COVER PAGE - BoardDocs

St. Bernard Parish Schools

1

COVER PAGE Practitioner Teacher Program – Alternative Path to Certification

Name of University or Private Provider: St. Bernard Parish Public Schools Official(s) Primarily Responsible For the Overall Implementation of the Practitioner Teacher Program: Beverly Lawrason Charles Raviotta

#1 Name & Title: Beverly Lawrason, Assistant Superintendent Address: 200 E. St. Bernard Hwy., Chalmette, LA 70043 Telephone: (504) 301-2000

E-mail: [email protected]

#2 Name & Title: Charles Raviotta, Ph.D., Instructional Supervisor Address: 200 E. St. Bernard Hwy., Chalmette, LA 70043 Telephone: (504) 301-2000

E-mail:: [email protected]

Delivery Method of Program:

Face-to-Face Online X Hybrid

Practitioner Teacher Program Approved Certification Areas: Check ALL areas being offered and submitted for evaluation. Early Childhood Education PK-3 Art (K-12) Elementary Education 1-5 Dance (K-12) Middle Grades English 4-8 Instrumental Music (K-12) Middle Grades Mathematics 4-8 Vocal Music (K-12) Middle Grades Science 4-8 Health & P.E. (K-12) Middle Grades Social Studies 4-8 Mild/Moderate 1-5 / Elementary 1-5 Biology (6-12) Mild/Moderate 4-8 / English 4-8 Chemistry (6-12) Mild/Moderate 4-8 / Mathematics 4-8 Earth Science (6-12) Mild/Moderate 4-8 / Science 4-8 Environmental Science (6-12) Mild/Moderate 4-8 / Social Studies 4-8 General Science (6-12) Mild/Moderate 6-12 / English 6-12 Physics (6-12) Mild/Moderate 6-12 / Mathematics 6-12 English (6-12) Mild/Moderate 6-12 / Social Studies 6-12 Mathematics (6-12) Mild/Moderate 6-12 / Biology 6-12 Social Studies (6-12) Mild/Moderate 6-12 / Chemistry 6-12 Speech (6-12) Mild/Moderate 6-12 / Earth Science 6-12 Agriculture (6-12) Mild/Moderate 6-12 / Environmental Science 6-12 Business Education (6-12) Mild/Moderate 6-12 / General Science 6-12 Family & Consumer Sciences (6-12) Mild/Moderate 6-12 / Physics 6-12 Technology Education (6-12) Mild/Moderate 6-12 / Chinese 6-12 Chinese (6-12/K-12) Mild/Moderate 6-12 / French 6-12 French (6-12/K-12) Mild/Moderate 6-12 / German 6-12 German (6-12/K-12) Mild/Moderate 6-12 / Spanish 6-12 Spanish (6-12/K-12) Mild/Moderate 6-12 / Latin 6-12 Latin (6-12/K-12)

*the Mild/Moderate Program Structure 1-5, 4-8, & 6-12: General-Special Mild/Moderate: An Integrated to Merged Approach

By signing and submitting this proposal, the signator is certifying the program: (1) has been jointly developed by the university or private provider faculty and P-12 schools; (2) addresses the LA Components of Effective Teaching, NCATE/TEAC (CAEP) accreditation standards, state standards, and Praxis expectations; and (3) is based upon empirical research pertaining to effective practices. Name and Title Campus Head/Authorized Campus Representative or Private Provider Head: Doris Voitier, Superintendent Date: 4-28-2014 Telephone Number: (504) 301-2000 E-mail Address: [email protected]


2

Table of Contents

Forms………………………………………………………..…………………………….Page 3 Overview of Private Provider…………………………..........................………….…1 Overview of the Program ………………………………………………………..…….Page 21 Curriculum/Narrative Description of Courses………..……………..………………..Page 25 Description of Site-based and Performance Activities……………………….……..Page 30 Assessment System and Program Evaluation Provider Evaluation of Program……….………………….…………………..Page 31 Attachment 1 – Coaches’ / Mentors’ Checklists……………………………….……Page 33 Attachment 2 – Certification Program Faculty……………………………………….Page 36 Attachment 3 – Financial Information (Separate Attachment – 2 pages)


3

(Form 1 – Practitioner Teacher)

PRACTITIONER TEACHER PROGRAM OFFICIAL PLAN

Name of University/Private Provider/District:

St. Bernard Parish Public Schools

Name of College Offering the Program (e.g., College of Education, etc.):

Type of Certification & Content Area(s): List type of certification (e.g. Elementary Education – Grades 1-5; Secondary Education – Grades 6-12, etc.): Elementary 1-5; Middle School 4-8; Secondary – 6-12; Health and PE K-12 List the content area(s) for certification – if appropriate (e.g., French, vocal Music, English, Biology, etc.) Science 4 – 8; Mathematics 4 – 8; Mathematics 6-12

Directions: Please list the course hours, prefixes, numbers, and titles that have been approved by your university/private provider for the Practitioner Teacher Program

Program Requirements

Semester Hours

Required

Course Prefixes and Numbers (if Appropriate)

Offered Course Titles/Module Names/Etc.

TEACHING PREPARATION (SUMMER OR FALL) ( 9 hours or 135 contact hours) 120

hours

(1) Instructional Design (2) Assessment (3) Classroom Management

(4) Diverse Learners (5) Child Development - Child/Adolescent Psychology (6) Reading / Reading Across Content Areas 32.5 hrs. (7) Co-teaching Experiences (with Coach – 5 days) TEACHING INTERNSHIP AND FIRST YEAR SUPPORT (12 hours or 180 contact hours

1,124.5 hrs.

Teaching Internship (full-time teacher – 173 days)

64 hours 8 In-service days (monthly – 8 sessions x 8 hrs.) 54 hours Mentor Observations / 36 1.5 hr. debriefs (weekly)

27 hours Coach Observations / 18 1.5 hr. debriefs

(2 times monthly) PRESCRIPTIVE PLAN (0-9 hours or 0-135 contact hours) 0-64 hours

Additional mentoring/coaching sessions based on individual teacher need with specific focus from principal

TOTAL HOURS (21-33 hours or 315-495 contact hours 1,422 –

1,486 hrs.


