Acadia Parish adopts 2024–25 pupil progression plan with state-required high-dosage tutoring and third-grade retention rules

The Acadia Parish School Board approved the 2024–25 Pupil Progression Plan after a presentation from Superintendent Carroll, who said the Louisiana Department of Education redesigned the district template and required several changes. The plan removes former promotion language for grade 4, adds a third-grade retention provision linked to literacy screeners and expands academic support plans to cover students in kindergarten through fifth grade with literacy or math deficits.

Carroll described the new high-dosage tutoring requirement for students who do not meet benchmark levels: tutoring must be offered for at least 10 weeks, with a minimum of three 30‑minute sessions per cycle, in groups no larger than four, and must occur during the school day. Schools must report to parents and hold meetings; parents are required to be notified and to meet with school staff about the intervention plan. Carroll said placement in a highly effective teacher's classroom may satisfy the first intervention step and remove the immediate requirement for high-dosage tutoring.

Board members raised concerns about scheduling and staffing. Mr. Seymour questioned when tutoring would occur; several board members and speakers noted teachers are already using planning or enrichment time and sometimes work before or after school to provide interventions. Carroll said some schools have built response‑to‑intervention or enrichment time into schedules, and tutoring can be delivered by classroom teachers, paraprofessionals, outside tutors, or vendors approved by the state.

Board members also asked about funding. Carroll said the district received a one‑time allocation tied to the law and that officials have not been advised whether unused funds will roll over; she said the district will ‘‘strategically map out’’ fund allocations once student lists and staffing needs are finalized. Members expressed concern about the plan's impact on honors programs and the limited state explanation for the shift to a 10‑point grading scale.

Carroll reviewed state-allowed exemptions to third-grade retention, noting several 'good cause' exemptions (including limited English proficiency and documented disabilities) and that certain exempted conditions require documentation or external diagnoses. She emphasized that the district cannot diagnose dyslexia internally and that diagnoses must come from an outside educational professional or doctor.

The board approved the plan by voice vote and will wait for schools to notify parents and report individualized plans, per the requirements included in the adopted policy.