environmental responsibility. At Westside Junior High, students will have the opportunity to learn about these environmental issues firsthand, gaining valuable insight into sustainable practices while also building skills that will be useful in future STEM careers.

The program aims to establish a unique learning ecosystem where students can grow plants, manage aquatic life, and monitor the environmental factors influencing their growth—all within a controlled, tech-driven environment. Westside Junior High will not only serve as the location for this innovative aquaponics lab, but it will also be the base for developing curriculum, lesson plans, and a virtual community of practice. Once tested and refined, the program will be expanded to other schools across Louisiana, ensuring that students statewide can benefit from this enriching experience.

Ronnie Morris, the president of the Board of Elementary and Secondary Education (BESE), expressed excitement about the program’s potential, noting that students frequently ask how education can be made more applicable to real-life situations. Morris explained that aquaponics allows STEM disciplines to be applied in ways that students can immediately see and understand. By turning classrooms into self-contained ecosystems, students become more engaged and motivated to learn, as they see the direct impact of their studies on the living organisms they manage. The hands-on nature of the program, combined with the innovative curriculum and virtual community for educators, positions the Greauxing STEM-Stewards program as a game changer in Louisiana’s STEM education landscape. The combination of science literacy, problem-solving, and environmental awareness prepares students not just for academic success but also for future careers in STEM fields, especially those related to agriculture and environmental stewardship.

This partnership with local industries ensures that the program isn’t just theoretical; it aims to create a direct connection between classroom learning and future career opportunities. Students will gain insights into industries that are critical to Louisiana’s economy while also becoming more aware of the environmental challenges facing their communities. One of the program’s goals is to help students see the relevance of their education by linking it to their surroundings and future careers.

This initiative not only highlights the importance of innovative educational methods but also showcases how hands-on learning can bridge the gap between classroom lessons and real-world applications. By integrating place-based learning with cutting-edge agricultural technology, Louisiana is preparing the next generation of environmental stewards and STEM professionals.

For more education-related information, click here.

Rewarding Excellence: How LEADS Is Changing Teacher Evaluations

The Louisiana Department of Education (LDOE) recently unveiled a significant overhaul of the state’s educator evaluation system, aimed at recognizing and supporting the diverse needs of teachers across the state, as per this news release. The new system, known as the Louisiana Educator Advancement and Development System (LEADS), represents a modern shift from the outdated practices of the past. Designed to both reward effective teachers and provide tailored support to those in need, LEADS is set to transform how teachers are evaluated, ultimately improving recruitment and retention in the education sector.

LEADS emerged from the recognition that the previous evaluation system, COMPASS, no longer served the diverse needs of educators in Louisiana. Under COMPASS, all teachers, regardless of their experience or past performance, were observed twice a year. This one-size-fits-all approach often led to inefficiencies, with little differentiation between seasoned educators and those still finding their footing in the profession. LEADS, on the other hand, introduces a more customized and responsive system that acknowledges the varying levels of experience and effectiveness among teachers.

One of the most notable aspects of the LEADS system is its emphasis on differentiation. Teachers with at least three years of experience who receive a high score on their first observation are given the option to forgo further observations for the rest of the school year. This approach rewards effective educators by reducing the time they spend in mandatory observations, allowing them more freedom to focus on their teaching. In contrast, newer teachers, or those who need additional support, receive more frequent observations—three times a year—to ensure they are getting the guidance necessary to develop their skills.

Louisiana State Superintendent of Education, Dr. Cade Brumley, highlighted the importance of this shift, noting that teachers have a profound impact on student learning. He emphasized that the new system is designed to honor those who excel in their craft while simultaneously providing the necessary support for new teachers to grow within their profession. The ultimate goal is to create an environment where all educators, regardless of experience level, are empowered to succeed.

Another key component of the LEADS system is its focus on providing more timely, useful, and actionable feedback to educators. The previous system often failed to deliver feedback that could genuinely enhance teaching practices. However, LEADS incorporates evidence-based practices and multiple measures to ensure that evaluations are both fair and transparent. Teachers are encouraged to engage in self-reflection and are given a voice in the evaluation process, making it more collaborative than ever before.

Deputy Superintendent Dr. Jenna Chiasson emphasized that these improvements are crucial for fostering the continuous growth and development of educators across the state. By building upon existing initiatives, LEADS aims to create stronger connections between evaluation and professional learning, ensuring that teachers receive the resources and support they need to improve their instructional practices. The expanded five-point rating scale introduced by LEADS offers more room for growth, allowing educators to see a clear path to improvement.

The development of LEADS was a comprehensive process that involved extensive feedback from educators across Louisiana. In 2022, the LDOE conducted a discovery survey involving over 8,000 educators and school leaders. The survey revealed that more than half of the participants did not feel that the existing evaluation system provided feedback that was truly beneficial for improving their instructional quality. Additionally, many educators expressed a strong desire for more opportunities for professional growth and development.