4

(Form 2 – Gen-Special Ed)

PRACTITIONER TEACHER PROGRAM OFFICIAL PLAN (GENERAL – SPECIAL EDUCATION

MILD/MODERATE: AN INTEGRATED TO MERGED APPROACH)

Name of University/Private Provider/District: St. Bernard Parish Public Schools

Name of College Awarding the Degree:

Major:

Minor/Concentration – if appropriate:

Type of Certification and Content Areas: List type of certification (e.g. Elementary Education & Special Education Mild/Moderate – Grades 1-5; Secondary Education & Special Education Mild/Moderate – Grades 6-12, etc.): Elementary/Mild Moderate – Grades 1-5; Middle School / Mild Moderate – Grades 4-8; Secondary Education / Mild/Moderate – Grades 6-12 List the content area(s) for certification – if appropriate (e.g., Biology, English, Mathematics, etc.): English and Math

Directions: Please list the course hours, prefixes, numbers, and titles that have been approved by your university/private provider for the Practitioner Teacher Program

Program Requirements

Semester Hours

Required

Course Prefixes and Numbers (if Appropriate)

Offered Course Titles/Module Names/Etc.

TEACHING PREPARATION (SUMMER OR FALL) ( 9 hours or 135 contact hours)

120 hours

(1) Special Education Methodology (2) Curriculum-based Assessment (3) Behavior Management

(4) Foundations in Special Education (5) Child/Adolescent Psychology (6) Vocational Transitions (7) IEP Preparation (8) Foundations in Reading / Reading/Literature 65 hrs. (9) Co-teaching Experiences (with Coach – 10 days) TEACHING INTERNSHIP AND FIRST YEAR SUPPORT (12 hours or 180 contact hours

1,092 hrs. Teaching Internship (full-time teacher – 168 days) 64 hours 8 In-service days (monthly – 8 sessions x 8 hrs.) 54 hours Mentor Observations / 36 1.5 hr. debriefs (weekly)

27 hours Coach Observations / 18 1.5 hr. debriefs

(2 times monthly) PRESCRIPTIVE PLAN (0-9 hours or 0-135 contact hours) 0-64 hours

Additional mentoring/coaching sessions based on individual teacher need with specific focus from principal

TOTAL HOURS (21-33 hours or 315-495 contact hours 1,422 –

1,486 hrs.


5

(Form 3 – Site-based Activities) COURSE SEQUENCE

PROGRESSION OF SITE-BASED PERFORMANCE ACTIVITIES

TYPE OF PROGRAM: (CHECK ONE – Note: Use a separate form for each type of certification.)

PATHWAY Practitioner Teacher Program

Grades Certification Areas Grades 1-5 Elementary Grades 4-8 Grades 6-12 General M/M

Directions: For each pathway, grade levels, and area(s) for certification, provide a listing of the performance activities that candidates will complete as they move through their programs and apply knowledge in site-based settings. Although some courses may not include site-based performance activities, it is anticipated that the total program will provide candidate with opportunities to apply new knowledge through site-based experiences.

Course Numbers or Names of

Modules/Seminars/Etc.

Listing of Site-based Activities Number of Hours Required for Site-based

Experiences Instructional Design / Instructional Strategies

Weekly collaboration on lesson planning with team members/Mentor/Coach; lesson observations; debriefs on lessons; review of student work with team members/ Mentor/Coach; collaboration on best practices for Tier 1 intervention

171 hours (36 planning hours; 54 observation hours; 81 debriefing hours)

Assessment

Weekly collaboration on student progress reports with data team/Coach; review of student work; collaboration on best practices of re-teaching instructional strategies and Tier 1 intervention

36 hours

(36 data team hours)

Classroom management

Weekly observations by Mentor; twice-monthly observations with Coach; debriefs for 1.5 hours following each observation

Included in time above

Reading / Reading Across Content Areas

Practice in independent and small/large group reading instruction, guided reading for instruction and guided reading for intervention; collaboration with team/Coach to integrate science and social studies content into reading lessons; observations by Principal/ Mentor/ Coach

435 hours (3 hours of reading instruction per day for 163 instructional days – 54 obs. hours above)

Math Instruction

Practice in independent, small group, and large group mathematics instructional delivery with observations by Principal/Coach/Math Coordinator

203 hours (1.25 hours per day for 163 instructional days)

Co-teaching Experiences

First 5 days of school year – co-teaching experiences with Instructional Coach including co-planning, co-delivery, modeling, practice, etc.

32.5 hours

Note: Please make additional copies of this page if needed.


6

(Form 3 – Site-based Activities)

COURSE SEQUENCE PROGRESSION OF SITE-BASED

PERFORMANCE ACTIVITIES



Grades Certification Areas Grades 1-5 Grades 4-8 Mathematics, Science Grades 6-12 General M/M








Assessment


36 hours





Reading Across Content Areas

Practice in independent and small/large group close reading instruction; small group guided reading for intervention; observations by Principal/ Mentor/ Coach

72 hours (2 hours of close reading instruction weekly for 36 weeks)



32.5 hours



7





Grades Certification Areas

Grades 1-5 Grades 4-8 Grades 6-12 Mathematics General M/M








Assessment


36 hours







72 hours (2 hours of close reading instruction weekly for 36 weeks)



32.5 hours



8





Grades Certification Areas Grades 1-5 Health and PE, K-12 Grades 4-8 Health and PE, K-12 Grades 6-12 Health and PE, K-12 General M/M








Assessment

Weekly collaboration on student progress with mentor; review of student work; collaboration on best practices of re-teaching instructional strategies






Practice in independent and small/large group close reading instruction; observations by Principal/ Mentor/ Coach

36 hours (1 hour of close reading instruction weekly for 36 weeks)



32.5 hours



9






Grades 1-5 Grades 4-8 Grades 6-12 General M/M Elementary 1-5








Curriculum-based Assessment


36 hours


Behavior Management



Reading / Reading Across Content Areas / Reading Literature


272 hours (2 hours of reading/ELA instruction per day for 163 instructional days – 54 obs. hours above)



65 hours (also counted in Fall preparation time)

IEP Preparation / Progress Reporting

Quarterly IEP preparation/progress monitoring report preparation with guidance from mentor for first three 9-weeks sessions (4 if necessary)

12 hours (3 hours per quarter)



10






Grades 1-5 Grades 4-8 Grades 6-12 General M/M Mathematics 4-8, 6-12; English 4-8, 6-12








Curriculum-based Assessment


36 hours


Behavior Management



Reading / Reading Across Content Areas / Reading Literature (if ELA class)


272 hours (2 hours of reading/ELA instruction per day for 163 instructional days – 54 obs. hours above)

Reading / Reading Across Content Areas / Reading Literature (if math class)


72 hours (2 hours of close

reading instruction weekly for 36 weeks)



65 hours (also counted in Fall preparation time)

IEP Preparation / Progress Reporting

Quarterly IEP preparation/progress monitoring report preparation with guidance from mentor for first three 9-weeks sessions (4 if necessary)

12 hours (3 hours per quarter)



11

(Form 4 – LCET)

LOUISIANA COMPONENTS OF EFFECTIVE TEACHING

PRACTITIONER TEACHER PROGRAM: (CHECK ONE – Note: Use a separate form for each type of certification) Grades Certification Areas Grades 1-5 Elementary 1-5 Grades 4-8 Grades 6-12 General M/M Directions: For each grade level of certification and content area(s), identify the primary courses that include a performance objective and performance assessment which address the element. Type the course/module number(s) (e.g. EDUC 201) that address the element(s) in that column. Description of each domain and element can be found at the following URL: htt://www.louisianabelieves.com/docs/teaching/research-paper---the framework-for-teaching- evaluation-instrument.pdf?sfvrsn=2 DOMAIN 1: PLANNING AND PREPARATION

Component Elements Course Number or Module/Seminar/Etc. Names 1c. Setting Instructional Outcomes

• Value, sequence, and alignment

Instructional Design / Planning Hours

• Clarity Instructional Design / Planning Hours • Balance Instructional Design / Assessment / Planning Hours • Suitability for

diverse students Diverse Learners / Instructional Design / Planning

DOMAIN 2: THE CLASSROOM ENVIRONMENT

Component Elements Course Number or Module/Seminar/Etc. Names 2C. Managing Classroom Procedures

• Management of instructional groups

Classroom Management / Co-teaching Experience / Observation Hours with debriefs

• Management of transitions


• Management of materials and supplies


• Performance of non-instructional duties



12

(Form 4 – LCET)

LOUISIANA COMPONENTS OF EFFECTIVE TEACHING DOMAIN 3: INSTRUCTION

Component Elements Course Number or Module/Seminar/Etc. Names 3b. Questioning and Discussion Techniques

• Quality of questions / prompts

Instructional Design / Co-teaching Experience / Observation Hours with debriefs

• Discussion techniques


• Student participation Instructional Design / Co-teaching Experience 3c. Engaging Students in Learning

• Activities and assignments

Instructional Design / Co-teaching Experience / Planning time / Observation Hours with debriefs

• Grouping of Students

Instructional Design / Co-teaching Experience / Planning time / Diverse Learners / Observation Hours with debriefs

• Instructional materials and resources


• Structure and pacing


3d. Using Assessment in Instruction

• Assessment criteria Assessment / Data Team time • Monitoring of student

learning Assessment / Co-teaching Experience / Classroom Management / Planning time / Data Team time / Observation Hours with debriefs

• Feedback to students Assessment / Co-Teaching Experience / Observation Hours with debriefs

• Student self-assessment and monitoring of progress

Assessment / Co-Teaching Experience / Observation Hours with debriefs


13

(Form 4 – LCET)


PRACTITIONER TEACHER PROGRAM: (CHECK ONE – Note: Use a separate form for each type of certification) Grades Certification Areas

Grades 1-5 Grades 4-8 Science, Mathematics Grades 6-12 General M/M Directions: For each grade level of certification and content area(s), identify the primary courses that include a performance objective and performance assessment which address the element. Type the course/module number(s) (e.g. EDUC 201) that address the element(s) in that column. Description of each domain and element can be found at the following URL: htt://www.louisianabelieves.com/docs/teaching/research-paper---the framework-for-teaching- evaluation-instrument.pdf?sfvrsn=2 DOMAIN 1: PLANNING AND PREPARATION

















14

(Form 4 – LCET)























15

(Form 4 – LCET)



Grades 1-5 Grades 4-8 Grades 6-12 Mathematics General M/M Directions: For each grade level of certification and content area(s), identify the primary courses that include a performance objective and performance assessment which address the element. Type the course/module number(s) (e.g. EDUC 201) that address the element(s) in that column. Description of each domain and element can be found at the following URL: htt://www.louisianabelieves.com/docs/teaching/research-paper---the framework-for-teaching- evaluation-instrument.pdf?sfvrsn=2 DOMAIN 1: PLANNING AND PREPARATION

















16

(Form 4 – LCET)























17

(Form 4 – LCET)


PRACTITIONER TEACHER PROGRAM: (CHECK ONE – Note: Use a separate form for each type of certification) Grades Certification Areas Grades 1-5 Health and PE, K-12 Grades 4-8 Health and PE, K-12 Grades 6-12 Health and PE, K-12 General M/M Directions: For each grade level of certification and content area(s), identify the primary courses that include a performance objective and performance assessment which address the element. Type the course/module number(s) (e.g. EDUC 201) that address the element(s) in that column. Description of each domain and element can be found at the following URL: htt://www.louisianabelieves.com/docs/teaching/research-paper---the framework-for-teaching- evaluation-instrument.pdf?sfvrsn=2 DOMAIN 1: PLANNING AND PREPARATION

















18

(Form 4 – LCET)























19

(Form 4 – LCET)



Grades 1-5 Grades 4-8 Grades 6-12 General M/M Elementary, 1-5; Middle School 4-8, English / Mathematics;

Secondary School 6-12, English / Mathematics Directions: For each grade level of certification and content area(s), identify the primary courses that include a performance objective and performance assessment which address the element. Type the course/module number(s) (e.g. EDUC 201) that address the element(s) in that column. Description of each domain and element can be found at the following URL: htt://www.louisianabelieves.com/docs/teaching/research-paper---the framework-for-teaching- evaluation-instrument.pdf?sfvrsn=2 DOMAIN 1: PLANNING AND PREPARATION



Sp. Ed. Methodology / Planning Hours

• Clarity Sp. Ed. Methodology / Planning Hours • Balance Sp. Ed. Methodology / Curr.-based Assessment /

Planning Hours • Suitability for

diverse students IEP Preparation / Sp. Ed. Methodology / Planning




Behavior Management / Co-teaching Experience / Observation Hours with debriefs








20

(Form 4 – LCET)




Sp. Ed. Methodology / Co-teaching Experience / Observation Hours with debriefs


Sp. Ed. Methodology / Co-teaching Experience / Observation Hours with debriefs

• Student participation Sp. Ed. Methodology / Co-teaching Experience / Observation Hours with debriefs

3c. Engaging Students in Learning


Sp. Ed. Methodology / Co-teaching Experience / Planning time / Observation Hours with debriefs


Sp. Ed. Methodology / Co-teaching Experience / Planning time / Diverse Learners / Observation Hours with debriefs






• Assessment criteria Curr.-based Assessment / Data Team time • Monitoring of student

learning Curr.-based Assessment / Co-teaching Experience / Behavior Management / Planning time / Data Team time / Observation Hours with debriefs

• Feedback to students Curr.-based Assessment / Co-Teaching Experience / Observation Hours with debriefs


Curr.-based Assessment / Co-Teaching Experience / Observation Hours with debriefs


21

IV. Overview of the Private Provider The St. Bernard Parish Public School District is an “A” school district in Louisiana. Each of its elementary and middle schools and its one traditional high school are graded either “A” or “B.” The district has been cited by the Department of Education each of the past successive 5 years for its growth in student achievement and has moved from a state ranking of 32nd in terms of student achievement to a 2012-13 ranking of 8th. Additionally, the district has a poverty rate of 79% (2013-14). There are two primary reasons for our district’s success: first, its leaders and teachers are committed to reform initiatives that result in increased student achievement; and, secondly, our district continually commits myriad resources to supporting and developing teacher effectiveness. Just this past summer, the district was lauded by the Louisiana Department of Education in its 9-3-13 press release regarding teacher evaluation: “St. Bernard Parish ranked in the 96th percentile in student growth… The parish also had the highest percentage of teachers with value-added scores in the top two levels (81 percent). Evaluators were less likely to assign Highly Effective observation scores, though: 8 percent in St. Bernard Parish versus 27 percent statewide.” We work very hard in our district to match student achievement to teacher effectiveness, and we constantly, through our administrators and teacher leaders, monitor the connectedness of teaching and learning. Our in-house credentialing program will be rigorous, pointed, and outcome-based for our non-certified, active teachers. We will take our best practices, combined with on-going professional development provided by our best leaders, and focus these on a program that develops the skills and knowledge necessary for our non-certified teachers to teach effectively in our schools. V. Overview of the Programs

A. Structure of the Programs

Our proposed school-based teacher certification program will have four distinct parts: admission, summer preparation, school year observation and practice, and certification recommendations. Admission criteria (applications accepted May 1 – July 14 for unfilled vacancies for which certified applicants are not available) will include the following:

• hold a Bachelor’s Degree from an accredited institution with a minimum GPA of 2.5 or higher as evidenced by an official transcript;

• have passing scores on PRAXIS I (or equivalent ACT or SAT score) and PRAXIS II (content knowledge) for the designated area in which the teacher will be teaching;


22

• pass a rigorous interview process, which may include teaching a sample lesson

in order to demonstrate potential for success, and be recommended by their principals for temporary employment for the next school year.

Those individuals selected to participate in the certification process will then attend a three-week summer institute to address the What and How of the teaching process. PL teachers will engage in the following:

• Week 1 - a deep dive into the Common Core State Standards by grade level/subject matter and a comprehensive review of the district’s curriculum as it reflects the standards, focusing on Instructional Design and Instructional Methodology (Gen. Ed./MM PL’s will focus on Special Education Methodology, IEP Preparation, and Foundations in Special Education as well as General Access Guides to the Curriculum);

• Week 2 - an intensive study of the components of effective teaching as defined by the Compass teacher evaluation rubric, focusing on setting instructional outcomes and managing and organizing classrooms and procedures. Specific components to be emphasized during this week include managing student/teacher relationships as defined by the 7 C’s of the Tripod Student Survey1: care, showing concern and commitment; confer, inviting the sharing of ideas and promoting discussion; captivate, inspiring curiosity and interest; clarify, cultivating and understanding and overcoming confusion; consolidate, integrating student ideas and checking for understanding; challenge, pressing for rigor and persistence; and control, sustaining order, respect and focus. Of paramount importance will be the study of management, child/adolescent development, diversity, and family relationships (Gen. Ed/MM PL’s will focus on Behavior Management and Vocational Transitions);

• Week 3 – a focus on the teaching of reading (the use of text sets and techniques for reading complex texts across content areas), questioning techniques, student engagement, and assessment preparation by grade level band/subject matter (Ge. Ed./MM PL’s will focus on IEP Preparation, Foundations in Reading, Reading and Literature and Curriculum-based Assessment).

Instruction during this summer session will be provided by district curriculum leaders and our district’s teacher leaders who are also our instructional coaches. All institute instructors have a master’s degree in either curriculum and instruction or educational leadership, and each of our instructional coaches, in additional to holding the master’s degree, is certified as a reading specialist. Coaches have also completed

1 The school district currently administers the Tripod Survey 2 times annually in order for teachers to use student perceptions to inform instructional delivery. The survey is from Cambridge Education, based on research from Harvard’s School of Education. Student surveys are considered appropriate Measures of Effective Teaching as defined by the Gates Foundation’s MET project.


23

the state’s Teacher Leader training, enabling them to give POP teachers experience with the teacher tool box as a resource. An additional component to our summer program will be a one-week training session in June for these leaders and coaches in how to guide teachers to embrace effective practices since consistency of preparation will be vital. There will be an intense review with them of the Compass rubric and guidelines for using student performance data to construct Student Learning Targets. Our district’s Compass liaison and Professional Development Supervisor will be responsible for this training. Our coaches, or teacher leaders, have been trained to direct and have directed deep dives into the Common Core State Standards with teachers this past year, and they have attended various state trainings in the implementation of the Standards. Their primary jobs are to coach teachers in examining student work and data trends for the purpose of selecting instructional strategies that will enhance student performance. They continually model lessons and co-teach with teachers, assisting them in their instructional delivery and lesson planning. They are more than qualified to direct the learning pathway of our non-certified teachers. As the school year begins, POP teachers will begin their first year of teaching. POP teachers will complete the following activities as part of the observation and practice component:

• A co-teaching experience with their instructional coach for the first 15 days of school, as coaches model lessons, assist in instructional planning, co-teach, and then observe first lessons – a type of gradual release for these new, PL teachers;

• Be assisted by a mentor teacher (a teacher who has been deemed highly effective in the POP teacher’s grade level/subject matter), observing that mentor and/or being observed by the mentor at least once every week with after-hours post-conferences to follow each observation completed;

• Be observed by his/her school’s coach at least once every two weeks, with co-teaching used extensively to build capacity in the POP teacher and post-conferences after each observation to provide additional support;

• Complete an electronic portfolio of activities across the year, including curriculum mapping, transition point and data management, evidence collecting, rubric building, performance assessments, and reflection, similar to the TaskStream activities required by local universities;

• Attend and actively participate in a Saturday debriefing each month (8 sessions – 8 hours each) that are directed by coaches and district leaders that focus on: August Reviewing lesson planning/curriculum mapping* September Scaffolding complex texts October Data management; evidence collecting; assessment planning November Tier 1 Interventions; transition point management


24

January Balancing instruction for diverse learners/grouping/special needs students

February Reviewing student engagement March Preparation for Praxis III *topics of Saturday sessions are tentative and will be finalized based on teacher need as identified by data provided by coaches/mentors

Currently university alternate certification programs typically demand completion of approximately 30 hours of coursework, or approximately 1,300 hours of seat time. Much of that is built around study of theory, with the universities relying on school districts to provide internship (employment) opportunities for their students at the end of their coursework for the final 6 program hours. Very little oversight of actual practice is part of the programs. Our proposal includes, however, weekly oversight and mentoring for 36 weeks, bi-monthly co-teaching experiences with top educators throughout the year, weekly conferencing with top teachers for 36 weeks, and 342 hours of hands-on study and discussion of best teaching practices conducted by those deemed highly effective and/or teacher leaders. It extends beyond current preparation delivery in quality because will be based on identified, individual teacher practitioner need. B. Program Provider Commitment and Collaboration

In keeping with the requirements of the Believe and Prepare program sponsored by the Louisiana Department of Education, our Believe and Prepare Teacher Preparation Program in St. Bernard will be governed by a Leadership Team. That team is composed of the Grant Manager, district administrator, 2 persons on the Preparation Program Faculty, and 2 Principals/Administrators who are working in their schools with teachers in the program. This team is similar to the one that designed the Believe and Prepare proposal: teachers, coaches, principals, and Central Office staff. C. Recruitment and Selection

The district, which first and foremost supports traditional, university-based teacher preparation programs, will not actively recruit persons into its Alternate Certification Program. Instead, it will offer its program to any currently employed teacher who is on or eligible for a Practitioner’s License and to those non-certified teachers it elects to hire for unfilled vacancies for which certified applicants are not available to the district. Admission criteria to the program will include the following:

• a Bachelor’s Degree from an accredited institution with a minimum GPA of 2.5 or higher as evidenced by an official transcript;

• passing scores on PRAXIS I (or equivalent ACT or SAT score) and PRAXIS II (content knowledge) for the designated area in which the teacher will be teaching;

• a rigorous interview process, which may include teaching a sample lesson in order to demonstrate potential for success, leading to a recommendation by their principal for temporary employment for the next school year.


25

With the structure of mentors and instructional coaches in place at each of our schools, pointed and on-going support for those teachers completing the program will continue during the teachers’ early portion of his/her career, as long as necessary. Additionally, any teacher who is deemed by COMPASS to be “Emerging” will be required to re-enroll in the preparation program for a second year in order to bolster his/her instructional delivery skills. VI. Curriculum and Narrative Descriptions of Courses

(1) Instructional Design / Special Education Methodology

A. Course content delivered across 20 hours B. Delivery is through lecture and seminar (also includes site-based activities) C. Goals of the module include the practitioner teacher designing lessons which

reflect: a. Common Core State Standards (literacy standards and state curriculum

guidebooks) for the particular grade level; b. Activities which allow students to build on prior understandings and which

focus on what student will learn rather than what they will do; c. Different types of learning, with outcomes appropriate for all students; d. Higher-level questioning and discussion techniques; e. Activities that emphasize depth over breadth of learning; f. Time for reflection and closure; g. Grouping of students in a manner that enhances learning for all students; h. Opportunities to monitor student learning; and i. Opportunities for timely, constructive, and substantive feedback.

Assessment: Proficiency in developing lesson plans for the first 5 days of school (10 for special education MM PL’s) as evidenced by electronic portfolio.

D. Module on lesson design is based on Charlotte Danielson’s Framework for

Teaching.

E. Resources include: Danielson’s Framework for Teaching, Dunne’s Mentoring New Teachers through Collaborative Coaching, and Lieberman’s Mentoring Teachers: Navigating the Real-World Tensions.

F. District administrators/Instructional Coaches – each with M.Ed. in Educational Leadership or Curriculum (Individuals selected based on PL’s area of concentration/teaching assignment). See attached faculty roster.

(2) Assessment / Curriculum-based Assessment

A. Course content delivered across 20 hours B. Delivery is through lecture and seminar (also includes site-based activities) C. Goals of the module include the practitioner teacher creating classroom

assessments which:


26

a. Provide informal information regarding student mastery of content during the lesson;

b. Take the form of questioning and discussion as the lesson develops; c. Are based on specific criteria shared with students prior to the assessment

administration; d. Are varied and woven into the entire lesson; e. Include opportunities for student self-assessment against specific criteria; f. Rigorous and indicative of the specific standards being addressed; g. Provide information to teachers regarding re-teaching and grouping

priorities; h. Allow for immediate, constructive, and substantive feedback; and i. Are summative in nature to determine student mastery of a particular

standard.

Assessment: Assessment opportunities are varied and reflected on lesson plans and data binder is up-to-date with sample assessments and student results for those assessments administered within the first three weeks of school as evidenced by electronic portfolio.

D. Module on assessment is based on Charlotte Danielson’s Framework for

Teaching.



