Providence Classical Academy, Inc. et al v. Cade Brumley et al

UNITED STATES DISTRICT COURT WESTERN DISTRICT OF LOUISIANA SHREVEPORT DIVISION PROVIDENCE CLASSICAL ACADEMY CASE NO. 5:25-CV-01574 INC ET AL VERSUS JUDGE TERRY A. DOUGHTY CADE BRUMLEY ET AL MAG. JUDGE KAYLA D. MCCLUSKY MEMORANDUM RULING Before the Court is a Motion to Dismiss [Doc. No. 21] filed by Defendants, Cade Brumley, Paul Hollis, Dr. Sharon Clark, Sandy Holloway, Stacey Melerine, Lance Harris, Ronnie Morris, Kevin Berken, Preston Castille, Conrad Appel, Dr. Judy Armstrong, and Simone Champagne (collectively, “Defendants”).1 Plaintiffs, Providence Classical Academy, Inc.; Baton Rouge Christian Education Foundation, Inc., doing business as Dunham School; Joshua Cox; and Claire Cox2 (collectively, “Plaintiffs”), oppose the Motion [Doc. No. 25]. Defendants filed a reply [Doc. No. 26].

After carefully considering the parties’ filings and applicable law, Defendants’ Motion is GRANTED.

I. Background This suit stems from a recently enacted Louisiana law known as Act 409. See 2025 La. Acts 409. The state legislature passed Act 409 after a three-year-old named Charlie was sexually abused by a classmate in a prekindergarten program.3 Under

The legislature promptly drafted and unanimously passed Act 409 to address the above-described problem. See 2025 La. Acts 409. Act 409 made numerous changes. First, it expands the definition of “early learning centers” to include “any child day care center, Early Head Start Center, Head Start Center, or nonpublic prekindergarten program.” LA. STAT. ANN. § 17:407.33 (2025). Second, Act 409 requires “all early learning centers and prekindergarten programs” to meet a plethora of “minimum standards to ensure the safety and welfare of children” (“Universal Requirements”). See id. § 17:407.41(A). Third, Act 409 mandates “[a]ll nonpublic prekindergarten programs shall be licensed as an early learning center” as provided by Louisiana law (“Licensure Requirement”). Id. § 17:24.8(B)(2). Notably, however, it exempts “grades kindergarten and above, prekindergarten programs attached to a public day school, Louisiana Montessori accredited or provisionally accredited approved schools, camps, registered family child day care homes, and care given without charge” from the Licensure Requirement. Id. § 17:407.35(A).

The legislature vested the BESE with authority to issue regulations that implement the Licensure Requirement. See id. § 17:407.40(A). The BESE, accordingly, issued a non-comprehensive list of reasons for denying a license request.

See LA. ADMIN. CODE tit. 28, pt CLXI, § 1301 (2025).

Plaintiffs, who are parochial schools and parents of children attending parochial schools,5 allege that Act 409’s Licensure Requirement violates their rights to free exercise of religion and equal protection of the law under the federal and Louisiana constitutions.6 They also seek a declaratory judgment to the same effect.7 Defendants counter that Plaintiff’s substantive claims cannot proceed under clearly- established law; and, consequently, Plaintiffs’ declaratory claim also fails.8 The parties briefed all relevant issues, and the matter is ripe.

II. Standard of Review The Federal Rules of Civil Procedure sanction dismissal where the plaintiff fails “to state a claim upon which relief can be granted.” FED. R. CIV. P. 12(b)(6). A pleading states a claim for relief, inter alia, when it contains a “short and plain statement” that shows “that the pleader is entitled to relief” they seek. Id. 8(a)(2).

To withstand a motion to dismiss, “a complaint must contain sufficient factual matter, accepted as true, to ‘state a claim to relief that is plausible on its face.’”

Ashcroft v. Iqbal, 556 U.S. 662, 678 (2009) (quoting Bell Atl. Corp. v. Twombly, 550 U.S. 544, 556 (2007)). A claim is facially plausible when it contains sufficient factual

Although courts must accept as true all factual allegations in the complaint, the same presumption does not extend to legal conclusions. Iqbal, 556 U.S. at 663. A pleading comprised of “labels and conclusions” or “a formulaic recitation of the elements of a cause of action” does not satisfy Rule 8. Id. “[P]laintiffs must allege facts that support the elements of the cause of action in order to make out a valid claim.” City of Clinton, Ark. v. Pilgrim’s Pride Corp., 632 F.3d 148 (5th Cir. 2010). “Courts must focus on the substance of the relief sought and the allegations pleaded, not on the label used.”

Gearlds v. Entergy Servs., Inc., 709 F.3d 448, 452 (5th Cir. 2013) (citations omitted).

“The notice pleading requirements of Rule 8 and case law do not require an inordinate amount of detail or precision.” Gilbert v. Outback Steakhouse of Florida Inc., 295 F. App’x. 710, 713 (5th Cir. 2008) (citation modified). A “complaint need not pin plaintiff’s claim for relief to a precise legal theory. Rule 8 generally requires only a plausible short and plain statement of the plaintiff’s claim, not an exposition of his legal argument.” Skinner v. Switzer, 562 U.S. 521, 530 (2011) (citation modified).

“Specific facts are not necessary; the statement need only ‘give the defendant fair notice of what the … claim is and the grounds upon which it rests.’” Erickson v. Pardus, 551 U.S. 89, 93 (2007) (quoting Twombly, 550 U.S. at 555).

Assessing whether a complaint states a plausible claim for relief is a “context- specific task that requires the reviewing court to draw on its judicial experience and common sense.” Iqbal, 556 U.S. at 663. A well-pleaded complaint may proceed even if it strikes the court that actual proof of the asserted facts is improbable, and that recovery is unlikely. Twombly, 550 U.S. at 556. Nevertheless, a court is compelled to dismiss an otherwise well-pleaded claim if it is premised upon a “meritless legal theory.” Neitzke v. Williams, 490 U.S. 319, 327 (1989).

III. Analysis Adjudicating the constitutionality of a law passed by the people’s elected representatives is “the gravest and most delicate duty that this Court is called on to perform.” Northwest Austin Municipal Util. Dist. No. One v. Holder, 557 U.S. 193, 204–05 (2009) (quoting Blodgett v. Holden, 275 U. S. 142, 147–148 (1927) (Holmes, J., concurring)). The Court “will not shrink from [that] duty,” but starts with the presumption that a law is constitutional until proven otherwise. Id. (citation omitted).

A. Federal Free Exercise Claims “The Free Exercise Clause of the First Amendment, applicable to the States under the Fourteenth Amendment, provides that ‘Congress shall make no law … prohibiting the free exercise’ of religion.” Fulton v. City of Philadelphia, 593 U.S. 522, 532 (2021). A “neutral and generally applicable law typically does not violate the Free Exercise Clause—no matter how severely that law burdens religious exercise.” Id. at 543 (Barrett, J., concurring). Laws are “not neutral and generally applicable and, therefore, trigger strict scrutiny under the Free Exercise Clause, whenever they treat any comparable secular activity more favorably than religious exercise.” Tandon v. Newsom, 593 U.S. 61, 62 (2021) (citing Roman Catholic Diocese of Brooklyn v. Cuomo, 592 U. S. 14, 18–19 (2020)) (citation modified). “[W]hether two activities are comparable for purposes of the Free Exercise Clause must be judged against the asserted government interest that justifies the regulation at issue.” Id. If a law is found to be not neutral and generally applicable, “the government has the burden to establish that the challenged law satisfies strict scrutiny.” Id. at 63. “[S]trict scrutiny requires the State to further ‘interests of the highest order’ by means ‘narrowly tailored in pursuit of those interests.’” Id. at 64–65 (quoting Church of Lukumi Babalu Aye, Inc. v. Hialeah, 508 U.S. 520, 546 (1993)).

The Court’s inquiry must, therefore, begin by deciding the proper comparator for the Plaintiff schools. Defendants assert the proper comparator is the other private schools that are not exempt from the Licensure Requirement.9 Plaintiffs counter that the proper comparators are public and Montessori schools.10 The Court finds it unnecessary to decide this question here. “The Court will not ‘formulate a rule of constitutional law broader than is required by the precise facts to which it is to be applied.’” Ashwander v. Tennessee Valley Auth., 297 U.S. 288, 347 (1936) (Brandeis, J., concurring) (citation omitted); see also PDK Labs., Inc. v. United States DEA, 362 F.3d 786, 799 (D.C. Cir. 2004) (Roberts, J., concurring in part and concurring in judgment) (“[I]f it is not necessary to decide more, it is necessary not to decide more.”).

As illustrated below, Act 409 does not treat any of the likely comparable secular activities, referenced by the parties, more favorably than religious schools.

Start with secular private schools. If a secular private school offers prekindergarten programs, it is subject to the Licensure Requirement. See LA. STAT. ANN. §§ 17:24.8(B)(2), 17:407.35(A) (2025). Then, these secular private schools also face the same regulations imposed by the BESE. In that instance, the state is not treating secular private schools with a prekindergarten program “more favorably than religious” private schools with the same programs. Tandon, 593 U.S. at 62.

Now consider Montessori-accredited schools. True, they are exempt from the Licensure Requirement. LA. STAT. ANN. § 17:407.35(A) (2025). But that does not mean they receive more favorable treatment. Rather, the legislature has delegated certification of Montessori schools to the Louisiana Montessori Association (“LMA”).

Id. § 17:3401(A). The BESE then accredits those schools certified by the LMA. Id. The legislature has also laid out a rigorous list of requirements for schools to receive a Montessori certification. These include, inter alia, (1) non-discriminatory admissions policies, (2) physical space requirements per child, (3) types and color of indoor and outdoor furniture and fixtures, (4) curriculum and experiential requirements, and (5) testing parameters. See id. § 17:3402. The legislature also classifies the various types of teachers and requires different certifications for each class. Id. § 17:3403.

Additionally, the LMA inspects Montessori school applicants. See Application Process, Louisiana Montessori Association (last visited February 16, 2026).11 The LMA inspection uses several multi-page checklists, and the applicant Montessori school must meet all the parameters provided therein.12 https://www.louisianamontessoriassociation.org/application-process See Appendix.

Taking notice of this public information, the Court concludes that, given the legislature’s equally strict regime for Montessori accreditation, the state is not treating Montessori schools “more favorably than religious” private schools with similar prekindergarten programs. Tandon, 593 U.S. at 62.

Finally, the Court turns to public schools with prekindergarten programs.

They too, like Montessori schools with prekindergarten programs, are exempt from the Licensure Requirement. LA. STAT. ANN. § 17:407.35(A) (2025). But again, that is just one side of the coin. Regulation of public schools is anything but bare bones.

Louisiana’s law books dedicate almost 200 provisions to regulation of public schools.

See id. §§ 17:151–350.21. Public prekindergarten schools do not need to be licensed by the state because they are created by local school boards. See id. § 17:24.8(A)(1).

But as creations of local school boards, they are subject to the regulations imposed by local school boards. They also face the same “child safety and welfare minimum standards,” i.e., Universal Requirements, that private and Montessori schools face.