In conclusion, the introduction of LEADS marks a significant step forward for educator evaluation in Louisiana. By prioritizing differentiated support, improved feedback, and professional growth, the LDOE aims to create a system that not only recognizes and rewards effective teaching but also supports the development of all educators. As the state moves towards full implementation in 2025-2026, it is clear that LEADS has the potential to make a lasting impact onthe quality of education in Louisiana.

For more education-related information, click here.

Louisiana Educators Empowered: New Policies for Teacher Autonomy

In recent years, Louisiana’s education system has seen significant shifts aimed at addressing teacher workload, student discipline, and classroom management. This summer, the state’s education landscape was poised for another pivotal change with the introduction of the Let Teachers Teach policy package for Louisiana Educators, spearheaded by State Superintendent Dr. Cade Brumley, as per this new release from LDOE. The initiative aims to reduce the number of mandated teacher trainings, tighten student discipline protocols, and allow educators greater freedom in lesson planning. These policies, inspired by input from a dedicated workgroup, was considered by the Louisiana Board of Elementary and Secondary Education (BESE) in August.

At the heart of this proposal is the recognition of the challenges Louisiana educators face daily in managing the demands of their profession. Dr. Brumley has emphasized that teaching is not only demanding but also vital to the success of Louisiana’s students. He believes that this new policy package will bring meaningful relief to educators who have long been burdened by redundant trainings and disruptive classroom environments. The Let Teachers Teach initiative will signal a shift towards prioritizing teachers’ time and well-being, ultimately allowing them to focus more on their core responsibility: teaching.

The BESE board is scheduled to meet from August 20-21, where the Let Teachers Teach policy package will be reviewed and discussed. If the board approves the measures, every public school in the state will experience changes to existing policies in the upcoming school year. Dr. Brumley has expressed optimism about the policy’s potential, noting that it aims to alleviate some of the pressures teachers encounter. “Being an effective teacher is hard work, and we seek to make the job more manageable and fulfilling,” he has stated. The goal of these policies, according to Dr. Brumley, is to show support for teachers who are dedicated to their craft as they return to classrooms across the state.

The Let Teachers Teach policy package targets three main areas for Louisiana educators: reducing state-mandated teacher training, strengthening student discipline policies, and giving teachers more autonomy over their teaching methods. The first aspect of this initiative addresses the issue of annual teacher training, which has been a significant source of frustration for educators. Currently, teachers in Louisiana are required to undergo numerous non-academic trainings on an annual basis. These mandatory sessions are time-consuming and often repetitive, pulling teachers away from focusing on instructional planning and delivery. In response to this, the proposed policy suggests a “one-and-done” approach to many of these trainings. Teachers will no longer have to repeat the same non-academic lessons every year, freeing up valuable time that can be redirected toward teaching.

Dr. Brumley has acknowledged the concerns shared by both policymakers and educators regarding the excessiveness of these trainings. The consensus is clear: while professional development is essential, the current model has become overwhelming and counterproductive. Under the new policy, the focus will shift to more meaningful training sessions that emphasize quality over quantity.

Another key component of the Let Teachers Teach package is the reinforcement of student discipline policies. This aspect directly impacts the Teacher Bill of Rights and is designed to address issues surrounding persistent classroom disruptions. The proposed policy empowers teachers to take assertive action when faced with students whose behavior is consistently disruptive. Teachers will be granted the authority to have students removed from the classroom immediately if their actions interfere with the orderly instruction of others or pose a threat to safety. This policy comes in response to concerns that classroom disruptions have become increasingly common and that teachers often feel powerless in addressing such issues effectively.

By building on the feedback received through formal channels like the Superintendent’s Teacher Advisory Council and informal interactions such as classroom visits and faculty meetings, the Let Teachers Teach workgroup has developed a comprehensive plan to enhance the teaching profession in Louisiana.

For more education-related information, click here.

A Spotlight on Excellence: Louisiana’s Top Teachers and Leaders

The 18th Annual Cecil J. Picard Educator Excellence Awards Gala, hosted by the Louisiana Department of Education (LDOE) in collaboration with Dream Teachers, celebrated exceptional educators across the state, according to this news release from the Louisiana Department of Education. This prestigious event, held at the World War II Museum in New Orleans, recognized top teachers various categories of excellence, including the announcement of the Louisiana Teacher and Principal of the Year, as well as the Early Childhood Teacher and Leader of the Year and the New Teacher of the Year. These awards highlight the dedication and achievements of educators who significantly contribute to the state’s educational success.