(3) Classroom / Behavior Management

A. Course content delivered across 20 hours B. Delivery is through lecture and seminar (also includes site-based activities) C. Goals of the module include the practitioner teacher understanding how to create

classroom environments which: a. Allow for little or no loss of instructional time; b. Reveal students working independently and in groups purposefully and

cooperatively with little supervision from the teacher; c. Have well-established routines and procedures; d. Handle non-instructional tasks efficiently and without wasted time; e. Manage transition from activity to activity seamlessly; f. Manage materials distribution with minimum disruption to the flow of

instruction; g. Manage student behaviors and/or disruptions with calmness,

effectiveness, and in positive ways that minimize loss of instruction time ; h. Rely on specific and shared behavioral expectations; and


27

i. Reflect PBIS methodologies and, if necessary, documented behavior plans.

Assessment: PL teacher has developed a management plan that has been approved by his/her coach and principal prior to the first day of school as evidenced by his/her electronic portfolio. Also, within first 15 days of school, teacher scores emerging or higher on Compass rubric 2c, and moves to proficient by mid-year as evidenced by Compass rubric.

D. Module on classroom management is based on Charlotte Danielson’s

Framework for Teaching.



(4) Diverse Learners

A. Course content delivered across 10 hours B. Delivery is through lecture and seminar (also includes site-based activities) C. Goals of the module include the practitioner teacher creating classroom

environments and lessons which: a. Address the academic needs of individual students as evidenced by their

past achievement data; b. Support auditory, visual, and kinesthetic/tactile learners; c. Group students in a manner that enhances learning for all students; d. Provide for lesson modifications consistent with the student’s IEP and 504

plan; e. Address all barriers to learning as defined by the Universal Design for

Learning approach; f. Address all grade-level standards through appropriate and designated

modifications and use of General Curriculum Access Guides; g. Include time for specific Tier 1 classroom interventions; and h. Celebrate individual, cultural, and social differences among students.

Assessment: Data binder reflects current information regarding necessary student modifications, and those modifications are reflected in lesson plans as evidenced by electronic portfolio. These lesson plans also reflect groups, Tier 1 interventions, and varied learning opportunities.

D. Module on diverse learners is based on the research of the National Center for the Universal Design for Learning (UDL framework).

E. Resources include: UDL Framework for the What, How, and Why of Learning.


28

F. District administrators/Instructional Coaches – each with M.Ed. in Educational

Leadership or Curriculum (Individuals selected based on PL’s area of concentration/teaching assignment). See attached faculty roster.

(5) Child / Adolescent Psychology

A. Course content delivered across 10 hours B. Delivery is through lecture and seminar (also includes site-based activities) C. Goals of the module include the practitioner teacher understanding the

development of the child/adolescent and the psychology behind their emotional, social, and physical growth as they address:

a. Techniques for ensuring the inclusion of all students in classroom activities and groups;

b. Support for students who are exhibiting signs of depression and/ or anxiety;

c. Classroom bullying and methodologies for engaging both the bullied child and the bully in positive behavior modifications;

d. The signs of children suffering from abuse (physical and mental); e. Racial, cultural, and disability sensitivities; f. Attributes of children in poverty and those who live in a culture of poverty; g. The signs of students who may be abusing alcohol/drugs; h. Importance and interpretation of the Tripod Survey; and i. Appropriateness of teacher action vs. referral to the school counselor /

social worker. Assessment: PL teacher completes a socio-gram for his/her students within the first 15 days of school, as evidenced by his/her electronic portfolio. He/she also has within the data binder the breakdown of student demographics for each child in his/her class. Additionally, the PL teacher has constructed a management plan for bullying for use in the classroom which has been approved by his/her coach and principal.

D. Module on child / adolescent psychology is planned in partnership with the LSU Health Sciences Center Department of Psychiatry, Dr. Howard Osofsky, Chair.

E. Resources include materials provided by LSU partners.

F. District administrators / Psychologists on staff at LSUHSC. See attached faculty

roster.

(6) Reading / Reading across the Content Area / Foundations of Reading

A. Course content delivered across 40 hours B. Delivery is through lecture, seminar, and small-group activities (also includes

site-based activities) C. Goals of the module include the practitioner teacher mastering classroom

instruction in reading by:


29

a. Mastering techniques for scaffolding on-level text for students who read below level;

b. Demonstrating competencies in guided reading; c. Constructing appropriate academic vocabulary instruction for grade-level

and content area; d. Understanding techniques for leading student in close reading activities; e. Addressing all barriers to reading as defined by the Universal Design for

Learning approach; f. Providing varied assessments to determine mastery of content absent of

reading competencies; and g. Developing specific Tier 1 classroom interventions.

Note: PL teachers will receive a total of 40 hours of instruction in reading during the summer months, with an additional 8 hours at the end of August. That contact time, combined with the contact hours during site-based experiences, more than surpasses the minimum contact hours for reading: Elementary - 40 summer hours + 435 site-based hours = 475 contact hours (additional hours when including debriefs); Middle – 40 summer hours + 72 site-based hours = 112 contact hours (additional hours when including debriefs); Secondary – 40 summer hours + 36 site-based hours = 76 contact hours (additional hours when including debriefs).

Assessment: Lesson plans in electronic portfolio reflect guided and close reading activities, inclusion of academic vocabulary, and varied assessments for students to demonstrate content mastery. Also the PL teacher’s plans for reading mastery in his/her content area are included in the portfolio. PL’s in Elementary, 1-5 and General Education/Mild-Moderate must successfully complete the Reading Praxis assessment prior to the end of the school year.

D. Module on reading is based on the research from the What Works Clearing House and the district’s SRCL initiatives.

E. Resources include: UDL Framework for the What, How, and Why of Learning,

the district’s SRCL initiative, and materials provided by the district’s reading specialists.

F. Instructional Coaches – each certified as a Reading Specialist. See attached faculty roster.

Also: Special Education specific modules (Foundations in Special Education, Vocational Transitions, IEP Preparation)

A. Course content delivered across 40 hours B. Delivery is through lecture, seminar, and small group activities (also includes

site-based activities) C. Goals of the module include the practitioner teacher creating classroom

environments and lessons for special education students which:


30

a. Address the academic needs of individual students as evidenced by their past achievement data, evaluations, and IEP’s;

b. Enhance students’ vocational readiness skills as identified by the IEP and / or transition plan;

c. Support the strategies put forth in the Universal Design for Learning approach;

d. Group students in a manner that enhances learning for all students; e. Provide for lesson modifications consistent with the student’s IEP and 504

plan; f. Address all barriers to learning as defined by the Universal Design for

Learning approach; g. Address all grade-level standards through appropriate and designated

modifications and use of General Curriculum Access Guides; h. Include time for specific Tier 1 classroom interventions; and i. Celebrate individual differences among students.

Assessment: Data binder reflects current information regarding necessary student modifications, and those modifications are reflected in lesson plans as evidenced by electronic portfolio. These lesson plans also reflect groups, Tier 1 interventions, and varied learning and assessment opportunities.

D. Module on diverse learners is based on the research of the National Center for the Universal Design for Learning (UDL framework).

E. Resources include: UDL Framework for the What, How, and Why of Learning.

F. District administrators/Instructional Coaches – each with M.Ed. in Educational

Leadership or Curriculum and certified in Special Education – with experience in the Special Education classroom (Individuals selected based on PL’s area of concentration/teaching assignment). See attached faculty roster.

VII. Description of Site-based and Performance Activities

A. Each PL teacher will be assigned his/her own classroom at one of the 11 schools in St. Bernard as teacher of record for the entire school year. The site will be determined by the grade-level and content area in which the PL teacher is working, along with vacancies for the school district.

B. Mentors will be certified to teach the content area and grade level to which the

PL teacher is assigned and will have a minimum of 3 years of experience. The mentor also will have a rating of Proficient on his/her Compass evaluation, with a rating of Highly Effective preferred. Preferably, the mentor would also have a Master’s Degree. Preference for mentors will be those designated as teacher- leaders at their schools.

The mentors and coaches will be trained to work with the PL teachers during a week-long training in June. Paramount in training will be an in-depth review of the Common Core Standards, including the Literacy Standards for History, Science and Technical


31

Subjects, of Compass rubric indicators, and of the district’s curriculum and instructional policies. This training will be conducted by the District Compass Coordinator and the Curriculum Supervisors (also, all coaches are designated as teacher leaders. Resources for the training also include: High Performance Mentoring by Rowley, et. al.; A Practical Guide to Mentoring, Coaching, and Peer-Networking by Hampton, et. al.; Mentoring New Teachers through Collaborative Coaching: Facilitator and Training Guide by Dunne; Mentoring Teachers: Navigating the Real-World Tensions by Lieberman; and Mentoring New Teachers through Collaborative Coaching by Dunne.

The duties of the mentor include:

• Weekly observation of PL teacher with 1.5 hour debrief after school as evidenced by attached monitoring checklist

• On-going consultation with Coach / Principal regarding mentoring for PL teacher • On-going consultation with Program Director regarding needed Professional

Development for PL teacher • Participation in Professional Development activities with PL teacher as required

by Program Director • Completion of June training for mentors

VIII/IX. Assessment System and Program Evaluation / Provider Evaluation of Programs

A. Candidate’s acquisition of skills will be evidenced in these ways: • Electronic portfolio • Anecdotes of coach and mentor teacher • Recommendations of coach and principal • End-of-Year Compass results

B. The impact of the PL teacher’s impact on student achievement will be

documented through SLT’s and/or VAM scores.

C. Parents and students will be surveyed regarding their impressions of instruction delivery of the PL teacher. Additionally, the district will conduct its own evaluation of the program through: • Pre-post program focus groups with coaches, mentors, and principals • The following anticipated goals for the program:

• 80% of PL teachers will be deemed at least proficient on their 2014-15 teacher evaluations; and

• 80% of PL teachers will complete required PRAXIS tests successfully.

In addition, we would stipulate to the following outcomes:

• If a PL teacher is deemed be unsatisfactory by the Compass process, he/she would not be offered employment for 2015-16;


32

• If a PL teacher is deemed to be emerging by the Compass process, he/she would be rehired, but asked to repeat the credentialing school year process in 2014-15. That teacher, upon recommendation of his/her principal, will be recommended for certification only after a second year score of emerging at a higher level or better and successful completion of required PRAXIS tests.

• If a PL teacher is deemed to be proficient or highly effective by the Compass process, he/she would be recommended for full certification at the end of the school year and upon successful completion of required PRAXIS tests.

Last school year, our district had 5 teachers on PL’s. We provided a week-long summer session for those teachers but did not concentrate efforts on extensive follow-up professional development during the school year. Of that number, however, 75% scored proficient and/or highly effective on Compass evaluations, and 25% were deemed emerging; none were unsatisfactory, and we believe that is because of our support programs provided by our coaches during the year and our short summer session. With an even more extensive support program, we would anticipate even better results. Our district will not openly recruit non-certified teachers to our program. Instead, we will work with non-certified teachers who only are hired to fill true vacancies in the district for which certified teachers are not available. X. Financial Information

PL teachers hired to fill true vacancies in our district will not be charged to participate in the program. The district’s financial statement is attached. XI. Attachments

1 – Coaches’ / mentors’ checklist

2 – Faculty roster

3 – Financial information


33

Monitoring Checklist for Coach (Attachment 1)

PL Teacher: Coach: School:

Task Date Completed Notes Week 1 Co-Teaching – • Management • Lesson Design • Reading • Math*

Week 2 (if MM) Co-Teaching – • Management • Lesson Design • Reading • Math*

1st Debrief Recommendation for Saturday session – August 30 (in concert with mentor / forward to Dr. Raviotta)

2nd Debrief 3rd Obs. / Debrief

Recommendation for Saturday session – September 27 (in concert with mentor / forward to Dr. Raviotta) 4th Obs. / Debrief 5th Obs. / Debrief

Recommendation for Saturday session – October 25 (in concert with mentor / forward to Dr. Raviotta) 6th Obs. / Debrief 7th Obs. / Debrief

Recommendation for Saturday session – November 15 (in concert with mentor / forward to Dr. Raviotta) 8th Obs. / Debrief 9th Obs. / Debrief 10th Obs. / Debrief 11th Obs. / Debrief

Recommendation for Saturday session – January 31 (in concert with mentor / forward to Dr. Raviotta) 12th Obs. / Debrief 13th Obs. / Debrief

Recommendation for Saturday session – February 28 (in concert with mentor / forward to Dr. Raviotta)

14th Obs. / Debrief 15th Obs. / Debrief

Recommendation for Saturday session – March 28 (in concert with mentor / forward to Dr. Raviotta)

16th Obs. / Debrief 17th Obs. / Debrief 18th Obs. / Debrief

• If required observation


34

Final Recommendation for Additional Professional Development PL Teacher: School: Coach: Mentor: Date:


35

Monitoring Checklist for Mentor (Attachment 1)

PL Teacher: Coach: School:

Task Date Completed Notes Obs. / Debrief (8-25) Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief Obs. / Debrief


36

Faculty for Certification Program (Attachment 2) Note: The district, using SRCL funds, recently required each of its instructional coaches and ELA facilitators to complete certification as Reading Specialists. The coursework was just completed, and certification is pending for those individuals. Program Directors: Beverly Lawrason, Assistant Superintendent

• 41 years of experience as: o Assistant Superintendent o Supervisor of Instruction o Testing/Accountability Supervisor o Personnel Director o Curriculum Coordinator o Teacher

• M.Ed. + 30 hours • Certification as:

o Superintendent o Supervisor of Instruction o Program Evaluator o Principal o Counselor o English, Social Studies

Dr. Charles Raviotta, Supervisor of Professional Development

• 40 years of experience as: o Supervisor of Instruction o Principal o Teacher

• Ed.D. in Curriculum and Instruction • Certification as:

o Superintendent o Supervisor of Instruction o Supervisor of Student Teaching o Principal o Science (General, Biology, Chemistry)


37

Lesson Design Module Lee Anne Harlton, Supervisor of Instruction



o Supervisor of Instruction o Principal o Elementary Teacher

Assisted by: Monica Knauer (23 years), M.Ed.

• Middle School Instructional Coach • Certified as:

o Education Leader, Level 1 o Elementary Teacher, 1-8 o Reading Specialist (Pending)

Alex La Pres (5 years), M.Ed.

• High School Instructional Coach • Certified as:

o English o Education Leader, Level 1 (Pending) o Reading Specialist (Pending)


38

Assessment Module Mary Lumetta, Supervisor of Instruction, Accountability

• 25 years of experience as: o Supervisor of Instruction (High/Middle Schools) o Testing/Accountability Supervisor o Curriculum Coordinator o Teacher


o Supervisor of Instruction o Principal o Mathematics, English

Assisted by: Brenda Montalbano (27 years), M.Ed.

• Elementary Math Curriculum Facilitator • Certification as:

o Elementary Teacher Margaux Dubuar (5 years), M.Ed. (completing July 2014)

• High School Instructional Coach • Certification as:

o Educational Leader, Level 1 (completing 7-14) o Reading Specialist (pending) o Mathematics teacher


39

Classroom Management Module Jackie Porter, Special Education Coordinator

• 36 years of experience as: o Special Education Coordinator o PBIS Coordinator o Social Worker

• MSW, M.Ed • Certification as:

o School Social Worker o Teacher

Assisted by: Tommie Powell (44 years) M.Ed. + 30 hours

• Supervisor of Child Welfare and Attendance • Certification as:

o Supervisor of Instruction o Supervisor of Student Teaching o Principal o Counselor o Teacher

Alison Gros (13 years), M.Ed.

• Intervention Specialist • Certification as:

o M/M Elementary, Secondary o Educational Leader, Level 1 (work recently completed) o Reading Specialist (pending)


40

Diverse Learners Module Dr. Charles Raviotta, Supervisor of Professional Development


• Ed.D. in Curriculum and Instruction • Certification as:

o Superintendent o Supervisor of Instruction o Supervisor of Student Teaching o Principal o Science (General, Biology, Chemistry)

Assisted by: Kristi Welhelmus, (17 years), M.Ed.

• Elementary Instructional Coach • Certification as:

o Education Leader, Level 1 o Elementary Teacher o Reading Specialist (pending)

Carla Carollo (13 years), M.Ed.

• Elementary Principal • Certification as:

o Principal o Elementary Teacher

Montrelle Sinegar (29 years), Ph.D.

• Middle School Principal • Certification as:

o Principal o Counselor o Elementary Grades, 1-8


41

Reading Module Lee Anne Harlton, Supervisor of Instruction



o Supervisor of Instruction o Principal o Elementary Teacher

Assisted by: Heather Morel (11 years), M.Ed.


o Elementary Teacher o Education Leader, Level 1 (work recently completed) o Reading Specialist (pending)

Angelle Lailhengue (11 years), M.Ed.


o Elementary Teacher o Reading Specialist o Education Leader, Level 1 (work recently completed)

Aislinn Cunningham (4 years), M.Ed. (completing July 2014)

• Middle School ELA Curriculum Facilitator • Certification as:

o Education Leader, Level 1 (completing July 2014) o English o Reading Specialist (Pending)

Alex La Pres (5 years), M.Ed.

• High School Instructional Coach • Certified as:

o English o Education Leader, Level 1 (work recently completed) o Reading Specialist (Pending)


42

Special Education Modules Cheramie Kerth, Supervisor of Special Education

• 25 years of experience as: o Supervisor of Special Education o Coordinator of Special Education o Special Education Teacher

• M.Ed. • Certification as:

o Supervisor of Special Education o Principal o M/M Elementary, Secondary

Assisted by: Jackie Porter (36 years), Special Education Coordinator

• Certification as: o School Social Worker o Teacher

Alison Gros (13 years), M.Ed.

• Intervention Specialist • Certification as:

o M/M Elementary, Secondary o Educational Leader, Level 1 (work recently completed) o Reading Specialist (pending)

Patricia Liuzza (37 years), M.Ed.

• Instructional Coach • Certification as:

o Learning Disabled o Supervisor of Student Teaching o Principal o M/M Elementary, Secondary o Reading Specialist


43

Child/Adolescent Psychology Beverly Lawrason, Assistant Superintendent

• 41 years of experience as: o Assistant Superintendent o Supervisor of Instruction o Testing/Accountability Supervisor o Personnel Director o Curriculum Coordinator o Teacher


o Superintendent o Supervisor of Instruction o Program Evaluator o Principal o Counselor o English, Social Studies

Assisted by: Dr. Rick Costa, M.D., LSU Health Sciences Center, Department of Psychiatry

• Professor of Clinical Psychiatry • Clinical Psychiatrist on loan to St. Bernard Schools

Letter of Commitment Attached

Dr. Joy Osofsky, Ph.D., LSU Health Sciences Center, Department of Psychiatry • Child and Adolescent Psychologist • Professor of Child, Adolescent Psychologist

Letter of Commitment Attached


44


45

COVER PAGE - BoardDocs

Documents

Transcript of COVER PAGE - BoardDocs