Id. (A)(2). Thus, although they are exempt from the Licensure Requirement, public prekindergarten schools are still dually regulated at the state and local levels. In this context, the state’s treatment of public prekindergarten schools cannot be held “more favorabl[e] than [that of] religious” prekindergarten schools. Tandon, 593 U.S. at 62.

Thus, assuming—as the Court must—that all the factual allegations in Plaintiffs’ complaint are true, Iqbal, 556 U.S. at 663, Plaintiffs’ first claim still relies on a “meritless legal theory” as Act 409 does not treat any comparable secular school more favorably. Neitzke, 490 U.S. at 327. So, the Court is compelled to dismiss it. Id. B. Federal Equal Protection Claim The Equal Protection Clause of the Fourteenth Amendment prohibits states from denying “any person within its jurisdiction the equal protection of the laws.”

U.S. CONST. amend. XIV, § 1. But this command must “coexist with the practical necessity that most legislation classifies for one purpose or another, with resulting disadvantage to various groups or persons.” United States v. Skrmetti, 605 U.S. 495, (2025) (quoting Romer v. Evans, 517 U.S. 620, 631 (1996)). To account for this reality, the Supreme Court holds that “if a law neither burdens a fundamental right nor targets a suspect class, [they] will uphold the legislative classification so long as it bears a rational relation to some legitimate end,” i.e., rational basis review. Id. at 510. Conversely, laws that classify based on suspect classifications, such as religion, “trigger strict scrutiny and will pass constitutional muster only if they are suitably tailored to serve a compelling state interest.” Id. (citation modified).

1. Act 409 does not Trigger Heightened Scrutiny The Court must first decide whether Act 409 is subject to heightened scrutiny under the Equal Protection Clause. The Court concludes it does not.

Plaintiffs’ complaint alleges that because the Licensure Requirement applies to “religious and other private schools serving prekindergarten students” but exempts “public schools offering prekindergarten programs and Montessori schools accredited under Louisiana Montessori standards,” the Licensure Requirement classifies based on religion.13 They argue, therefore, that strict scrutiny applies.14 Not so.

On its face, the Licensure Requirement applies to “nonpublic prekindergarten programs.” LA. STAT. ANN. § 17:24.8(B)(2) (2025). Thus, it is the public-private designation that triggers the Licensure Requirement. And, as Plaintiffs’ own complaint notes, the law applies to “religious and other private schools [with] prekindergarten students.”15 As such, the Licensure Requirement does not, by itself, classify based on religion.

As for the exemptions provided to certain non-public prekindergarten programs, Act 409 permits these for “Louisiana Montessori accredited or provisionally accredited approved schools, camps, registered family child day care homes, and care given without charge.” Id. § 17:407.35(A). Again, the classifications are based on educational accreditation (Montessori), non-school-related activities (camps and family care), or economic status (free-of-charge programs). As such, these too do not classify—and, therefore, do not provide exemption from the Licensure Requirement—based on religion. The Court’s finding is again bolstered by Plaintiffs’ complaint, which alleges “Act 409 imposes discriminatory burdens only on religious schools and other private institutions.”16 Therefore, the challenged provisions of Act 409 do not “target[] a suspect class.”

Skrmetti, 605 U.S. at 510. Consequently, the Court may uphold Act 409 “so long as it bears a rational relation to some legitimate end.” Id.

2. Act 409 Satisfies Rational-Basis Review Defendants argue Act 409 satisfies rational-basis review since the law was enacted “to protect the health, safety, and well-being of the children of the state in preschool and prekindergarten programs.”17 The Court agrees.

Laws “enacted to protect the public health, the public morals, or the public safety” are within the state’s historic police power. Jacobson v. Massachusetts, 197 U.S. 11, 31 (1905). As such, laws that regulate health, morals, or safety are presumed to serve a “legitimate end.” See id.; Skrmetti, 605 U.S. at 510.

Here, it is clear from its face that the legislature enacted Act 409 out of concern for child health, safety, and welfare. All the provisions in Act 409 relate to child safety in places of learning. See generally 2025 La. Acts 409. This is bolstered by Act 409’s short name: “Charlie’s Law.” LA. CIV. CODE ANN. art. 2315.13 editor’s notes.

Textualist interpretation “situates text in context,” which is “not found exclusively within the four corners of a statute.” Biden v. Nebraska, 600 U.S. 477, 512 (2023) (Barrett, J., concurring) (citation modified). Since Act 409’s short name is “Charlie’s Law” and given the timing of its enactment—right after the incident faced by Charlie, the three-year-old—the contextual cues bolster the Court’s conclusion that Act 409 was enacted to protect children’s health and safety.18 And, as stated above, that is a legitimate end. Therefore, the Court concludes the legislature enacted Act 409 to serve a “legitimate end.” Skrmetti, 605 U.S. at 510.

Act 409 must also be “rational[ly] relat[ed] to [the above-described] legitimate end” to pass constitutional muster. In other words, if there are “plausible reasons for the relevant government action,” it may be upheld. Id. at 522. (citation modified).

As Defendants highlight, Act 409 furthers its purpose through its strict requirements, which, thereby, “close[] prior gaps in regulation that directly led to serious harm to prekindergarten children in this State.”19 The Licensure Requirement and its associated regulations bear a sufficient relationship to prevent or reduce occurrences of events like that which happened to Charlie. The myriad of requirements baked into the Licensure Requirement include hiring screening practices, child supervision practices, and incident reporting practices. See LA. STAT. ANN. § 17:407.41 (2025); LA. ADMIN. CODE tit. 28, pt CLXI, § 1301 (2025). It is quite “plausible” that these provisions will ensure child health, safety, and welfare in a school. Skrmetti, 605 U.S. at 522. Therefore, Act 409 is rationally related to furthering its legitimate ends. See id. at 510. Consequently, Act 409 does not violate the Fourteenth Amendment’s Equal Protection Clause. So, this claim cannot go forward.

C. Declaratory Judgment Claim Plaintiffs’ declaratory judgment claim asks the Court to declare that “Act 409 is unconstitutional as applied to them and similarly situated religious schools and parents,” and to prevent Defendants from enforcing Act 409’s requirements.20 This claim, however, draws on the two federal claims that the Court dismissed and the

D. State Constitutional Claims Federal courts have limited subject-matter jurisdiction and only possess those powers authorized by the Constitution and federal statutes. See Kokkonen v. Guardian Life Ins. Co. of Am., 511 U.S. 375, 377 (1994). Federal jurisdiction is limited to two classes: (a) cases involving federal questions or (b) cases involving parties from different states (diversity). See U.S. CONST. art. III, § 2, cl. 1.

Federal district courts are also authorized to exercise “supplemental jurisdiction over all other claims that are so related to claims in the action within such original jurisdiction that they form part of the same case or controversy under Article III of the United States Constitution.” 28 U.S.C. § 1367(a). But a district court “may decline to exercise supplemental jurisdiction over a claim,” inter alia, when it “has dismissed all claims over which it has original jurisdiction.” Id. (c)(3).

Plaintiffs’ complaint includes two claims arising under the Louisiana Constitution’s Religious Freedom and Equal Protection Clauses.22 Since the Court determined Plaintiff’s federal claims cannot go forward,23 i.e., “claims over which it has original jurisdiction,” the Court “decline[s] to exercise supplemental jurisdiction over” Plaintiffs’ state law claims. Id.

To sum, the Court concludes Plaintiffs’ first, second, and fifth claims cannot go forward as they are premised on a “meritless legal theory.” Neitzke, 490 U.S. at 327.

And, therefore, the Court declines to extend jurisdiction over Plaintiffs’ state law- based, third and fourth claims, pursuant to the supplemental jurisdiction statute. See 28 U.S.C. § 1867(c)(8).

IV. Conclusion For the above-stated reasons, IT IS ORDERED, ADJUDGED, AND DECREED that Defendants’ Motion to Dismiss [Doc. No. 21] is GRANTED. The first, second, and fifth claims in Plaintiffs’ Complaint [Doc. No. 1] are DISMISSED WITH PREJUDICE. The Court does so because it concludes amendment of Plaintiffs’ complaint would be futile as additional facts could not circumvent the present result—failure to state a claim upon which relief could be granted—which is mandated as a matter of law. See Stripling v. Jordan Prod. Co., 234 F.3d 863, 873 (5th Cir. 2000). Plaintiffs’ remaining third and fourth claims are DISMISSED WITHOUT PREJUDICE to the extent Plaintiffs choose to re-file those claims in state court.

MONROE, LOUISIANA, this 18th day of February 2026.

TERRY A. DOUG U STATES DISTRICT J □ Page 14 of 14 APPENDIX LOUISIANA MONTESSORI ASSOCIATION Administrative Checklist GENERAL INFORMATION School mission statement [| Harassment / Bullying policy Goals & objectives / Plan of implementation Bulletin 741, Chapter 1, §119.

Current school year calendar [| Emergency Plan Daily schedules for each level Bulletin 741, Chapter 1, §121.