The 2025 honorees included a diverse group of professionals, each excelling in their respective fields. Elise Boutin, a seasoned teacher from Acadia Parish, was named the overall Louisiana Teacher of the Year. Boutin, who has been teaching for 14 years, is currently a publications and senior English teacher at Rayne High School. She is known for reviving the “Rayne, Alive!” program, a student-led YouTube channel that provides students with broadcasting opportunities. Furthermore, she initiated a senior project fair, showcasing student capstone projects in various fields, including academics, career paths, and community service. Her commitment extends beyond the classroom, as she sponsors the Interact Club, which collaborates with the Rayne Rotary Club, and recently founded a cross-country team at the school. Boutin’s multifaceted contributions reflect her dedication to enhancing student engagement and community involvement.

In addition to Boutin, other top teachers and educators were recognized in division-specific categories. J. Joy Stalnaker from Lafayette Parish Schools was honored as the Elementary Teacher of the Year, Christopher Kourvelas from Bossier Parish Schools received the Middle School Teacher of the Year award, and Dr. Suresh Babu Chiruguru from Calcasieu Parish Schools was named the High School Teacher of the Year. Each of these educators has made significant contributions to their students’ learning experiences, showcasing the depth of talent within Louisiana’s education system.

Dr. Amanda Austin was honored as the overall Louisiana Principal of the Year. Austin serves as the Director of the Iberville Math, Science, and Arts (MSA) Academy East in St. Gabriel. She holds a Doctor of Education degree in Educational Leadership from Lamar University and was instrumental in reopening North Iberville High School after it had been closed for over a decade. Under her leadership, the school was revitalized with a thriving STEM magnet program, transforming it into a hub of academic excellence.

The gala also celebrated other distinguished principals in various divisions. Amanda LaFollette from DeSoto Parish Schools was named the Elementary Principal of the Year, Dr. Decina Rodriguez from Lafourche Parish Schools was recognized as the Middle School Principal of the Year, and Brandon LaGroue from the Central Community School District received the High School Principal of the Year award. These leaders have demonstrated exemplary leadership in fostering positive educational environments in their respective schools.

The gala also celebrated various finalists and recipients of other prestigious awards, such as the Milken Educator Award and Louisiana’s Public Interest Fellowship recipients. The event was a testament to the hard work and dedication of educators across Louisiana, highlighting their pivotal role in shaping the future of the state’s youth.

As Dr. Cade Brumley, State Superintendent of Education, aptly stated, the gala provided an opportunity to honor top teachers and professionals who have dedicated their careers to improving the state’s education system, one child at a time. The recognized educators not only contribute to the current successes but also play a crucial role in the ongoing efforts to enhance the quality of education in Louisiana.

For more education-related information, click here.

Universal Literacy Screener Spurs Growth in Louisiana’s Young Readers

Louisiana students in grades K-3 have made remarkable strides in their reading proficiency, with a significant 10 percentage point increase on the state’s inaugural universal literacy screener, as per this new release from the Louisiana Department of Education. The proportion of K-3 students reading at grade level soared from 44.6% at the beginning of the school year to 54.6% by the end of the year. This data, derived from the 2023-2024 academic year, establishes a new baseline for tracking progress in the years to come.

State Superintendent of Education Dr. Cade Brumley expressed his optimism regarding this achievement. He emphasized that the improvement reflects the dedication of Louisiana’s educators to equipping students with essential educational foundations. Dr. Brumley highlighted the critical nature of early elementary education, stating that these formative years are pivotal for a student’s academic success. He further noted that the new screener serves as a valuable tool for identifying where support is needed, whether at the individual student level, within schools, or across the broader educational system.

The overall 10% increase in students reading at grade level from the beginning to the end of the year is particularly noteworthy. Kindergarten and first-grade students exhibited significant gains, with 27% more kindergarteners and 14% more first graders reaching grade-level reading standards by year’s end. For those interested in a deeper dive into the data, the Louisiana Department of Education (LDOE) has made detailed information available in the K-3 Spring Reading Report PDF. Additionally, literacy screener results by school system and individual schools for spring 2024and fall 2023 can be accessed online.

All public school students in Louisiana from kindergarten through third grade are required to complete literacy screeners. These assessments, which increase in difficulty as the year progresses, provide teachers with timely data to support students during these critical formative years. This approach ensures that interventions can be tailored to meet the specific needs of each student, thereby enhancing their chances of academic success.

Since the launch of its comprehensive literacy plan in 2021, Louisiana has made substantial progress in improving reading outcomes. The Education Recovery Scorecard revealed that Louisiana is one of only three states where average reading achievement in 2023 surpassed 2019 levels. Notably, Louisiana’s fourth graders ranked first in the nation for reading growth on The Nation’s Report Card. Furthermore, economically disadvantaged fourth graders showed remarkable improvement, moving from 42nd to 11th place overall in reading proficiency between 2019 and 2022.

Louisiana’s literacy initiatives have garnered national recognition for their bold and effective policies. The non-profit education organization ExcelinEd praised Louisiana as one of only three states to implement all 18 of its early literacy fundamental principles. These principles include a universal screener for K-3 students and comprehensive science of reading training for all K-3 teachers.

Dr. Jenna Chiasson, Deputy Superintendent, remarked on the significance of the first full year of implementing these key literacy policies. She expressed confidence in the potential for continued reading progress and highlighted similar policy shifts in math aimed at accelerating student outcomes.

The 2023-2024 school year marks the first time the LDOE has administered a universal literacy screener to students in grades K-3. These assessments offer educators critical insights into students’ reading levels and their progress in acquiring essential reading skills. The screeners, administered securely, measure skills predictive of future reading success. Student performance is categorized as Well Above Level, On Level, Below Level, or Well Below Level.

In conclusion, the substantial improvement in Louisiana’s K-3 reading scores is a testament to the effectiveness of targeted educational policies and the dedication of teachers. This progress not only sets a new standard for literacy in the state but also serves as a foundation for future educational advancements.

For more education-related information, click here.

LSU’s Research Endeavors Soar to New Heights

In an impressive leap forward, Louisiana State University (LSU) announced last year that their research activity for 2022 had surpassed the significant milestone of $400 million, reaching a commendable $428 million across its eight campuses. This year, LSU has outdone itself once again, revealing a combined research activity of $488 million for 2023—an almost $500 million achievement, as per this news release from LSU. This noteworthy increase marks a 14 percent rise, surpassing the university’s goal of a 10 percent annual growth in its collaborative research endeavors.

LSU President William F. Tate IV expressed immense pride in the faculty and their collaborative efforts that culminated in these outstanding research endeavors. He emphasized that the university’s scholars and staff are spearheading discovery and innovation, not only for Louisiana but for global benefit. “At LSU, we build teams that win in research,” he stated, highlighting the university’s commitment to excellence.

The measure of university research endeavors is best captured through expenditures. These expenditures, largely funded by grants and contracts, provide a clear indicator of sustained effort and operational capacity in research. Unlike large project awards, which can appear as isolated successes upon announcement, expenditures reflect ongoing investment and their broader economic impact. For LSU, the 2023 research activity translated into a substantial $1.3 billion economic boost for Louisiana.

Robert Twilley, LSU’s Vice President of Research and Economic Development, noted that success in research hinges on talented faculty and top-tier facilities that attract federal funding. This funding enables LSU to recruit exceptional students and make groundbreaking discoveries that enhance the lives of Louisiana’s residents. Twilley also pointed out that significant recent grants, such as the $160 million from the National Science Foundation aimed at securing Louisiana’s energy future, will begin reflecting in expenditures around 2025, indicating a promising upward trend in LSU’s national rankings and competitiveness.

American research universities are ranked based on their ability to secure federal funding. The National Science Foundation (NSF) is anticipated to confirm LSU’s 2023 figures and provide an updated national ranking by November 2024. Historically, LSU’s ranking has been based solely on its Baton Rouge campuses—the flagship campus, the AgCenter, and the Pennington Biomedical Research Center—which reported a 12 percent increase in research activity from $344 million in 2022 to $384 million in 2023. LSU is now working on combining its statewide research numbers to present its full research capacity in the NSF’s annual Higher Education Research and Development (HERD) survey.

The rapid growth in LSU’s research activities is a testament to the university’s strategic Scholarship First Agenda, which aims to propel research investments to advance scientific solutions in agriculture, biomedicine, coastal resilience, defense, and energy. Some of the federally funded projects driving LSU’s historic 2023 research achievements include:

LSU’s College of Agriculture and AgCenter are spearheading a $10 million initiative funded by the National Institute of Food & Agriculture to develop more sustainable rice varieties. This project aims to enhance rice production while utilizing less land, water, and energy. Researchers across various LSU locations, including Crowley and Winnsboro, are leading this effort to boost global food sustainability.

LSU researchers are addressing the decline of Roseau cane, vital for coastal stability and erosion prevention along the Gulf Coast. A $1.6 million investment from the U.S. Department of Agriculture’s Animal & Plant Health Inspection Service in 2022 supports this interdisciplinary research, aiming for restoration and protection of these critical coastal ecosystems.

LSU’s fiscal year 2023, spanning from July 1, 2022, to June 30, 2023, marked a period of remarkable achievements and growth in research activity. The university’s strategic initiatives and collaborative efforts continue to position LSU as a leader in research and innovation, with significant economic and societal impacts.

For more education-related information, click here.