The opinion
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
1 All Defendants are state officials being sued in their official capacities. [Doc. No. 1, ¶¶ 17–18].
2 Joshua and Claire Cox are suing individually and on behalf of C.C., their minor child. [Id. at ¶ 14].
3 [Doc. No. 21-1, p. 11].
then-governing law, neither the Louisiana Department of Education (“DOE”), the
Louisiana Board of Elementary and Secondary Education (“BESE”), local law
enforcement, nor the Louisiana Department of Child and Family Services had
authority over the investigation into Charlie’s abuse.4 This was because at the time,
prekindergarten programs “attached” to “[p]ublic and nonpublic day schools serving
children in grades kindergarten and above” were exempt from the strict licensing
requirements for such “early learning centers.” See LA. STAT. ANN. § 17:407.35 (2014).
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).
4 [Id.].
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
5 [Doc. No. 1, ¶¶ 4–16].
6 [Id. at ¶¶ 52–76].
7 [Id. at ¶¶ 77–82].
8 [Doc. No. 21-1, p. 15 & n.5].
content for a court “to draw the reasonable inference that the defendant is liable for
the misconduct alleged.” Id. Plausibility does not equate to possibility or probability;
it lies somewhere in between. See Iqbal, 556 U.S. at 663. Plausibility only requires
enough factual allegations to raise a reasonable expectation that discovery will reveal
evidence to support the elements of the claim. See Twombly, 550 U.S. at 556.
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.
9 [Doc. No. 26, pp. 4–5].
10 [Doc. No. 24, pp. 17–20].
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
11 https://www.louisianamontessoriassociation.org/application-process
12 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,
509 (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.
13 [Doc. No. 1, ¶ 61].
14 [Id. at ¶ 60].
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.
15 [Id. at ¶ 61 (emphasis added)].
16 [Id. at ¶ 62 (emphasis added)].
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.
17 [Doc. No. 21-1, p. 24 (citation modified)].
18 See supra note 3 and accompanying text.
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
19 [Doc. No. 21-1, p. 24 (citation omitted)].
20 [Doc. No. 1, ¶ 82].
two state claims that the Court declines to exercise supplemental jurisdiction over.21
As such, the Court summarily dismisses this claim as well.
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.
21 [Id. at ¶ 79]; see supra Part III.A–B; infra Part III.D.
22 [Doc. No. 1, ¶¶ 66–76].
23 See supra Part III.A–C.
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
100 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
55 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: