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State staff and superintendents press over third‑grade retention law implementation, alternate assessment and coherence concerns raised
Summary
Council discussion turned to implementation of Louisiana’s third‑grade retention and promotion law: department staff reiterated good‑cause exemptions, testing windows and intervention expectations while superintendents raised concerns about the DIBELS screener, an alternate assessment and alignment with LEAP.
The council received an update on the third‑grade retention and promotion policy and heard extended superintendent concerns about alignment between the DIBELS screener used for promotion decisions and other statewide assessments.
Doctor Chasson (LDOE) reviewed implementation details and urged districts to confirm school leaders understand the policy’s list of good‑cause exemptions, which include English learners in the U.S. less than two years, students with dyslexia diagnoses, students with Individualized Education Programs (IEPs) where the screener is inappropriate, students with two years of documented extensive intervention, and students who scored LEAP mastery. Chasson reminded districts there are three test windows—midyear, end of year, and a summer administration—so students will have three opportunities to progress under the law.
Several superintendents said their principals and teachers face coherence challenges. One superintendent raised that DIBELS measures oral reading fluency and “takes no consideration at all into comprehension,” and argued that some students may read quickly but not demonstrate comprehension; that superintendent asked the department to consider alternate measures that include comprehension. Department staff replied that the department considers DIBELS a risk‑screening battery; students who are in the “well below” category are identified as high risk for future reading difficulties and that if a student demonstrates mastery on LEAP the student will advance to fourth grade.
Superintendents also described practical challenges: a district reported 59 third‑grade students who were “well below” at midyear despite classroom grades of A–C and high‑quality instruction; that district asked how to balance instructional coherence while preparing students for both DIBELS screeners and the LEAP. Department staff recommended intensive progress monitoring, using remaining funds for targeted tutoring and planning summer learning opportunities for students in the well‑below category.
The council discussed data requests and possible study of discordant outcomes (students scoring well‑below on screeners who later score mastery on LEAP). Department staff said they do not have that analysis immediately available in the meeting but will follow up. The department also noted it will work with school systems on scheduling, progress monitoring, and supplemental interventions, and encouraged districts to avoid eroding core instruction time while targeting supports.
Ending School leaders asked the department to clarify alternate assessment approvals and to provide data about how many students previously identified well‑below later met mastery; the department committed to follow up and provide supports, materials and planning guidance for summer and end‑of‑year intervention.