EMPLOYEE DOCUMENTATION Teacher Files Fingerprints / Background check Copy of college diploma(s) Transcripts (if applicable) Copy of Montessori certificate Copy of Louisiana Ancillary Teaching Certificate Assistant Files Fingerprints / Background check Copy of college diploma(s) Transcripts (if applicable) Other Staff Files (Administration, Maintenance, Extracurricular} Fingerprints / Background check [| Copy of Master's for Head of School Copy of college diploma(s) Transcripts (if applicable) STUDENT DOCUMENTATION Up-to-date permanent records for each student must include: Registration, enrollment date Attendance records Academic progress Immunization records Copy of Social Security card Copy of Birth Certificate For Secondary || students, a Cumulative folder with: LDE Individual graduation plan TOPS Eligibility / ACT score COMPLIANCE DOCUMENTATION Annual Fire Inspection Annual Health Inspection LMA Annual School Report LMA Recommendation Letter with Seal Brumfield vs. Dodd Annual Report LDE Electronic Report Proof of BESE Approval Na LOUISIANA MONTESSORI ASSOCIATION Required Materials Checklist Primary Programs (ages 3-6) *Refers to optional materials for 3- 6 class PRACTICAL LIFE Dry pouring exercises Dressing Frames Wet pouring exercises Large Button Spooning Exercises Small Button Buckles Washing Exercises Snaps Hand Hooks and Eyes Dish Zipper Table Bows Object Lacing Laces and Hooks Polishing Exercises Mirror-Glass [_]Food Preparation Metal Shoe [ exercises for care of plants & animals Wood Art Folding Exercises Cutting exercises Folding Cloths Drawing Dusting Cloths Pasting Collage Sweeping Exercises Clay Floor Painting Crumbing Easel Printing _|closea line for walking Color Mixing SENSORIAL Knobbed Cylinders (4) *Thermic Bottles Knobless Cylinders (4) Thermic Tablets Pink Tower Baric Tablets Broad Stair Red Rods Sorting Exercises Geometric Cabinet/Cards Color Geometric Solids/Bases Size Constructive Triangles Shape Binomial Cube Texture Trinomial Cube Random Color Box 1, 2, 3 Mystery Bag Touch Boards Materials for promotion of sensorial Touch Tablets Extension Fabrics Additional patterning lessons, stringing, Sound Cylinders peg board, Parquet tiles, etc. *Bells [_]Five sets of the short bead stair Smelling Bottles EnrichmEnevnirto onfm Veocnat bCualradrsy PhonoCgarardms Folders or Sets with: Matching Pictures and Words Sorting Isolated Word Booklets Lesson Involving: Word Lists Concepts Reading Booklets with isolated phonograms Association Classification Reading Classification Sequence Labels for Classroom Opposites Puzzle Words Spatial Relations Phonetic Books (Educator Pub Services, Figure Ground Lippincott or Modern Curriculum Press) Nomenclature Cards (Three part) Writing Sight words Metal Insets Sandpaper Letters Word Study Chalkboards Singular/Plural Paper/Pencils Gender Compound words Reading I Spy Game for introduction to beginning sounds Grammar Sandpaper Letters – Upper and Lower Case Farm Beginning Sound Nouns Object/Picture Boxes Article Moveable Alphabet Adjective Phonetic Object/Picture Boxes Verb Phonetic Reading Lists Adverb Blends Object/Picture Cards Preposition Phonetic Phrase Booklets Conjunction Phonetic Sentence Booklets *Adj./Noun Game Verb Commands Phonogram Exercises *Adv./Verb Game Object/Picture Boxes *Preposition Game Books Record, Tape, or CD Player MATHEMATICS Pre-math exercises designed for Facts the development of the concept Short Bead Stair of 1:1 correspondence Addition Strip Board Addition Control Chart Operations Subtraction Strip Board Complete Golden Bead Materials Subtraction Control Chart Large and Small Number Cards 55 Bead Bars for Multiplication *Stamp Game Multiplication Control Chart *Short Bead Frame *Multiplication Board *Division Board *Division Control Chart Factoring Board NumerNautimonber Rods/Cards FractioFnrasction Plates Sandpaper Numerals Fraction Labels Spindle Boxes *Money Cards and Counters Memory Game Measurement Teen Board and Beads *Linear Ten Board and Beads *Weight Bead Cabinet – Squaring Chains and Squares Board HISTORY / TIME Clock Material Calendar Days of the Week Seasons of the Year Months of the Year Personal Timeline GEOGRAPHY Solar System Model or Material Cultural Study Land and Water Globe Continent Folders Air, Land, and Water Continent Cards and Booklets Land and Water Forms Land and Water Form Cards and Booklets Puzzle Maps Continent Globe World North America Flags U.S.A.

U.S. South America Canada Europe Mexico Asia *Rest optional Africa Australia LIFE SCIENCE Classification Zoology Living/Non-living lessons Vertebrate/Invertebrate Plant/Animal Lessons Classification of Vertebrates Carnivorous, Herbivorous, Omnivorous Animals Botany External Parts of the Fish Botany Cabinet and Cards Fish Nomenclature Cards and Booklets Parts of Plant External Parts of the Amphibian Plant Nomenclature Cards and Booklets Amphibian Nomenclature Cards and Booklets Parts of Flower External Parts of the Reptile Flower Nomenclature Cards and Booklets Reptile Nomenclature Cards and Booklets Parts of Leaf External Parts of the Bird Leaf Nomenclature Cards and Booklets Bird Nomenclature Cards and Booklets Life Cycle of Plants External Parts of the Mammal Mammal Nomenclature Cards and Booklets External Parts of the Human Body Metamorphosis and Life Cycles of Animals SMinakg naentdic F alonadt Nonmagnetic Variety of Experiment Opportunities CONSTRUCTION MATERIALS Blocks Variety of additional creative building materials oa LOUISIANA MONTESSORI ASSOCIATION Required Materials Checklist es’ Elementary | Programs (ages 6-9) LANGUAGE Materials for Study of History of Language Materials for the Intensive Study of the Verb Materials for the Study of Phonograms Materials of alphabetization (Double Movable Alphabet, Picture/Word Dictionaries Cards, Word Lists, Sentence and Story Booklets) Variety of Good Quality Reading [_|Materials for Word Study (singular/plural, masc./fem., compound words, prefix, suffix, Materials for Different Development Levels syn., ant., homophones, contractions) Availability of Classic Literature [_|Materials for the Study of Grammar (miniature Materials for Enhancing Spelling Skills and environment, intro. games for all parts of speech) Syllabification Grammar Boxes for Study — All Parts of Speech Materials for Interpretive Reading Materials for the Function of each Part of Speech Materials for Composition and Writing Command Cards for the Parts of Speech Materials for Punctuation and Capitalization Materials for Symbolic Grammar Materials for Study of Sentence Analysis (material prior to diagramming of sentences) MATH Materials for Study of History of Math Checkerboard and labels Golden Bead Material for linking exercises Elementary Bank Game Numeral Cards for Place Value and Numeration Rev. Multiples Tables The Stamp Game Peg Boards and pegs for Work with Factors, Short Bead Frames Multiples, and Divisibility Large Bead Frames Multiplication Board Golden Bead Frame Division Board Bead Bars Test Tube Material Decanomial Box of Bead Bars Fraction Plates (set of circular, set of division Numerical Decanomial Material of the triangle, two sets for the division Materials for Memorization of Math Facts of the square) and labels Control Charts (All 4 operations) Materials for Equivalency of Fractions Finger Charts (All 4 operations) Materials for Operations of Fractions Snake Game Materials for the Study of Number Lines Negative Snake Game Materials for the Study of Roman Numerals Squaring Chains and labels Materials for the Study of Money Cubing Chains and labels Materials for the study of Measurement Materials for the Expansion of the Decimal Materials for graphing System to Millions (Wooden Hierarchical Exercises for Word Problems Material and Numerals) Binomial and Trinomial Cubes Geometric Cabinet and labels Concentric Circle Material Set of Geometric Solids Material for Set Theory All sets of Constructive Triangles Yellow Material for Area Box of Sticks Booklets and packets for the Study of Plane Montessori Protractor Geometry – Classification and Definitions Regular Protractor of Geometrical Plane Figures and Their Parts Geometric Compass Geometry Command Cards Materials for Apothems HISTORY Materials for the measurement of time The Hand Chart (Division of the Day) First Timeline of Man History of the Calendar (Months of the Year and Second Timeline of Man Days of the Week) BC – AD Timeline Materials for the Division of the Year Materials for the Study of the Progress of Civilizat Materials for the Study of Personal Timelines Materials for Parallel Study of American History Materials for the Fundamental Needs of Man (Intro. To Explorers, Colonization, U.S. Presiden The Long Black Strip Reference Books / Journals Clock of Eras Booklets The Timeline of Life Charts and Models GEOGRAPHY Impressionistic Charts and materials for the experiments of the First Cosmic Tale Impressionistic Charts and Geography Experiment Cards for The Universe, The Solar System, and The Earth Materials for the study of the layers of the Earth, Stratification of Rocks, and Formation of Mountains Materials for the Classification of Rocks Impressionistic Charts and Experiments for Solar Energy of the Earth and Movements of the Earth Globes Land and Water Form Nomenclature and Definition Cards Solar System Nomenclature Cards and Charts Phases of the Moon Material Pin Maps Blank Continent and Country Maps Material for Flags of the World Material for the Study of U.S. geography Materials for Study of Economic Geography Atlas Charts of Physical Features Materials for the Interdependencies of Human Beings in Society SCIENCE Material for Study of Physical Science – (Electricity, Magnetism, Simple Machines, etc.) Materials for the Classification of the Five Kingdoms of Life (charts, booklets, etc.) Materials for nature studies of animals and plants Materials for the Study of Botany Botany Impressionistic Charts Botany Nomenclature Cards (plant, roots, stems, leaf, flower, fruit , seeds) Botany Experiments and Cards Leaf Cabinet and Extension Materials Materials for the Study of Zoology Invertebrate and Vertebrate Charts Parts of invertebrates Nomenclature Cards Vital Functions Charts and Cards Animal Riddles Material Introduction to the Human Body (Nomenclature Cards on external parts and skeletal system) FINE ARTS Materials for the exploration and exposure to visual arts and a variety of art mediums Materials for the study of art history Materials for the exploration and exposure to the performing arts Materials for the study of the history of performing arts Materials for the exploration and exposure to music, instruments, musical notation, and composers LOUISIANA MONTESSORI ASSOCIATION ‘(he Required Materials Checklist —ae/ Elementary Il Programs (ages 9-12) LANGUAGE materials for advanced word study (word families, Materials for intensive study of grammar homophones and homonyms, prefix and suffix, Quality Reading Comprehension Series (SRA ) word roots, derivation of names) Quality Reading Materials for Classic Literature, Poetry, Materials for the study of spelling rules and a Variety of Genres Materials for the study of vocabulary and diction Materials for Composition and Writing Logical Sentence Analysis Charts (clause analysis) Dictionaries Symbols for the Parts of Speech (Advanced Symbols) Thesaurus Compound Sentence Table Research Resource Materials Pronoun Charts Materials for the study of writing formatting Materials for the Intensive Study of the Verb (Charts (MLA, APA, etc.) for the conjugation of verbs, verb classification [materials for the technical aspects of writing boxes, charts for the forms of verbs) MATH Peg Board and Pegs in hierarchical colors Symbolic Square Material Table of Multiples Units division board Binomial and Trinomial Cubes Cubing Box Material Box of decimal quantities and decimal numeral cards Negative Snake Game Yellow Decimal Board Materials for the study of word problems Elementary Bank Game Materials for the study of number lines and The Candelabra and the Pinwheel coordinate systems The Circular Fraction Plates Materials for the use of money The centesimal circle (calibrated from 0 — 100) Materials for the computation of interest, rate, principal Decimal Skittles Materials for the study of distance, velocity and time Decimal Checkboard Material Materials for the study of measurement Box of Symbols and 55 Bead Bars Meter stick Decanomial Box Containers for measuring capacity Accessibility to bead chains and golden bead material Scale and metric weights The Power of Two Cube E-2 Fraction Cabinet (division of the square, Accessibility to the Hierarchical Material for the division of the triangle, Pythagorean Inset) Power Expansion of 10 GEOMETRY Box of Sticks Geometric Plate Cabinet complete Compass Constructive Triangles Rulers Yellow Area Material Measuring angle Tessellations Material Protractor Unit of Measure Prism of cubes box Concentric Circles Yellow wooden volume material Material for ornamental geometry Set of Geometric Solids Geometric Cabinet of Plane Fiqures Set of hollow prisms for the study of volume Timeline of Man Colonization Great Civilization Timeline New government Migrations Charts Western expansion Comprehension Story packets to accompany Saving the nations study of the timelines Inventions / Inventors Timeline of Life Presidents Timeline of Man II History Questions Charts/Packets History Experiment Cards Fundamental Needs Packets/Chart History of the state in which we live Reference Books and Journals GEOGRAPHY Geography Impressionistic Charts Comprehensive Packets (Atmosphere, Aeolic Action, Hydroshpere) Geography Experiment Cards Available Materials for Experiments Periodic Table of Elements Materials and Nomenclature for the Study of Geology Charts and Blank Maps for the in depth study of Land and Water Formations/Features on Earth Materials for Ecological Studies Materials for Economic Geography (Fundamental Needs Chart, The Great River Chart, Stamps or Symbols for Exportation and Importation, Control Maps and Blank Maps) Atlases Control and Blank Maps of the World, Individual Countries, and the United States Globes Plate Tectonic Materials BIOLOGY Impressionistic Charts for the Vital Functions of Plants Nomenclature Cards and Booklets for the Study of the Cell Botany Experiment Cards and Available Materials Material Packets and Charts for the Comparative Study for the experiments of Vital Functions of Animals Five Kingdoms Chart The Chinese Box Material for the Study of the Five Kingdoms The Tree of Life Kingdom Plantae Charts The Great River Chart and Materials Packets Kingdom Plantae Classification Cards Materials and Charts for the Study of Ecosystems Plant and Animal Cell Charts Reference Books RELATED SCIENCES Materials for the further study of chemistry Materials for the further study of physics FINE ARTS Materials for the study of music appreciation (history, composers, periods of music, styles of music) Materials for the study of basic musical performance and experience (notation, available instruments, vocal experiences, etc.) Materials for the physical and performing arts (movement/dance, yoga, group and individual sports experiences, etc.) Materials for appreciation of the visual arts (history, artists, periods of art, styles of art) Materials for experiences to create art and a variety of art medium (sketching/drawing, variety of painting techniques, assemblages, paper cutting, printing, mosaic, sculpture, etc.) Materials for experiences in making crafts (woodworking, metal work, jewelry, etc.) Music for listening (CD players, i-pods, stereo equipment, earphones, etc.) LOUISIANA MONTESSORI ASSOCIATION ‘(he Required Materials Checklist Secondary | Programs (ages 12-15) LANGUAGE Vocabulary Ten Elements of Writing Word Elements or Similar Vocabulary Workshop Writing complete sentences and topic sentence Vocabulary to complement other subject areas Cohesive paragraph construction Word Roots Personal essays Etymology Five-paragraph essays Synonyms Business writing (resume, cover letter, thank you note) Antonyms Note Taking Word Families Outlining Grammar Report writing Parts of Speech Activities Lab review/observations Diagramming Poetry Literature Computer writing Sets of Anthologies Keyboarding Discussion Groups Word Processing Activities for written response in form of short Power Point (or other media presentation program) answer, reflection, and formal essay Excel (or other data collecting program) [_|choices of six novels a school year [_|speech writing and public speaking MATH (Algebra and Geometry) Number theory Introduction to linear functions The distributive property The quadratic Elementary techniques of solving equations Exponential Solution of word problems Rational and square root functions Graphing techniques Use of the graphing calculator SCIENCE Science Laboratory and equipment for experiments Physical Science Analysis portfolios Earth Science Age-appropriate textbooks that complement Life Science the curriculum HISTORY American History [_|the rights and responsibilities of the citizen World History (of our country and the world) The role of the media in shaping events [Jcurrent events Changes that have occurred and continue around the role and structure of family Creative writing and speaking Interactive games Vocabulary Journals Reading activities EXPERIENTIAL LEARNING Entrepreneurship Environmental Activities Working within a business In House Communication Internship Team Building Community Service Immersion Programs Events Planning HEALTH AND PHYSICAL EDUCATION / MOVEMENT ARTS Opportunities for team sports education Relaxation techniques and stress management Opportunities for life time sports education Movement analysis Strength conditioning Creative Self-expression and positive self-image Increase endurance and flexibility through movement VISUAL ARTS Art processes Sculpture Elements of Design Collage Making Multi Media Printmaking Drawing Art Appreciation Painting History of Art MUSIC Use of rhythmic combinations Analysis of popular music Use of a variety of instruments History of Music – Use in theatre and film Performance LIBRARY AND TECHNOLOGY Library and Media Center Use of information Task definition Synthesis Information seeking strategies Evaluation Location and Access Use of software tools through regular use Louisiana Montessori Association ExpectationsforSecondaryII Initiallydevelopedbyandusedwithpermissionfrom CincinnatiMontessoriSecondaryTeacherEducationProgram CLASSROOMENVIRONMENT Classroomsetupencouragesmultipleuses:groupwork,independentwork, lessons,seminars,research,etc. Multiplelearningactivitiesoccursimultaneously.

Hasgoalsandvaluesofthecommunitypostedforreference.

Hasseminarguidelinespostedforreference.

Hassologuidelinespostedforreference.

Hapostedthecommunityjobs/responsibilitiesformaintainingaclean,beautiful, andwell-caredforlearningenvironment.

Alldisplaysarecarefullyselected,purposeful,andbeautifullyposted.

Classroomhasstructuresandproceduresinplacefororganization.

Everythinghasitsplace;clutterisnotevident.

Theclassroomatmosphereiswarmandinviting.

Materialsandsuppliesarewellcaredforandingoodcondition.

Studentsandadultsmovepurposefully;theyarerespectfuloftheworking environmentandworkspaces,alwayswalkingaroundworkareasandperimetersof gatheringcircles.

Studentsandadultsspeakappropriatelyforthesituation,alwaysusingthequietest voicepossibleandneverspeakingoverothersoracrosstheroom.

Thereisaproductive“buzz”intheclassroom. Studentswhoareoff-taskredirect themselvesquickly;whenredirectingeachother,theydosokindlyand appropriately.

TEACHER Activelyteaches,observes,andcirculatesatalltimes;doesn’tinterfere/interrupt learningorwork.

Adultsandstudentsstop,facethespeaker,andlistenwhenthegroupisbeing addressed.

Workstoredirectinappropriatebehaviorsandactivitiesinacalmandrespectful manner;de-escalatesratherthanincites.

Presentsavarietyoflessontypes:minigroup,wholegroup,smallgroup,seminar Teacherpromotesaclimateofrespect,friendliness,andopenness.

Hasaplananddocumentationforimplementingstudentledconferencesatleast onetimeduringtheyear.

Hasaprocedureforregularandfrequentparentcommunicationregardingstudent performance.

Maintainseffectiverecordingkeepingsystems.

PROCEDURESEXISTFOREACHOFTHEFOLLOWING(Asevidencedbystudent behavior) Enteringtheclassroom.

Beginningwork.

Conductingcommunitymeeting.

Studentorganization(asevidencedinpartbyusingplanners,bindersorganized withtabs,checklists,etc.) Seminar.

Requestingalesson.

Usingcontrolstocheckwork.

Solotime,inwhichtheadultsparticipateandmodelbehaviorsandexpectations.

Restoringtheenvironment.

Transitions.

ACADEMICS Clearobjectivesaretiedtoalllessons/activities/projectsandareshardinwriting withstudents.Studentsshouldbeabletoexplainthepurposeforallwork.

Interdisciplinaryconnectionsarepresentinmanylessons,activities,andprojects.

Studentsteacheachother.

Projectworkincludesclearlyarticulatedstepsandduedates,multiplecomponents (research,drafts,paper,captions,artwork,product,performance,etc.,)supportive lessonsandrubric.

Studentself-evaluationsareusedformajorprojects,processes,andpapersaswell asforleadershipskills,seminarparticipation,andhomeworkcompletion.

Evidenceisprovidedthatchoicesaregivenandtakeintoaccountlearningstyles, modalities,and/orabilitiesareused.

Eachcontentareahasclearexpectations,requirements,andaschedulefor completionduringtheacademicyear. Studentsandteachersmonitorprogressand holdoneanotheraccountableforstayingonschedule.

Cyclesofstudyarecomplete,organizedandtodate.

MONTESSORIPRACTICES Hasaschedulethatprovideslargeblocksoftime(atleast13/4 hours)for instruction,choices,andwork.

Hasservice-learningcomponent.

Hasamicro-economycomponent.

Hasanerdkinderexperience(fallcamp,gardening,stewardship,etc.)forstudents.

Hasaprocedureforregularandfrequentparentcommunicationandeducation regardingMontessorisecondarypractices(thematiccurriculum,fieldstudies, fundraising,etc.)andadolescentdevelopment.

SCHOOL NAME: ___________________________________________________ SCHOOL ADDRESS: ________________________________________________ PHYSICAL PLANT –ALLMANDATORY –ACCEPTABLE/NON-ACCEPTABLE Score0-4 pointeach _____1.Thephysicalplantmustcomplywithexistingstateandlocalfire,health,and buildingcodes. _____2. Theschoolshouldbeorderly,cheerful,clean. _____3. Classesshouldprovideageappropriate,accessibleshelvingwithadequatespace for materials. _____4. Wallsandfloors shouldbeof lightor neutralcolorstoadequatelyemphasize materialsandcleanliness. _____5. Lightweight,movable,child-sizedfurnitureshouldbeprovidedfor Early ChildhoodandLowerElementarystudents.Age appropriatefurnitureshouldbe providedfor Upper ElementaryandSecondarystudents. _____6. Eachchildshouldhaveavailablehisown spacefor personalbelongingsand schoolwork. _____7. Rugs or matsshouldbeinorderandaccessibletothechildren. _____8. Adequatelightingevidencethroughout. _____9. 35squarefeetof totalindoorspaceperchildshouldbeprovidedtoallow freedomof movement. _____10.Theenvironmentshouldbepreparedtoencouragepurposefulactivityand freedomof movement. _____11.Theenvironmentshouldprovideaccessibletoiletandhandwashingfacilities. _____12.Classmaterialsshouldbeplacedtogetheraccordingtogeneralclassification– i.e.,math,language,science,practicallife,sensorial,wherepractical. _____13.75sq. feetof outdoorspacefor eachchildinthegroup atanyonetime available. _____14.Availabilityof safeoutdoorequipmentfor avarietyof largemuscleactivities. _____15. Generalattractivenessof outdoorarea [ScoringScale- Minimumscoreof 1pointoneachitemrequiredfor approval,regardless of totalscore.]

INSTRUCTIONAL PROGRAM AND MATERIALS–Score0-4 pointeach _____1.Levelof independentself-directionevidencedbythechildren _____2.AvailableMontessori Languagematerials _____3.AvailableMontessori Mathmaterials _____4.AvailableMontessori Sensorialmaterials _____5.AvailableMontessori PracticalLifeactivities _____6.Levelof culturalactivities(art,music,drama,geography,science,foreign language). _____7.Conditionof classroommaterialsshouldindicatehow welltheyaremaintained.

Theyshouldbecleanandkeptingoodrepair. _____8.Instructionalmaterialsandclassoperationindicateself-teachingand self-discoveryratherthanrotememorization. _____9.Theenvironmentshouldreflectrealityandanexposuretonature. _____10.Themajorityof materialsshouldisolateonequalityor concept. _____11.Availabilityof goodqualitybooks for children _____12.Opportunityfor childrentointeractwithteachersas awholegroup _____13.Positiveinteractionamongchildrenandteachersclearlyevidenced _______TOTAL POINTS (OUT OF POSSIBLE 52) [requiredpoints:30] Commentsand/orRecommendations: CommitteeSignatures: