State Board of Education | March 12, 2026

001Testing one, two, three. Testing one, two, three. It is 10:31 and we will kick off the March 12th, 2026 State Board of Education meeting. If you will please join me in a moment of silence before we get started. Thank you. Okay. Would you please rise? And we're going to do the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. Today we have the choir from Sloan Hendrick School District. We have their choir. They are here with their principal, Miss Spence, and then their choir director, Mr. Phelps. Say by the dawn So proud we bless our sher. for the we gave proof through the night. Our flag Oh star

002of the free and the home of the brave. Mr. Fox, would you like to tell us about your choir? >> Oh, we will be getting a picture. So, just stay here. >> My name is Phelps. I am actually through 12 general music. I am K through six general music, junior high and senior high band and choir. >> This is a of my choir. We actually started the year with five on the roster. We are now at 18. So we have what we like to have problem. That's the good problem. Uh in this group with me today, I have members that were part of the University of Central Arkansas Honors Choir, the Lion College Honors Choir, and Lion College. This is my first year. I still have that brand new This is a fantastic group. The

003only brag on blessed tremendous support from Spence is actually here today. Came in from Hot Springs where her daughter and our lady compete today. >> Go. >> So, we're just honored to be able to come up here. for everybody. We may have some quick questions. >> Absolutely. >> So, maybe I can ask one of the students because I I love the sound of the hounds, right? Like that's such a cool little thing. But the back of your shirt say you're on a world tour. So, who gonna tell me what this world tour means? Because I want to I want to see a globe and and see a lot of pins on this world tour. We've been around our senior high band went to we don't have football so we went play at a home football

004game >> took them from 30 players to about 60 like the sound we were >> deserved it if I can ask one thing before we head out. >> Yes her birthday Everybody, I'm sure everybody here, right? Let's sing. >> One, two, three. >> Happy birthday to you. Happy birthday to you. Happy birthday, dear Elizabeth. Happy birthday to you. Thank you. Can we come down and get a picture with your choir just real quick? >> Do you want to stay up here? >> Yeah. File through here. >> Yeah. Why don't you guys slide in and we'll stand behind you? >> There you go. Thank you. >> Do you have a recommendation? kids. >> Okay, we are going to move on to recognitions, secretary. >> So, thank you. We have uh quite a few recognitions today and

005I think we're just going to go ahead and get started. But the first person I want to recognize is Xander Schultz. He is a junior at Lakeside High School and he ranks at the top of his class and demonstrates exceptional leadership and I'm always so inspired um by some of our young scholars of everything they've accomplished while they're still in high school. Xander is the founder and leader of Lakeside's Young Conservative Organization. He's the president of a speech and debate club. He's also a student council representative for his class. He's a member of Senator John Boozeman's Congressional Youth Cabinet. and he recently competed against over 2,000 students nationally in California and is from Arkansas and the national winner of the high school Ronald Reagan Oratory Competition. And so we just wanted to invite him up

006and recognize him for outstanding public speaking and his commitment to civic leadership and just he makes us so proud. So, if we could have Xander and now you better have a good speech because I can't hype this up anymore better than that. So, I'd like to turn it over to you. >> Uh, no, thank you. Uh, no, it was an absolutely great event. It was actually my first oratory competition I've ever attended. Uh, >> you have a bright future then. >> No, it was very ramshackle. Uh, I originally got the notification that they had extended the deadline. I was about to leave the country, so I set up this basic setup, put a video out, and about a month later, I figured out that I got into the finals category. Ended up going to California

007to the Ronald Reagan Library, uh, hosted by the foundation, gave my speech, and ended up winning. It was a great experience I suppose uh really going against so many other people seeing the kindness of the foundation and my fellow competitors. It was a great entry into the world of oratory. >> Uh how long was your speech that you had to give? >> About six minutes I would say. >> Is there a part of it that you could share it with us? Is there like a favorite part? >> You have to um like disagregate one of Ronald Reagan speeches or something like that. >> I did. Tell tell them a little bit about what the competition was if you could. >> Uh well the competition in the uh finals they got the top six people from

008the high school division or around high school age who were able to perform in the previous speech. We were given a new speech, one of President Ronald Reagan's radio addresses on Memorial Day based on volunteerism. The competition was to see who could best exude his virtues in speaking, who could most accurately capture his essence and give the speech in the best way. >> That's awesome. Incredible. So, what do you want to do? >> Do you know? >> I don't know if I'd be able to perform it again. Uh, but >> no. Like, what do you want to do in general, like when you graduate? Yeah, >> forgive me. Uh, I'm hoping to go into constitutional law when I can. questions. >> Very impressive. >> Yes. >> Congratulations. >> Thank you so much. That's awesome. >>

009You want to do a picture? >> Oh, that'd be great. I love that he went out on the wind. Yes. So, uh, we have some additional young scholars that we want to recognize. Um, right almost right down the road, there was two juniors from Little Rock Central High School. >> I think Dr. Ride is here. Um, so Jag Leo and Shang Yu Woo. um compete on high school policy and debate teams. In fact, they are currently ranked number two in the nation. So, they're we're really proud of them. And they've earned eight bids to a prestigious tournament of champions. Only two bids are required to qualify and they've earned eight. And in February, they won the policy debate division at the Harvard National Speech and Debate Tournament. This is so incredible. They competed against over

010180 team and they're the first Arkansas team ever to win the Harvard tournament title. They will compete for the national championship and we know you're going to make us proud at the tournament of champions coming up in April. And I think also with them is the debate program lead Dr. Rosie Valdez Block. They have a director of speech and debate and communication department chair and assistant director Mr. Colton Gilbert. And I know Principal Russo is here as well. So I know they they make their school proud. So I'd like to invite them to come up and share a little bit about their their journey if we could >> and I want to hear about this national competition and Harvard too by the way. So >> stand where everyone can see. >> Uh Mr. Gilbert and

011I are incredibly honored to have our program recognized by you all today. Uh this is the first time our program has been recognized by the Arkansas Department of Education. So, we were very excited when we were contacted. Uh, and we appreciate the amplification of our students work and their success. Even though, uh, Jack and Alvin are very intrinsically motivated, uh, it always helps to know that people back home are really rooting for us when we're all over the country. Uh, and I know that they bring our state pride uh, with them in every round that they step into. Um, as Mr. Mr. Secretary mentioned uh they are the number two team currently in the country. They go into the national championship in a little less than a month uh ranked number two in the country.

012This is extraordinary because they are only juniors. Uh this is an achievement that you know we compete against uh debaters from all over the country who started their debate careers in sixth grade. Uh and so they're tiny little humans in ninth grade who we face and then they go on to be seniors uh who really know what they're doing after all those years of experience. Uh so it's really extraordinary that Jack and Alvin are uh ranked the way that they are as juniors and are a really easy team to root for in a highly competitive activity like debate that can get a little heated and acrimonious at times. Uh they're not just good fierce competitors, they're really good humans and so they're a really good team to root for. Um our principal is here, Miss

013Russo. I want to always thank her for her constant support of our program and our competitors at every level. Little Rock has long been the only title one urban public school nationally ranked in speech and debate. And that is in large part due to the fact that quite literally no administrator in the country uh at the helm of these national circuit programs that we routinely beat promotes uh celebrates and supports uh and advocates for speech and debate the way that Miss Russo has done for decades. Uh I do want to take just a second of indulgence and say that uh like what it really means for us to say that we are the only nationally ranked title one public school in speech and debate. There are over 4,000 schools in the country with active and

014competitive speech and debate programs. Our team competes every weekend against private schools across the nation whose tuitions rival college and Ivy League institutions. We compete against public schools that are public in so much as you have to be a millionaire to live in those school zones. We are one of the only entirely student funded and student fundraised programs in the nation. It is a humbling but very valuable experience for our competitors to arrive at tournaments in borrowed vans, our own vehicles, and big yellow school buses. Uh while our competition enjoys the privilege of open-ended airline tickets and school logo and blazing charter buses. Uh it is humbling for our competition though that we beat them every weekend in and out up and down the Midwest and South and on boat coasts. Uh our speech and

015debate alums are on full scholarships at over 20 higher uh education institutions currently. Our older alums are movers and shakers in the capital city right now, including our governor. Uh, and most of them readily credit the education that they got at Little Rock Central and at Park View, uh, where Mr. Gilbert and I graduated from. Uh, Miss Russo forgives us for that sometimes. Uh, and their experiences in our district speech and debate programs as, uh, integral to their success and life's work as public servants. Uh, I'm so proud of these two. They have worked extraordinarily hard. Uh we anticipate that we might be bringing home back-to-back uh years of national championships. They stand up to uh a lot of intense questioning every weekend in these debate rounds. So they are not fearful of any questions

016that you might have for them about their experiences. But we really appreciate you all very much and appreciate this recognition. >> This is the stuff they make movies out of. >> There is a documentary film crew that is filming them. Um, you'll be able to see it hopefully someday on Netflix. >> Awesome. Questions? >> No, I'm I'm very intimidated. >> I I don't have a question, but I do have a unique perspective here. Um, Jack, I've been watching you uh from your elementary school days at Robert's Elementary School. He went to school with my oldest son, Chandler. And uh I I've known from day one of seeing you first give a speech at school and do anything in your classroom that you were going to be a leader. I'm not surprised at all at at

017this accomplishment. Very proud of you. And I know Chandler was very impressed when I told him that you were going to be here today with this honor. So, a lot of people, a lot of people, a lot of parents, a lot of kids that you've gone to school with for years see this in you. So, congratulations, bud. >> Thank you so much. >> You all want to share some information with the board? Tell us about your journey. Um, so >> or debate the board. >> Yeah, >> Jeff is really good at debate. >> Um, step out for >> So this tournament was pretty special for us because it was the first tournament this year that we got to fly to. Um, >> Dr. Block, we competed in Minneapolis, Chicago, Nashville, Dallas, Atlanta. Took all of

018the pretty long drives crammed into a, you know, car. So it was really nice to have that luxury for this tournament. Um going into this competition, we were uh we felt pretty prepared. We got a lot more experience across the course of the season. Um starting out as juniors competing against, you know, many of these debaters that have participated in the activity for a long time, a lot more experience, a lot more resources was kind of intimidating, but I think we got over that as you know, time progressed. So, um, of course, we couldn't have done this without all the support we have from each other, our teammates, our coaching staff, parents, family and friends, school community, and of course, our administrators, Miss Russo in particular, and all the support that they give us over,

019you know, our competitive journey. >> Good job. >> So, will you all be able to compete next year as seniors or >> Yes, we will be. So when did you start debating? We mentioned that like so many start in sixth grade. Was that your >> No. Uh we both started as freshman. >> Yeah. >> What what makes you stand out? Like what what sets you apart from the 10th place team or the 20th place team? >> Um so I think one of the differences between the type of debate we do and many speech competitions or congressional debate is, I guess, kind of the more gamey aspects of the activity. It's kind of like playing basketball, right? There's ways that you can appeal to different judges. There's different strategies that you discuss with your coaches before

020the round. I think that um coordination between me and Alvin and coordination between us and our coaches and planning these strategies for different programs, different debaters, different teams is what sets us apart from much of our competition. >> Interesting. You somewhat answered my question already, but you know, public speaking is ideally one of human's biggest fear, >> but when when you talk about debating, it takes a high level of EQ. So talk a little bit about that, what how did you master that craft? >> So um one of the things that judges provide debaters is like a judging paradigm where they give some thoughts about different arguments that are made uh in debate. So this year for example, debate topic over the course of the season is about Arctic policy. Um, different judges might have

021different viewpoints from all different political perspectives and we take that into consideration. Also, many judges are very I guess they give you bodily cues about what they're persuaded by and those are important to pay attention to and making strong eye contact with the judges also help persuasion. >> Thank you. >> Yeah, >> Jeffrey Shangu, this is a lowle question. Um, who did you take down >> to get the championship? >> Um, in Harvard finals, we debated a school called Newark Science. It was a very good debate. We had a very good discussion over whether the US should increase exploration and development in the Arctic. We said specifically that there are better ways to do exploration without involving the USFG. I.e. We could use the state of Alaska instead, which would have economic net benefits for

022the people there. >> Wow. >> There you go. >> Excellent. >> We are so excited. >> And that's why they won. >> And that would be why they won. >> Excellent. Well, we would love to come and meet you and take a picture with you if you will allow us. >> And we have to hear about the April competition. >> Please keep us Oh, thank you. You're good. It's supposed to start like All right. And then our civic leadership award. So, one more recognition and um hopefully you all know that Dr. Deshan Scarro is not a a stranger to our board and the wonderful work that he does to promote the Martin Luther King Commission. And he just recently did a bunch of events, especially for Black History Month and Martin Luther King Junior National

023Day. And he's somebody that doesn't like the spotlight even though his job is always has always kind of has him in the spotlight front and center. and he is just somebody that is so inspirational and admirable the work that he does, the commitment he has to the students and families throughout the state that I think it was long overdue. We just call in Dr. Scarbor to say thank you for your service and for the difference you're making. And he he actually recently got um recognized with a national award. And he's never you're never going to hear about it because he doesn't want anybody to know. He he just kind of humbly goes along and says, "This is what I do and this is who I am." And it's not a big deal. And recently, he

024just got recognized at as the King Center's Martin Luther King Jr. Beloved Community Civic Leadership Award. Now, they they only hand out one nationally, and I believe it was awarded by Miss Kurt King herself and Bernice. Okay, get get it right. Um, and it was even like broadcast on BET. Like this is a national award and we're just so proud of him and we want to shout that from from the rooftop and and it was presented at the annual um King Center's King Holiday Observance and that award basically honors individuals and organiz organizations whose lives and work reflect Dr. Martin Luther King Jr's vision of a just, humane, and peaceful world. So I I can't think of anybody more deserving of that recognition than Deshawn. But then as we were planning this award, he actually

025recently got recognized with another national award. And this is this part we didn't didn't tell him that we were going to embarrass him on this as well. And he just recently it was announced that he's the recipient of the 2026 National Freedom Flame Award. Right. This says we're talking about national awards and this was presented by organizers of the Selma Bridge crossing jubilee and it was given at the 61st anniversary commemoration of bloody Sunday. >> Deshawn is only the second Arcans and to ever receive this honor. The first recipient was Dr. Maya Angelou. >> This is the level of recognition that Deshawn brings to the state and credibility. So, I wanted to call him up and just have our board thank him for his service and just let him know that we are so proud

026of him. He is making a difference. So, Desan, now you're on the spot. Thank you so much, Secretary Oliva. Uh thank you board um Arkansas Department of Education Commissioners for all that you do in your support. I'm truly humbled by this this uh recognition. I'm very thankful um thankful to God for uh uh giving me the vision as a visionary uh to push forward through our communities through all all four congressional districts of Arkansas. And uh just wanted to say, you know, uh I truly appreciate the recognition, but I could not do it without an amazing team and uh part of my AD team. Uh Secretary Oliva um truly truly is so supportive as well as where is she? Chief Solace Ford, there she is in the corner. But very supportive uh of the MLK

027Commission and us being able to go out into the communities uh to promote Dr. King's ideology and all of his noble tenants. But we're so thankful and could not do it without you. And also, Superintendent Wright, I'm very thankful for him as a partner in education. Uh many of our organiz uh our programs, our outreach programs involve the Little Rock School District and he's been so supportive in allowing and partnering with us for all of those endeavors. So, thank you so much, sir, for all that you do and uh and your team as well. But again, um I truly appreciate the opportunity. Very thankful. uh you're not going to make me get those eyes. I'm gonna keep looking down so he won't look so the tear won't drop. But very thankful and I appreciate all

028all from each and every one of you. Thank you so much. >> Thank you. >> Well, we want to come get a picture because we will want to know that we were associated with you. So, you will join us friend. >> Thank you. Yes, ma'am. Thank you so much. Okay. We are going to be moving into the action part of our agenda. So if you you are welcome to stay. We would love to have you. But also feel free to get up and leave if you would like. We have a riveting day ahead. So thank you guys so much. Um we will move on to changes to the agenda. Does anyone have something? Because I do have one thing. No. Um all right. So item number was it four? No, I'm sorry. Item number 7.3,

029which was a request for a waiver for Jacqueline Mills. She um requested a continuence this morning. Um not really sure why, but it's the up to the board. We can either decide to go ahead and move forward and have the hearing or we can continue it. >> Have anything you want to add? Sorry. >> Sorry. Good morning. Um yes. Um the council for Miss Mills did appear here this morning and ask that it be continued because she is in the hospital um in another state and so but to Miss Wood's point um whether you grant that continuence is up to you or not. Um council did leave but he's on his way back and said he's available if you do decide to go ahead and proceed. We would just ask that you wait until he's

030here. >> Okay. >> So would we need a motion and a second to continue? question for um >> if we proceed, she's not available and there are questions her council cannot answer. Are we committed to moving forward and making a decision today or um um I mean if you start the hearing I believe you could still table your decision until a later meeting um if that's something you wanted to do. Seems pretty efficient to just >> wait. Okay. >> Grant her the continuence that she's requested. >> Do we have to motion and second that or can we just move it to we can just continue? >> I think a motion would be best. >> Okay. >> To grant >> move to grant Miss Mills request for continuence. >> Okay. >> Second. Okay. So, I have

031a motion by Mr. Wood. I have a second by Dr. Abbott. All in favor of continuing this say I. >> I. >> Any oppose? Hearing none. We will continue. Thank you. Any other changes? >> I don't have any changes, but I do just want to put in a plug and and thank the board members that were able to join us this morning at Boon Park Elementary School and tour um the facilities and find out um firsthand from teachers and leaders about the difference they're making in students lives here. And um It was so such a wonderful visit. Really encouraging. We're really proud of the work that they're doing and and I think we should publicly state that um we appreciate the the tour and and very encouraged by the work they're doing. I would I

032would echo that and even say, you know, sometimes when we we've had the Little Rock School District, North Little Rock School District came as uh you know, in our December meeting as an F district and you know, a lot of us asked some tough questions and I you know, did not shy away from asking tough questions of them. I think they should also be applauded for impressive work that they're doing in in a in a in a challenging neighborhood in you know a historically challenging school that was an impressive tour this morning. So I I commend them. >> Okay, moving on. We will go to our first action item which I believe the presenter is Dr. Wright for the application of the district conversion of charter by Little Rock. Oh, excellent. >> Thank you so

033much. >> You proceed. >> Uh, good morning uh to uh Dr. Olivia UA, excuse me, and the rest of the board. Uh, my name is Carlton McGee. I am the proud principal of Hall High School. And uh today I'm going to present to you our application for uh for bar chak. All right. So this up. All right. So as you can see our mission and vision, and I'm going to be brief with this. Our mission and vision uh really encourages uh students to uh empower empower themselves every day to design their own future. Uh we prepare students for the three E enlistment, enrollment and employment. And uh of course we have a uh I I do want to emphasize because I think there was some misconception about some things. This is a a school where

034students attend daily. uh it does have a virtual component but the main part of the school is daily att uh is attended excuse me daily. In terms of the model, we're going to we want to use a a blended model where uh teachers provide direct instruction and egeneuity is the platform that we intend to use for uh for the virtual component and for the curriculum that will support teacher instruction. Every student will have a success coach who will work with them personally. We will we do intend on having a 200 uh student cap on enrollment and we intend to educate grades 9 through 12 in terms of student population and need. Uh again what we seek to do is to provide an alternative model uh for for parents for students and families who may seek

035something other than the traditional school model. Uh this again will allow students to kind of work at their own pace, provide uh support when needed and allow teachers to really zero in on the gaps and uh and strengthen student learning. The curriculum is once again provided by uh or given through egeneuity. it is already approved by the the AD. Um, students will also have access to concurrent credit, AP courses, CTE pathways. Uh, all of our students are in CTE pathways right now and we intend to keep it keep it that way. All students will will be in CTE pathways. uh teachers will use uh real- time data provided to them by the platform in order to in to provide intervention extension uh to meet the students needs and to take the students to where they

036need to go academically. So this slide uh shows the course uh shows course catalog courses excuse me from the catalog. We offer a comprehensive set of core courses across all four content areas including multiple AP options. Uh of course I'm not going to read each one of them but uh students have the uh ability to have a regular course load high school experience course load just like they would at any other any other school. uh nothing will be shortch changed on on that end. In terms of academic goals, uh we want to have uh of course 95 and above uh graduation rate, at least an 80% CTE pathway completion rate and above state average growth uh for our overall growth as well as our fourth quartile growth. Um students are monitored like I said on

037a daily basis through the platform and teachers provide um whatever help and assistance is needed. we will have a an advisory what we call an advisory period and during that period uh a number of things will take place but one of the main things uh that will take place is our what we call our tier 2 interventions and that's where teachers uh will is outside of traditional class time but teachers will be pulling students who need extra help need extra time in order to uh complete assignments things of that nature In terms of community engagement, we held uh a few different meetings with teachers, with students, and with uh parents and community members. Uh that's where we got this model from. Uh students wanted something where they could work at their own pace. Uh parents

038wanted something that uh allowed students to receive the the help and assistance uh that they felt like their students deserved and needed. And so we built this model around uh the feedback that we got from the community in terms of impact and implementation. Uh this expands the options for families in Little Rock uh in LRSD. Again, uh our our own school board approved it back in November and um we hope that provided that we get approval here that we open uh the doors in August ready to uh invite students in and embark on this journey. Um, Hall High School uh gives gives families in Little Rock something that, you know, we don't currently have, which is the blended model, uh, the teacher uh, instruction with the virtual support. And of course, like I said before,

039the virtual school is a component for individuals who want a pure virtual option. We already have that, but that's going to be a part of of of this as well. But the main uh body of this institution will be students who come every day uh receive instruction from teachers from uh get the support that they need and and we use the the virtual component as the curriculum and the support for our students. So questions >> Dr. Abbott start with you. I I'd just like to hear more about the the rationale behind the model and how I guess how what makes you think it is going to be such an advantage. I hear you saying that this is going to be great for students, but in what way? >> So, uh there's research I don't know

040if I go back. Okay. Yeah. Uh there's research that shows that uh blended model the the 22 uh 2022 uh research was a meta analysis that showed that a blended model uh shows uh did better than traditional model uh in many cases. Uh we want to like I said we want to provide that that's based on what the the feedback that we got from the students and the parents. There's also uh a component of project based learning that we are incorporating into this. uh so and you know that's been time tested that that that absolutely uh provides a good experience and and a good educational opportunity for for students. So uh and students wanted something where they could work at their own pace and according to the research the the 2013 no no excuse me

041the 2020 uh research was on project based learning. The 2013 one talked about how uh using technology uh with teacher instruction supported students and was able to fill in the gaps that oftent times in a traditional setting is is difficult to get to. And so the the research that we've looked at and the feedback from the parents uh drew us to this to this point. >> I'll add just a few other things. Um one of the big advantages to this particular program is that all the rest of our high schools are very large and follow a traditional high school model. Um we have a lot of parents right now hall is about minus the kids about about 300 and so we have a lot of families who just prefer to have a much smaller environment.

042>> Thank you. >> We have a lot of families who prefer to have a much smaller environment. Um however when we run um a 300 um high school based off of uh the current staffing accreditation standards it is very expensive. um hall right now has one of our highest per pup people expenditures because it's just so small. Um but the waiverss that will be available to us with this particular charter model will allow us to keep that small high school setting using egeneuity to deliver um the curriculum but also using teachers to make sure kids are supported. Um they're provided the interventions in this small setting is what makes this um very attractive to our families. They we we heard through all of our community meetings there are just um families who do not want

043um the large traditional high school models that we have and so this will be something that will be different. Also um because this is a huge campus we also have a couple of other alternative programs we're all moving on one campus. So this particular program if approved will be on Hall's campus. We already have our virtual academy which um has been in existence for a couple of years that will remain on Hall's campus. Um we're moving our uh middle school and high school AL program to Hall's campus. Um and our ACC program which is our program for overage underredited students. So basically Hall will become um virtually not virtually it will become a um uh a campus of basically that will house all of our alternative education programs in one place. Um, a lot of

044these programs currently don't have access to media specialists, guidance counselor, social workers. But since we're able to convince uh to condense all of these programs on one campus, um, all of these programs will now have additional um, resources in terms of social workers, media specialists, counselors, um, even some electives that we weren't able to offer in some of the smaller areas. Um, and so this will be um, a big alternative ed campus um that we believe many of our families uh, will want to choose. We already have 200 kids signed up already. Um over 200 kids signed up already, even though we don't have the approval yet. So, um this is our last step to to hopefully make that happen. Dr. Lee, >> yeah, I had some questions about uh tell me about more about

045the advisory groups. Um you mentioned the tier it's an opportunity for tier 2 um interventions but I imagine not every student that will be enrolled will require that what what will that provide for those students? >> So during advisory time we we would also that's when our um coaching time would happen where teachers are working with students uh success coaching excuse me uh where teachers will be working with students uh on a number of different things. Uh what we're trying to what we're kind of planning out right now and this this is the preliminary in the early stages is uh on Mondays would be like check-ins where we check in with students on grades. We would have seal check-ins as well. Uh things of that nature. Uh Wednesday would be college and career day where

046we we talk about uh post-secary planning. What what uh is it that students want to do? How do you know we get students from where they are to where they want to be in their adult life? um Tuesdays and Thursdays, we're looking at schoolwide uh intervention or extension just depending upon, you know, what the student uh what the student needs. Um and Fridays, we're looking at club day and having uh various clubs in the in the school and and that'd be the day that they would function and things. So, it sounds very similar to what my uh twins experience now in sixth grade that you know they follow through the year with a set group of students, with a set adult, someone that is truly an adviser for their advisory period. Will your students also

047have a set group and an adult that is um sort of their connected person? Yes. Within the building? >> Yes, that they would there's during advisory they would have that same uh success coachteer every day. >> That's great. And uh if we want to make it yearly successive, so like if I get a student in their ninth grade year, I would see that student throughout to their senior year. >> Yeah, that's amazing. That's great. Thank you. >> So, um you know, I really appreciate the effort to utilize that campus because it is large. Um, but I also appreciate this the feedback that you're getting from the parents and the community around that there's a need for a smaller environment. >> So, how are you going to balance like bringing in these uh other programs onto

048campus while maintaining that really small feel for these 200 students? >> So, uh our our school will be in a certain section of the of the school. Um, I don't know if you're familiar with the Hall High School. >> Just driven by. >> Okay. >> It's big. >> Yeah. There the the school while it is kind of a a block almost, but there are kind of sections to the school. And so, Hall High School would be in one of those sections of the school. Uh, we would share uh cafeteria, but that would be at different times. And uh we would share the media center. Um I think we'll share the gym as well, but again the gym will be at separate times, >> right? That's great. I mean just really keeping everyone segregated in their

049own areas um without a lot of overlap. That's great. Thank you. >> Thank you uh for your presentation. Uh you mentioned a couple of things that I think is critically important to the success of the program. Number one being success coaches and number two being CT pathways. Can you mind elaborating a little bit on the framework of CTE and how the success coaches work on behalf of that? >> So, uh or h how the success coaches in in work in conjunction with the CTE? >> Yes. >> Oh, okay. Uh so, yes. Uh our our students all of our students are in a CTE pathway from the 10th grade on up. uh ninth graders will uh take what's called freshman um a freshman academy course where they learn about the various CTE courses so that and

050through their success coaches they'll talk about and and do some assessments that will kind of guide them you know towards whichever uh CTE pathway might most interest that student. uh it is it is our hope and and what we want to construct is something that when a student chooses a CTE pathway they find so much fulfillment in that pathway that they stay in that pathway. Um what we want to try to avoid and you can't always avoid it is students who get in a pathway and then you know jump into another pathway. It happens but uh but we do want our students to be completers and so we want them to uh be satisfied with the pathway that they choose. uh success coaches would also uh work with our um CTE coordinator to um to

051do internships to put students into internships. Right now we have a partnership with US and they they just finished their uh job shadowing opportunities and two weeks from now three weeks from now after spring break uh we will have our white coat ceremony where all the students who participated and completed the uh the program will will receive white coats and their parents will come and and pin them and there's a pen associated with the program and and things of that nature. So uh through the success coaches again uh students like I said will be assessed uh and driven into those pathways and opportunities for real life experiences on the job experiences will prov be provided through the CTE coordinator. >> Thank you. >> With a blended model what would a typical day look like for

052a student? Um it for the most part it would look like uh at any other traditional school. You you you come and you know you stay in class for 90 minutes and the bell rings you transition to another class. Within the class uh it would look like uh you would receive uh a 30 minute uh mini teach or mini lesson. Uh then students would have the opportunity to work on their work which will be provided through egeneuity and teachers will move around providing feedback providing uh assistance and support wherever needed and then toward the latter part of class uh that will be the opportunity for perhaps an assessment or uh to start working on the project based uh learning um activities that that the students will be engaged in. So that individual work is within

053that contained class. >> Yes ma'am. >> Okay. Thank you. >> Now are you talking about Well, there are some things where where there's crosscurricular work if if that's what you're asking. >> Yes, there there will be opportunities for crosscurricular work especially through the project based learning. >> Okay. >> Mr. McGee, would you speak a little bit more about the virtual nature? The how how much of the student body do you anticipate being fully virtual? And by that, I think I think maybe my understanding of that and maybe maybe everyone else's understanding might be that they're at home, that they're not on campus. I think I have hesitancy endorsing much more virtual learning. I I think there's a couple options available. Uh co taught me through my experience as a parent that that virtual learning generally

054didn't work the way maybe we all hoped it would. And so any anytime there's a discussion about more virtual learning, I'm a little concerned about that. And you know, maybe other people on the board share that concern. So could you elaborate a little bit on the balance of how much is going to be pure virtual versus the options. >> So, I know sometimes it gets confusing when we talk about it because our virtual academy is functioning now. It is a separate part of our district program that just happens to be housed at Hall campus. In order to qualify for our virtual program, which is a 100% online, you have to meet uh certain uh GPA requirements. You have to demonstrate your ability to work independently. Right now, we we have a small number of people.

055I want to say maybe 40 to 50 families um that are in our virtual program and it only serves I believe middle school through high school. Um so that is that option will still continue. It is separate from what we're proposing um this particular model. It's just housed on the same campus. So those are two different things. What gets confusing is that we are using egeneuity as the curriculum platform for the course and the program that we're proposing to you. But those kids are will be in school every single day working with each working with the teacher. We're just using the courses uh within egeneuity as like the curricular the curriculum for the courses but the 100% online virtual program is totally separate. Um you have to meet criteria to be within that program. It

056will just be housed on the campus where it's housed now. >> Does that virtual program you're talking about have a separate name? >> Right now it's just a part of Hall's LEA. >> Oh it is? >> Yes. Okay. And it will continue to be so. >> So it'll be under Mr. McGee's supervision. >> Yes. >> Okay. >> But you wouldn't sounds to me like you wouldn't consider that to be part of this. >> No, there is a blended virtual component to the program that we're proposing, but the 100% virtual program is not a part of what we're proposing. It is a part of what will be housed on that campus. >> Fair enough. >> And that program is existing already and has been in existence for a couple of years. >> Yeah. And so when

057you say there is a component of what you're proposing today that is blended virtual, you're talking about >> uh the method >> students in a classroom in a desk watching a screen >> of synchronous or asynchronous instruction occurring. >> Yes. With >> and a human being in the room, a teacher, a supervisor there to supplement uh what what is learned on screen. >> Yes. We know that for the majority of our students in this particular program, we don't believe that um they are able to work independently and teach themselves independently, we're just utilizing uh the platform for the curriculum piece of the courses, but they will have its own teacher. Uh they will have success coaches monitoring their progress. Um it does allow them to work at their own pace. So some students may be

058working faster or ahead ahead of others, but no student in this particular program will be taught 100% virtually. Madam Chair, >> please. >> Um, is the 200 enrollment cap embedded in the charter is or is it uh inflatable? >> It's inflatable. We for our first year, we set a cap at 200 just to give us time to work out all of the kinks to make sure um that we're able to operate the program smoothly. Honestly, I didn't think that we will have more than 200 families that will be interested in the first year. I'm kind of surprised at the number of folks who have signed up. Right now it's over 200, but we want to be careful not to bite off more than we can chew. This is the first time that we're attempting this.

059Um so we want to keep it um as low as possible. But if we find that we're able to um have and see some success with it and there's more demand, we will, you know, add more kids, add more students over time. >> And a quick question for Dr. Smith, just to get the Darl, just to get the uh department's view on this. Um, I was curious as you walk up how this fits the charter strategy of the state. >> Great question. Thank you, Dr. Arnold. Uh, in a state that obviously that values choice, this is another great opportunity for to produce choice within a district. And so, you know, we certainly are encouraging our districts to expand choice within their district and with the communities they serve. So, this actually fits really well within

060that choice landscape that we're proposing proposing as a state. >> Okay. I'll ask my final question is probably your question, Dr. Wright, as to why this was pulled uh from in the last meeting. It doesn't really matter, but I think that your commentary today helps us understand your local situation better and the remedy that this charter solution uh addresses. >> I do have one question. How will you address failure? So, if you see a student, obviously this is voluntary, they're signing up for it. What accountability checks do you have in place if a student just really isn't thriving? Is that something that can be pulled at semester? >> Yes. >> Kind of talk about that. >> Yeah. So, the beauty is um with the success coaches, part of their responsibilities will be to monitor. Every

061student will have their own individual personal high school plan. And so, the success coaches will one of their responsibilities will be to measure their progress. Um also on the same campus, we have a couple other programs as well. So, let's just say we have a kid who's not successful um in this particular program. they may be a prime candidate for our ACC program which works with overage underredited students. It's right there on the same campus. Um so we can easily uh make um referrals or or advise families to choose uh other options. I think one of the things that is most exciting to me, we have done a lot of work in Little Rock to redo the way that we do alternative education. And so we have a brand new um leader in our middle

062and high school alternative education program. And it is it is 500% better than it's ever been. Um, but one of the challenges that we're finding is our families are getting real engaged. Families are feeling excited about the fact that their kids are doing so much better in uh the alternative school environment that some of them don't want to go back to their large high schools. Um, and so we're running into issues with not having a place to send them. Well, this particular program could be a place that they can go to because it's still smaller. Um, it's still more of a hands-on, smaller approach with the success coaches. So we can transfer kids um among programs that will all be housed right there on that same campus. I do just want to add that um

063if a student is is not seeing success then uh we would have what's we colloally call it an estimate meeting a schoolbased intervention team meeting >> and uh to determine to put some type of plan into place or uh and that could like you said if if the team sees that uh ACC recommendation may be uh better for the parent then that may be something that that out of that meeting could be recommended for the Interesting. >> I have one additional question. I'm not sure who the best person to answer this is. Um, is there another model just like this in the state or is this the first one >> or will be the first one? Dr. Smith, this might be >> Repeat your question one more time for me. I'm sorry. Is is this

064does this model that uh that they are we are about to potentially approve is this the first one of these type of charter schools in the state or are there other schools like this in the state right now? >> There are so this would be considered a district conversion charter. So that's a different obviously than an open enrollment charter. So we have currently 33 district conversion charters in the state and they their models differ depending on what the best what best fits the needs of that particular community. So, is this unique to the charter sector of the state? Probably not. Is it unique to central Arkansas? Absolutely. Uh, and so I think this is just another opportunity again where districts trying to look at the needs of their community and provide the best options they

065can for those for those students. >> I have another question, too. >> Um, >> I'd like to talk just a little just just briefly about Hall just in recent years. Um, you know, Hall has been a a struggle for LRSD to to figure out, I think, over the years. What have you identified in recently to be a cause? Well, and let me back up. Hall doesn't have an attendance zone right now. Is that correct? And it hasn't had one for several years. So, so students that are there are are choosing to go to Hall High School. >> Correct. for whatever brings them there, whatever motivates them to go there, they're choosing to go there. So, what have you found that is the cause for the struggle to improve growth and achievement at Hall over the

066last few years? >> I think it's just the sheer number of students that we have in our district. Um, we don't have enough students for five large high schools. We have enough students for three large high schools in Hall. Um, uh, I think one of the the things that motivated us to seek um this particular model is that it provides more flexibility in terms of staffing and staffing is what is what's driving the high cost to operate halls. So with more flexibility in terms of how we can staff it, we'll be able to afford it um with having a smaller number of students there. Well, despite the fact that talking about a struggling school historically, I do think that Little Rock should be pat on the back for certain improvement over the last several years,

067y'all are doing a good job moving things in the right direction. And you know, even though this might not be a school that I would choose for my kids or my kids would choose based on just the model alone and and my concern there is more extracurriculars, I don't hear a real this, you know, I don't I don't see a traditional experience for students for Friday night football and stuff like that. Um, but that doesn't mean that this doesn't fit a need for a lot of people because I actually hear the a lot of times in this city whether it's Palaski County schools or Little Rock schools that they're giant and a lot of people are looking for a smaller school and I think this gives that option and parents want to go there. I

068think that the district has made the decision to offer it and I I support I support the chart. If there's no further comments, then we just need a motion to either >> Can I ask a question about um I was curious about and maybe this is my lack of understanding of the schedule. Um request number two for school day instructional time and clock hours. Um I think I saw one schedule sort of deep in the request. Um tell me about the need for that. Are you are the students going to be in instruction less than six hours a day or um tell me about where that request came in. >> So uh again the the virtual is a part of the LEA and so uh those students would not be in the normal traditional you

069know school day the the students who are in the blended model in the under the what we're just going to call hall high. uh those students would would attend, you know, a normal school day uh in 90-minute classes, you know, uh with a regular 30-minute lunch, 30 minutes and advisory, so on and so forth. >> So, does that maybe I'm misunderstood? Is that their department, I suppose, would not consider the virtual option instructional time or why? Does that make sense? Like, if they're in if they're under instruction, you wouldn't need it, right? And they can correct me if I'm wrong, but even in the blended model, it is self-paced. And so where I think under traditional accreditation standards, you have to you may have to be in a course a certain number of minutes or

070time to get the credit for that particular course, we may have a student who progresses through um a course in a in a faster amount of time. Um so that's why that waiver um is being requested. >> Miss She might be able to explain. >> One of the questions that Dr. Abbott asked earlier is is this being done elsewhere? When you have larger high schools that have more more than two or 300 kids, you have classrooms that operate this way and schools districts don't have to get a waiver because it's not their entire system, right? They're proposing a very small site with a very small number of kids um looking at a model that's very specific. So, this is being done in other places. is just being done in classrooms, self-paced, but the school district

071as a whole is meeting their seat time requirements. Okay, so in this model, it's different because each of their classes is kind of on that hybrid flex piece that's self-paced and meeting the kids. So you may have some kids who get finish that course faster than another student who may need longer time. Okay. um they're being innovative in the terms of like this is a very small 200 kids. So as a state we have requirements for our high schools on certain requirements that they have to meet. 38 course requirements, the number of teachers staffing. When you get smaller numbers you get that's where you see a lot of times schools coming before you that are really small asking for waiverss because they have a difficult time meeting all of the state requirements. And so in

072this aspect, they're coming saying, "We've got a very small model of 200 kids. These are the waiverss we need to be able to proceed with this type of model." If this same thing were being done over at Southwest, they wouldn't have to come before you with some of the the waiver request, but they're being very targeted on what they're doing at this specific campus. So, I guess I'm still not um understanding what part of their schedule doesn't what students, which of those 200 students would not qualify as instructional time. Is it the asynchronous or um if they're on campus, whether they're in front of a teacher that's standing in front of them or whether they're working, you know, asynchronous instruction or why do they need a waiver for clock hours? I suppose >> because they're

073not having that kid sit in that course every single day for that amount of time till the the entire semester. So if the student through egeneuity, the platform that they're using, which provides a teacher, provides the curriculum, if they finish that course faster, >> they're not going to continue to sit in that classroom every day just to show up. They're then going to go to advisory periods. They're going to go to move to another. Yeah. They're going to move on to their next course. Um within >> That's the right answer. >> That is the right answer. Okay. But within the model that they have set up, right? So there it's self-paced by the student. >> Well, and maybe it's in the law that I don't understand, but it looks the clock hours that 616102 just

074speaks about six instructional hours, right? So regardless of what the course name is, are they going to be getting less than six instructional hours a day, I guess, is what I'm asking. And if that answer is no, do they need this waiver? Are we simply getting a waiver just in case there's something or does that make sense? I don't want to I don't want to give them free reign to offer less than six hours a day regardless of what that hour what that instruction looks like and maybe that I don't understand the law. >> The reason is because it has that self-paced component in it. Um, so I would have to let legal then weigh in on whether or not that the waiver piece we've always we've always um we've always asked them to seek

075this waiver whenever they're doing a self-paced option in which students will get through a course faster than the required amount of time. So this is something that we have frequently seen before, especially with our charter schools. >> Yeah, I see your point and I mean I think it's a great point because regardless of what they're learning, they need to be learning, right? Whether it's self-paced or not. And I'm sorry, this is not specifically commentary hesitate to give the option for less when you're telling us it's not going to be less. Um, >> but it could be. So, are we saying that we're fine? And this is just >> my personal discussion. >> Yeah, just discussion. If a kid gets through their work in five and a half hours, we're going to make them do something

076for 30 minutes just to hit that six hour mark. >> Should they be learning for the other 30 minutes? It's like when a kid finishes their essay, do they just sit and wait on the other kids to finish or should there be >> and do we then count against that school district because you see what I mean? >> Well, but we give them we give them the waiver or we don't. What I'm afraid of is that we are creating a model where we're incentivizing kids to do busy work and not actually learn. We're saying you have to be here for six hours. >> What's the benefit of this model? >> Or even to like hold back on themselves like let me just slow it down. >> Let me just slow down because I'm gonna have

077to stay here. Yeah. So I mean >> well and I I see this as putting the requirement on the administrators and teachers to engage with the students for the six hours not on the students to >> do something for six hours. It's not busy work. It's >> are they is there a catalyst there driving instruction? >> Always knowing what's next. Yes. >> Right. thoughts. >> I do think I don't think that that's >> I don't know that's our solve. I think that's their sol. And if we come back in a year and they're like all of your students are checking out after four hours, that's probably a broader discussion. >> But I think that's just a broader discussion. If this is a >> waiver that we're granting, you know, just generally, not just against this

078particular application. >> And you know, you know how I about waivers. What's the point if we what's the point of the law if we wave it >> are like you're good go ahead do four hours you know >> and the idea that just because you've met your credits the school is under no obligation to continue educating you >> is a problem to me >> so I guess it' be a legal question it was just said that this is what's in existence right now even the larger schools >> so I guess legal have to make some clarification what's happening at the larger schools. >> Well, and I want to focus on this waiver and how it'll affect these kids and and what it uh this you know charter school is required to do. I don't want

079to say well we've always done it this way so let's go ahead and continue doing it this way. Um if that makes sense. Um, >> and I may be missing something >> on the uh waiver form request number two on instructional time. The rationale states it enables flex flexible scheduling to accommodate college class attendance, internship participation and competency based progression. So for me the issue will be um follow through follow up accountability to these goals. So, it's not free time or personal release time or wait around time. It seems to be intended to put them to work in a higher level. >> Well, maybe that's where the waiver comes in without the waiver. School districts do that and they're required to provide that. Maybe it's the financial if we remove this or is this charter

080school not financially responsible to provide those college level internship level opportunities? Um >> I'm just >> so I usually try to stay stay out of this. So >> no I want your I want you to tell me. >> Yes. So when you think about historical traditional high school approaches is built around that Carnegie unit, right? So this is um an innovative approach to to kind of challenge that status quo that 60 minutes every day in biology for 178 days equals a year of learning. >> Is that is that is that the best need for all students? May work for some students but maybe not all. >> And I and I think the question that Dr. Wright and his is trying to solve is how do we be innovative and know that a one-sizefits-all approach doesn't

081meet the needs of all of our students. I think Mr. Wood spoke to that. Like some some families are going to look for that traditional high school experience that has marching band and ROC and driver's ed. Other families don't want that and they they may have life circumstances. This isn't about giving um this school and per se a waiver to lower standards. This is giving a waiver to a small set of students when I hear about 200 students to make sure they have a flexibility that they can personalize each child's schedule. And and what I'm hearing is that they're going to sit down with each student and family and write an individualized schedule and they they're just trying to ensure that unnecessary bureaucracy is stopping them for doing what they're doing. It's not about lowering.

082They're not asking for a waiver of graduation requirements, right? Like that's not going away. Every student's going to have to meet graduation requirements. Every student's going to have to participate in assessments. We're going to be able to monitor these students performances. In fact, and I don't want to speak for Dr. Right. But I think this could be an opportunity to put more kids in concurrent credit, to put more kids into accelerated programs because that's really what we need to be talking about is how do we create an innovative environment that could be hybrid that could be built around remediation or acceleration but is personalized and um and I think the questions we're asking about well why do we need these waiverss? I I've come out this from the other direction. I think sometimes we create

083obstacles and barriers for school districts because we're micromanaging inputs. This may be one of those um places where I think as a state we should take a look back and say why do we create this bureaucracy and all these undue burdens when we can monitor outputs and I and I would and you know the board's obviously going to decide but I would say that maybe this isn't the first the last time we hear from Dr. right and his team about how the school's going. >> And if we can get this up and going, I I have a feeling other districts are going to want to to say, "Wow, you're you're finding a way to take massive comprehensive high schools that are like bigger than shopping malls and creating a personalized individual plan that's working for

084that student and family. Um, maybe there's something to learn." And Secretary Lee, I think that's that's why I was asking my question earlier about other schools like this because I I I'm hoping well I'm say I plan on approving this, but I I want this to be successful and what I want is for your school to be a model for other schools. So I would love for this experiment to work amazingly well and for us to adopt it across the state. That's that's my hope. Is there a time limit on the waiver request? >> Usually, they're for a year. >> I I I just don't see it. >> We have made them for a year, but then that may not be on the form. >> I'm I'm a I am a fan of one-year waivers

085as often as possible if if we're giving waivers. And it's not to say y'all figure out how to work around the waiver by one year from now. It's not that at all. I just would like for y'all to come back in a year and tell us how it's going and ask for the waiver to continue and us give you in in I suppose there would be that would be an opportunity for you to justify a longer waiver you know to say hey look this is working here's what we're doing here's how much time we have with our kids when they're not with us when they're when they're at our school less than six hours here's what they're going and doing I think that would be know convincing to any doubts that this model is working

086and here here's here's a you know four or five year waiver whatever >> I was going to ask Dr. Smith, is there any reason why we couldn't do just a one year and have them come back or is it traditional for dis for charters that we do? >> No, absolutely we could. So, the typical contract for district conversion is a five-year contract. We could certainly write an amendment in there to that to wait for this particular waiver that will wave we'll have they'll have a one-year waiver at at which time they'll have to come back before either you all or the cap and and renew that waiver based on how the day is working how the pro how the model's working and some of the you know at least report back to us and then

087we at that point >> I just don't want it to be taken by the district as any any sort of uh rejection of your model or plan. I just I I would like to hear how it's going and how are kids spending their day. >> So, it's less a question of doubt. It's more an opportunity for proof of concept. >> Yeah. Correct. And and certainly we can always do updates, you know, so we whether whether you want to make a contractual waiver, you know, where it's where the waiver actually expires or you just want them to come back and, you know, we leave the contract as is and then have them come update and then we can always update the contract if necessary at any point in time. >> So, I'm gonna I would suggest

088the one-year addendum in there and the the reason being I'm very forgetful and next March I won't remember that >> you asked for this wanted to hear about this. >> So is that a motion? >> Yeah. >> Yes. >> I guess >> motion to approve with the one-year addendum. >> Yes. >> Okay. Do I have a second >> with with one year on the waiver request for ACA 616102? >> Okay. Second. >> I'll second. >> Seconded by Dr. rabbit >> with the point of discussion. Does it any way impede the the goals of the department? >> Uh well, no. Courtney Cisford, if I can interject, um because I want to clarify, you're saying 616102, which is the six-hour school day. What they are asking for there, and it's been touched on, but I don't think

089fully articulated out is that the school has to provide typically a six-hour school day. We're talking about kids who are virtual working at their own pace. So they might get through whatever the school is offering for a school hour six day in two hours, three hours, four hours. And so by waving the six-hour school day, we're saying the student can go ahead on and do something else, whether that's a CTE, concurrent credit opportunity, or could be another class. The clock hour, the standards waiver is about how long a student has to be working on that subject before they can get the credit. I actually feel like that's what you're wanting to limit to one year, not the six-hour school day. I could be wrong. So, but I want to be clear which one it is

090because we're talking about two very different things. One is the school has to offer a six-hour school day regardless of whether the student is there or not. The school district as a whole, every school district in the state is offering a six-hour school day. But within those schools, you have programs where students might only go two, three, four, five hours a day. To add Dr. Abbott's point happening all over the place, but they don't have to come to you and get permission because it's not a standalone school, a standalone LEA like Little Rock is proposing. Most of them are just embedded into other LEAs. >> There's plenty of seniors that take don't take a full day, >> right? >> I can promise you that. And they don't need a waiver to do that because the

091school is open, >> right? the the standard that they are waving is the clock hours of how many hours it it the student has to be engaged in order to earn a credit. And that's what truly allows them to, okay, I was able to do all of the requirements for psychology in two weeks. So now I'm going to move on and go to another course and another course. So, I just want to be clear before you all vote, which one of those waiverss are you wanting to limit to one year or is it both? >> Maybe a practical example here I think might help too. So, I think part of the six-hour day is that they want so if a student finishes their coursework in in three or four hours and then they want to

092go off campus to to take college classes. Well, technically they're not in they're not on the campus in that six-hour day, but they're still engaged with the course. So, part of the reason we're waving is so those kids can then leave campus and go continue their education at a different location. Um, so that would be a different type of credit even though receiving probably still receiving transcript type credit. They're they're off campus and that so it's just a way it's more of a nuance of the law of that of that code to allow the students the flexibility to not have to be on that campus necessarily for six hours. Yeah, and that was my point and that's why when we revisit it uh to see how that model works, it'll be more firm in our

093mind. >> So I agree >> understanding we don't want to hear that a large group of students are finishing in two hours and then out the door and you don't know what they're doing. >> Yeah, that's on the district. >> Definitely. Uh no pressure, but uh congratulations on being model. >> What more could >> my point we were arguing over here. Sorry. We're like having this that conversation. I said, "But if their outputs are good, if a kid if large group leaves in two and a half hours and y'all are rocking it in terms of your school grade and everything else, >> well, again, we got to start thinking differently." >> Yeah. I I think this is a model we're starting to see more and more for acceleration opportunities and things where in the past

094because kids were forced to sit there for six hours a day or sit and continue to listen to a teacher um in a topic that they've already mastered. This allows them to keep going. This allows them to accelerate, do other opportunities, internships, concurrent credit, whatever it is. To Secretary Leva's point, we're removing those barriers that keep those students who can accelerate from being able to go on and do more and be successful. >> And I still don't think we've answered >> the ultimate >> question Ford's question. >> So, what are you waiting for? What are you wanting a one year on? >> I'm not I'm not sure it matters. I as I because I I support the model. I'm excited to see, you know, it work and and and become a thing. But I think

095that when you ask for a fiveyear waiver of something, we lose an ounce of accountability. And I'm not saying we lose ultimate accountability. I suppose we could revoke the charter after two years if we wanted to. But that that but that puts the onus on us to monitor. And what I'm saying is that my natural tendency is to forget that I did this until a year from now when y'all come back and say, "Hey, a year ago y'all only approved one year. You wanted to hear about it. So here we are to present our data. Would you care to extend that? And that helps me >> well most of us stay engaged in the conversation five years. >> That's true. >> That's the other part. >> Well and and I will say this to your

096point. Yes, I agree that monitoring is incredibly important. So every year every charter school is monitored every year that we look we have a report and so we can certainly provide you that report at the the end of every year about the performance of this particular charter. uh because they we go through and look at those exact uh that those exact data points. How are we doing academically? How are we doing? Where where are the kids going? What what courses are the kids taking? Those are the type of things that every charter school in the state is reviewed on on an annual basis. And so certainly, you know, that report can come to you at any point in time. I'm not whether you want the year or not year that's that's irrelevant to us at

097least at this point. But just to let you know that there is a report that then and they are monitored on an annual basis. So it's not a fiveyear. we just we'll see you later in five years and then we'll see how it goes. >> Yeah. >> Right. I mean it's an we're looking at them all the time. >> So I think uh I'm I would not be interested in micromanaging the daily schedule of the school and limiting that you must have kids learning a specific topic for 55 minutes per topic. I'm I'm not interested in micromanaging that at all. But I I am interested in a followup on what are kids doing with their six-hour learning day, you know, and how are y'all guaranteeing that kids are getting six hours of education of some

098sort in a day and not just disappearing at lunch and, you know, having a good afternoon. >> So, what if you just approve the waiver with a request that they come back in a year and give us updates? >> Yeah. >> Second. I I don't think I can motion, but yes. >> Trying to be official. >> He has a motion. Dr. Abbott has a second. Right now, we're discussing whether or not there's a year. Can we just have them come back in a year and give an update? >> Do we need to change the motion? >> Well, right now he's That was the question. He has motioned to approve the district conversion. Is there any other than them coming back in a year, is there any amendment to any waiver that you're making? So, it's

099a bolder statement if we do that. >> Yes. >> And this might be the time for boldness. >> Still want to be the motion? >> Sorry. >> You have motioned. You still maintain that. But you want to approve their district charter conversion and they need to come back in a year at least to talk to us about it. >> Understanding that if everybody's failing, they're probably going to pull the charter. >> Yeah. Yeah. Yes. >> It's fair. >> So, do you want to amend to approve the district charter conversion? >> I don't really know what's being asked. >> Okay. So, all we need All they're looking for is for us to say we they they had already gone through the charter authorizing panel. Charter authorizing panel approved this. We pulled it off of consent I

100think a month or two ago. >> And so, the question is, are we upholding what the charter authorizing panel has already approved or do we want to modify it in some way? Well, I made a motion to approve it with the modification that the waiver regarding 616102 be limited to one year. I stand by that motion. >> Do you still want to second that motion? >> Sure. >> Okay, then we'll take a vote on it. Um, all in favor of approving the district charter conversion with the one-year waiver on 6162, is that what you said? >> 102. 616102 say I >> Any opposed? >> No. >> With one opposed. The motion passes. >> Does that work? >> Whether it's a one year for all the waiverss or one year for that waiver. We're going to

101see them in one year. >> We're going to see them in a year. >> So that's why I think it's >> okay. >> If that's what you >> Thank you gentlemen very much. I think we >> Oh, welcome. >> Thank you. Okay, here's the question. Do y'all want to break for lunch now and then come back and do the ABC grant um consideration and then the waiver? Do we want to kind of push through action and then take a later lunch? >> If it's up to me, I would probably say to push through, but >> push through. Okay. Five minute break. >> Five minute break. Sure. We'll come back at 12:05. Yeah. Take a bathroom break. >> 4 minute break. >> 4m minute break. Yes. >> Sweet vanilla coffee. >> I was like, I don't

102know what that is. Never mind. >> Okay. Miss Abney, we're going to talk about consideration of the Arkansas Better Chance program renewal. >> Yeah. And and if I could um also maybe tee up this item a little bit and I know annually we come to the board to talk about Arkansas Better Chance programs and the slots and how they're allocated and how they're moved around, but Ashley's joined our agency um gosh, how long is >> five months ago. five months ago and has done a phenomenal job um navigating through some challenges we've had because we've had some federal grants change and state programs changes. We're implementing um new learn strategies around empowering local leads and um upping quality and ensuring kindergarten readiness. So there there's a lot of moving parts happening in an early learning

103space. And one, I just always want to just commend her and and her willingness to take on a challenge and do what's right for students and families. But two, I asked her just to do a little bit of an overview of really what what is in this kind of early learning space and how does um what we're being asked to approve with the ABC slots fit into a bigger picture on how we're going to make sure that every student and every family can participate in high quality early learning that wants to. So I um I just want to make sure you have a little bit of background knowledge on what we're asking her to update. >> Yeah, thank you for that. Uh good afternoon board. I think it is afternoon already. I'm Ashlin Abney and

104like Secretary Aliva said, I'm the new director of the Office of Early Childhood. So, I'm going to take you the whole opposite way from what you were just uh speaking about with the high schoolers. And so, I wanted to show you this super quick about how we fit within Learns. And so simply what this says is that we are tasked with making sure that all the children are ready for kindergarten, that the families have the resources that they need to make sure that their children are prepared, that we're also looking at the providers and that they are uh providing for our children a high quality learning experience. And then also that there are enough affordable seats that are safe that the families can access. And if we accomplish all of those things, then the fifth

105thing is that our local and state economies will benefit because our families are thriving and not so worried about where their children are going. So, like Secretary Oliva said, I'm five months into my role and I'm super excited about it. We've accomplished a lot already. Um, but we had a lot of work to do. We still have a lot of work still to do. But one of the things that we need to look at is both internally and externally what were we about and why were we doing the things that we're doing. So we started way back at the basics that you all will know in your daily life and in your businesses that you have to have some core values. And so we started there and you can see them listed there on the

106screen. You'll see that the first one is child- centered. And that is what we're about in early childhood. I like to say that we build the foundation for the K12 world. I feel confident in saying that. I'm a former kindergarten teacher and an elementary school principal, so I know how important it is that children are prepared and ready to come into kindergarten. We use these four core values for every decision that we make on our team. So whether we're looking at fiscal um issues and concerns that we might have or we're just looking at standard operating procedures, anything that we're looking at, we base those decisions on these four things with the child in the very forefront of what we're doing. Under my leadership, we set up a new team and it's called the organizational

107effectiveness team. And I'm super excited and proud about that. This will help us just to make sure that we're meeting our targets of all the things that I just mentioned to you. What you're seeing on the screen there are the higharching things that we are going for. So like the SOPs, the error reporting that we do over on our federal side, setting up some internal reviews, looking at our grants, and then just overall a streamlining process of what we do. We rely heavily you all on local leads. So hopefully you've heard that term before. Um our local leads are all throughout the state and they are tasked with making sure that they are our community-based partners and looking at a child count like how many children are in a catchment area and then also looking

108at coordinating funding requests, making sure that the needs assessments are done and then also looking at class implementation. Another thing that we were tasked with is simplifying our licensing. And so, prior to me coming in, this was already started. The team had already been working on this. We are still looking at it and reviewing it. There were some changes that I noticed that we needed to make and so we're hopeful that we'll have that to you all soon for you all to look at it and see what you think about it and give us any feedback. The licensing standards of course are what all licensed facilities in the state have to abide by. So if you're providing a child care for birth through age five, you will have to abide by the licensing standards. So

109on the chart there, the little table that you see, I thought you all might find it interesting how many childcare facilities we have and what types there are. So we have roughly 1,800 licensed childcare facilities in our state. All right. So one of the things that I mentioned before was class. So class is where we're headed in terms of quality and making sure that we're improving quality across our state. It is an observation tool that looks primarily at adultto child interactions. And we're very excited about this. Uh we're in the process of working through our quality rating improvement system and changing the way that we define quality I guess is the best way to say that. So while we've done a lot of work in the state of Arkansas and our history has been around

110what you might have heard of ERS, which is great to have, we're now taking the next step in looking at interactions. And so we're very excited about that. Okay, before we talk about ABC, I just wanted to give you a little context of our funding because this question does come up a lot in terms of how is it different school readiness assistance compared to ABC or Arkansas better chance. So the school readiness assistance or commonly referred to as SR is a federally funded bucket of money and funding stream that we pull down. And so we um have right now are serving children like 14,659 you'll see. And we do have a weight list that's growing and that does concern me. Um we our weight list has a priority order and sometimes we'll hear about well

111do does anybody ever get off the wait list? Yes, if they're one of these u priorities that have been identified. We've been doing a lot of talking and you might have heard about back in October of 2025 when we changed the rates for SRRA and we did that in collaboration with many many people many partners our commission was one of them and because we're trying to improve our communication we were having the monthly webinars and we were talking about SRRA rates and the quality payments that go along with it. I'm happy to tell you that right now we have not changed the rates. They have been steady. They've been the same. But it is something that we do need to keep in mind uh in terms of moving forward and how we're going to sustain

112uh the number of children that we have. And so because of some recommendations and trying to be physically sound, we had to put that weight weight list in place because we our spend was way higher than what our uh income was. It's a totally different funding source than ABC and that's what I'm here to talk to you all about today. ABC is our state funded child care. And so you can see on the screen there that there are some things that are uniquely different between ABC and SR besides just the funding stream. The biggest one that I talk to people about the most is in ABC you do have to have a licensed teacher there. And um that sometimes confuses people um between the two different programs, but that is the that's the biggest main

113thing that I think would be important for you all to just know in this program. And I apologize that the table there says SRRA at the header. This is the ABC information. But you will see that while over in SRRA there are a little over 14,000 children served, in ABC there's a little over 21,000. So that's a big difference. Okay. So today I have a couple of action items for you all to consider. So moving forward for the 2627 school year. So starting July 1, we are requesting that we increase our slots to 23,092 with a total award amount of 107 a little over $17 million. Um because we have had a program a federal program called federal prek that we moved over that increased our number of slots. And then the other thing that

114I wanted to point out to you all is we have had two different entities that have requested to convert their slots from either the PAT which is uh parents as teachers or hippie. Both of these are home visiting um programs if you will or agencies if you will and so their slot numbers are changing and you'll see that on the spreadsheet that was given to you all. So the two actions for consideration is first it is about foster care and homeless children. That's very near and dear to our heart and hopefully to you all as well. And so what we're requesting is that if we have a certain school that has a certain number of slots and we know about a foster child or a homeless child that is in the area, we do want

115to go ahead and put that foster child or the homeless child in that school even though the school might be at its allotted number of seats. So that's the first consideration. And then the second one is we are requesting to be able to allocate 24,000 ABC slots throughout the program year. >> I'm glad to answer any questions that you all may have. >> Can I ask a question? >> Yes, ma'am. >> All right. I just want to make sure I understand the funding blocks. So the SR is our federal, the ABC is our state. Are facilities currently receiving both? >> There are some cases where they are receiving both. Most of the time that happens when a child is in an ABC program. The ABC programs typically run on school hours. Okay? >> So if

116a parent is working, let's say, till 5:30, but the clo the school closes at 3:30, then there could be some cases where that child would move into an SR or what's commonly referred to as a wraparound service. >> So that there would be SRRA funding there. So we really just have like SRRA facilities and then we also have the majority are state funded. >> Um or no? >> I wouldn't necessarily say that. Okay. >> Um so think about SR SR follows a family >> really let's say and so they can go to any of those 1893 uh 1,800 facilities that are licensed. Whereas ABC the uh funding and the slots go to a particular entity and they stay with that entity. >> Got it. That's a great way to describe it. >> You want to

117start? This is your passion. >> Well, I got to say ask questions first. >> Okay. >> Well, then I can start on this side. Jeff, Mr. Wood, no. Mr. Anderson, >> the 24,000 slots that you're requesting allocation, is that just like you're you're going to hold on to those and allocate them as you need throughout the year. Is that >> Yes, sir. That's what I'm requesting. I want that ability to be able to have 24,000 slots that I can review and look at and see who's using them, what the enrollment looks like, and then I want to be able to move that throughout the program year if I need to. And one of the things um Ashley didn't mention too as we've been looking at ABC slots and I don't know how long some of

118this goes back to but historically if we say we gave a site 20 slots we paid for 20 slots whether students were enrolled in them or not. And so about a month or so ago >> we kept saying we're paying for slots that kids haven't been in all year. >> We have to stop doing that. And >> um I I don't know. We we made this adjustment about two months ago and you know it it it's interesting but already we're recognizing that we can take these slots that we're paying for that haven't been filled and reallocate them to places that have waiting lists or want to start new programs because if you're not on the list sometimes it's hard to get slots to get a new program. And I think that's a bigger picture of

119why Ashon's saying like, hey, we we've got more um probably demand than we have access. So, let's make sure we're getting the right amount of access to get the right amount of um demand met so that we can make this happen. And one more actually a total side plug because she's doing amazing work. Um, as we've been navigating through federal grants and funding, even in her short window of time, she applied for a competitive federal grant in preschool. It was a preschool development grant that not every state um could qualify for because it was competitive. And she received that like already and it was around $15 million. >> That's 14.741. >> 14.7 million. She's already did that. Not just me. she's already brought in to help keep this work going. So, I just always want

120to congratulate her and the team for going above and beyond because we have made that commitment to the providers >> that if if we can be more efficient, if we can bring additional resources, we want to reallocate that right back out to the field and support students and families and we've been able to meet that commitment. >> Yes. >> So, question on the ABC conversions. I mean, It's just my lack of knowledge between the PAT program and the Hippie program and like going from 27 home visiting plots to 33 in PA and then 80 to 40 in 50. So like how are they that different? >> Okay, so that's a great question and I'm still learning myself. So I'm going to try to answer that and then I have an expert in the room. Okay,

121so but give me a shot at it first. All right. So, so what happens is the home visiting network is paid at at a lower rate. So, a typical slot for ABC is $5,15 for per child. So, in home visiting, it's $18.83. And so, when you start doing the conversion on that, so when somebody wants to say, "Hey, I don't want the home visiting anymore. I want to convert it to a center." Then my team looks at that to see what is that cost difference and so the numbers it's not a one for one switch or conversion. So that's why you'll see that the slots are different in uh with Southeast U Arkansas Educational Co-op, the hippie one, they were not fully enrolled and my team and I have been working very hard like they

122might have been given a certain number of slots, but if they weren't fully enrolled, we had already started doing some reductions. And so that takes into consideration that the reduction that we made converting the hippie slot to a center base and then giving the number back. >> Gotcha. >> Thank you. >> You're welcome. >> You didn't mean it. >> Did it. Yes. >> Shout out to Brandy. Brandy Ishman is a rock star, y'all. All of my team. All of my team really. >> Miss Kener. >> Okay. Hello. First, um, the very first thing I want to address is the white list. And this is um such an interesting thing because we don't like to see a wait list. If a child um needs care, we want to be able to provide that care. Um but

123the need has not changed. So when we had tighter restrictions and no weight list, man, did we feel good. That does not mean that those thousands of families and thousands of kids weren't without care. They still were. It just looked really good for us. we didn't have a wait list. So when we opened up some of the requirements, understanding that um since um health care requirements have changed that employers might drop your work hours to 29 and a half so they don't have to provide you health care benefits, right? Well, that also disqualified you from getting care. So we reduced the hours to say 20 because we knew that was happening. people were working as much as they could and were still not being offered care. So, we loosened those requirements. Understand we want you

124to have a job. Um, what that did is it showed us the true need in Arkansas of care. That weight list has grown daily since it started because those people need care now and they have needed it even back when we didn't have a weight list. So, it is a strange thing of that weight list. We don't like it, but also it's the true picture of what's happening. Now, we have this opportunity. Um, ABC requirements are uh more open than SRRA. You've got to be in a lower uh tier of um income in order to qualify for SRRA. The state has opted in to loop in kind of that a little bit larger group. So if you qualify for SRRA, you without a doubt qualify for ABC. So that offers us this opportunity. We have

125programs that have not filled their ABC slots and we have kids on an SR um weight list. So what she's asking us to do is allow them to go, hey, you've got 10 open slots. I'm going to take two for these foster kids that need care today. And what we have the potential to do today is say, "And you don't have to come before us to ask permission to do that." >> And my understanding is legally they've never had to do that, but they've just always done it. And we've set a precedent. So what we're doing now, she's giving us the courtesy to say, "Hey, we're not trying to do anything behind your back. >> We want to be reactive and we want to help these kids that need it today." >> Um, I don't

126want her to come to us less. I still want to see her and I want to hear about it. So my sort of response in the discussion about this with Ashlin was Miss Abby was that okay can you still come and see us maybe quarterly and give us updates and say hey we pulled these slots and we are now providing care for this number of kids and hey here's a great thing that happened since the last time I saw you. Um so I guess what I'm asking today and if you're ready for a motion I believe it is potentially two >> I think so. Um, let's see. I want to get it right and happy to take any suggestion wording. Um, I'd like to make a motion that allows the Office of Early Childhood to

127um, help me out. Give me the right wording. I want to get it right. Um, the main one that I want from you all is I want the ability to take 24,000 slots and allocate them throughout the program year. >> Okay. I would I'll make a motion that the Office of Early Childhood is allowed to reallocate slots as necessary throughout the fiscal year. >> All right. I have a motion by Miss Keener. Do I have a second? >> Second by Miss Hunter. All in favor say I. >> I. >> Any opposed? hearing. None. Motion passes. >> The second one that I would love for you all to support me in is when there is a foster child or a homeless child that might be in an area where I've already said here's your number of

128slides. I would love the ability for that program to go outside of their allocated slides to serve a foster child or a homeless child. So I would make a motion that the office of early childhood can have the flexibility to meet the needs as they arise for foster for uh vulnerable populations. Does that is that generic enough? >> All right. So I have a motion by Miss Kener. Do I have a second? >> Seconded by Dr. Abbott. All in favor say I. >> Any opposed? hearing. None. Motion passes. >> Thank you all. I really appreciate it and we are super honored. Let me say that the Office of Early Childhood sits under AD. It just makes sense that it's a perfect line. If we can get it right down on my end, then hopefully, you

129know, with y'all's help, we can get all the children on the other end like at the whole high school. >> Well, actually, what I want to be is like Xander, Jack, or and what's the other guy? Alvin or >> Yeah, I want to be them. Anyway, we'll work hard to make sure that we're getting the children ready and prepared to do that. So, thank you for your time. Appreciate >> you having me. >> Okay. Next item will be the request for a waiver for Pamela Wyatt, Mr. Schultz. >> Good morning, ladies and gentlemen of the board. Uh this is a matter for a waiver of a disqualifying criminal offense that was identified uh processing an application for Miss Pamela Wyatt asking for reciprocal teaching license. She's currently a licensed educator in Kansas. Under the rules,

130it's a pretty robust process, which I think probably is is more than we need today, but we're allowed five minutes for an opening, 15 minutes for a presentation, and five minutes for a closing. Uh, with the board's permission, I'm probably going to handle my presentation and my five minutes and and allow you to to hear from her and ask her questions as you see fit. Um, all parties are to be placed under oath and the chair may grant additional time as she sees fit. So, the sub I'd like to present the substantive information. I kind of said that as a general matter, this body is prohibited from granting licenses for a person that have been convicted of of numerous lists including uh forgery violation of 537201. However, the this board has the discretion to wave

131that disqualifying offense. Statute sets off some factors including the age at which the time of the incident was committed, the circumstances surrounding the crime or incident, the length of time since the crime or incident, subsequent work, subsequent work history, employment references, character references, and other evidence demonstrating that the applicant does not pose a threat to the health or safety of school children or school personnel. The basic facts as the department understands them are that Miss and this we gain from the uh the background checks that we do. Uh Miss Wyatt was convicted of felony forgery on April 26, 1999. Appears she was that was 27 years ago. I believe she was 22 at the time. Her um she completed her criminal probation in 2004. her first employ and and I should have said at the

132outset this there's a packet that's been put together for y'all to review that you have in front of you has a timeline um I'll hit some of those highlights her uh she was first employed in education in 2007 at a private school in Kansas City uh she received a bachelor's in elementary education after which she was employed in uh a public school in Kansas City she according to her representation achieved another degree a master's degree in curriculum instruction and was subsequently continued to be employed as a public educator in the state of Kansas. Uh my understanding is she's moved to Arkansas and she applied for reciprocal teaching license which is essentially what brings us here today. She's provided 10 letters of recommendation regarding character and employment, her work history and provided answers to the department's

133questions. Uh so based on this information uh provided to you both from the information we received and from Miss Wyatt, it appears the board has uh sufficient basis if it deems this information credible to grant the waiver under the statute. And at that point it becomes a question of your judgment and discretion on whether you grant the waiver. >> Thank you. >> If there are no questions of me, I'll let you hear from Miss Wyatt and then I'll be happy to answer any questions you have. Miss Wyatt, I need to swear you in. So, when you get up here, I'll have you raise your right hand. >> Yes. So, do you swear and affirm that the testimony that you're about to give will be the truth, the whole truth, and nothing but the truth? >>

134I do. >> Thank you. All right. You want to give us your statement? >> First of all, I want to thank you for taking the time to see me today and to hear my statement. Um um and just to piggyback off what Doc uh Mr. Schultz said, "I was 22 years old at the time of the offense when I had um this lapse of judgment. Everything in my life up to that point said I was going to be a statistic. I was a high school dropout uh pregnant um single mom." And still to this day, honestly, it sounds weird even when I say it out loud. I don't know how that conversation started with the group of people I was involved with. I don't know how the plan formulated. All I know is is that

135I was stupid enough to follow through with it. And when I was questioned about it, I confessed right away. I accepted my consequences. I didn't try to hide anything. And I worked very hard to comply with the terms of my probation. What I can tell you is that I am not that woman uh that I was as that young girl. One thing that I have done in my life is I've put people into my life and I've given them permission to speak into my life to guide me to safeguard me. I have been happily married for 25 years. I have five children. I have five grandchildren, one grandchildren on the way, one grandchild on the way. I um worked very hard to achieve my bachelor's degree. Went on to get my masters. I've been teaching

136um since 2007. In the beginning, I was at a Christian school where all of their staff did not have to be licensed. You just had to align with their articles of faith. And during that time, which I had started going to school, um I did my student teaching in THA in 2014 2013 and I got hired by THA in 2014. In 2022, I was um honored to be the teacher of the year for my school district, nominated by my peers, gone on to represent my school district for our region. However, someone else greater than myself got that priv that honor to carry that on. What I can tell you is that um education and giving my life to the Lord saved my life. I would not be the woman I am today without Jesus Christ.

137And I would not have the vision that I have of education without Dr. Evans, who was a principal of mine in my freshman year. And he took the time to say, "You are worth more than what you're settling for." Um, a lot of people that I know could have the same story as me. Came from a broken home, parents that abused drugs, divorced early, left to my own devices. I left home when I was 16 years old. And so, an accumulation of those experiences probably led me to that decision because I did not have um parameters by which I lived my life. I lived my life daytoday making choices that felt good in the moment, making choices that helped me to survive in that moment. I've since learned from that. My husband and I are

138relocating to Arkansas and I just want to be that guiding light for others and I believe for the last 16 years of my teaching career, I have been able to do that. You can see in some of the letters that I've provided um even what parents are say that I how I make their students feel because I want students to know that they're more than their circumstance. The opportunities lie um are available to them as long as they put in the work. And I did put in the work. I continue to put in the work. Um I don't have any desire for that lifestyle that I lived so long ago. Um, but I do work daily to be a better person than what I was yesterday. >> I was just wondering if you've picked out

139your grandmother name >> because you have one on the way, right? Your first one. >> No, I have five already. I have one more on the way. >> Misunderstood. >> I wanted to be called Nana. >> But when Carlos started speaking, it came out Nina. So therefore, I'm Nina to all my grandkids. >> I love it. >> My grandfather was supposed to be Peepaw, but my cousin who came first would say Papa. And so that's where that's what we call him. >> I will have to say though, my 11year-old who uh Xavier this year has just announced that what is Anina and so you will be go I will call you grandma. So there's a little bit of conflict right there. >> That's funny. That is subordination. It should not be tolerated. >> As the

140oldest grandchild in my family, the oldest gets to pick. >> Yes, that's true. >> And that's how it was in my family as well. So, I'll let him and his brother hash it out. >> Well, I think you are the reason that this appeal is available. >> Um, I'm so glad you decided to utilize this option. Um, does anybody have any other >> Thanks for coming. I would just say there there are very few things uh that should hang around us forever and forever disqualify us. Uh certainly um bank teller forgery 27 years ago is not one of those things and um I only hope that people say about me what the people in your life over the past 27 years have said about you. So, I I'm honored to look forward to your work

141here in Arkansas as a teacher. >> I just like to add that I believe very strongly in second chances and also admire your courage to stand before us >> and display that incredible ownership of what you did. As humans, we we tend to not do those things and you did it very well. >> Thank you. I just >> Where are you going to teach? >> Is that in here? >> After that, everybody's going to want you. So, know if you already had a job. >> I'm uh my husband and I are going to be relocating right here to Little Rock. >> Northwest Arkansas is really nice. >> Robinson High School is just my kids all go there. So, >> excellent. All right. Can I get a motion to approve the waiver? I move that we

142approve the waiver. >> Okay. I have a motion by Dr. Abbott. >> Second by Mr. Henderson. All in favor say I. >> Any oppose? >> Hearing none. Motion passes. Thank you for coming to Arkansas. >> Thank you so much. >> Thank you. >> Okay. And with that, is there any new business? >> All right. Then we can move on to the consent agenda. Does anybody want to pull anything or is there anything And if not, I will need a motion to approve the consent agenda. >> So moved. >> I have a motion to approve by Miss Hunter. Do I have a second? >> Second by Miss Keener. All in favor say I. >> Any opposed? Hearing none. Motion passes. >> Okay. So at this time, I'd say >> yes, let's go ahead and do public

143comment and then we'll break for lunch. All right, we'll go ahead and move. >> Uh, Kelsey, do you have our public comment sheet? Is there anybody that signed up? Okay. >> I'm gonna go in order. >> Is there anybody else? You never know. I'm going to do this the right way. >> Thank you. Thank you. Thank you so much. Cool. Miss Wright, do you want to go or do you want Mr. Wright to go first? >> Take both times. >> So, can I take his three minutes, please? >> Does he agree to that? >> Yes, he's got to agree. It's his three minutes. We've been together 50 years. >> Next year, well, we've been together all together. >> He better agree. >> No, we were. We talked about it. Okay, then you go right ahead.

144>> Thank you. Good evening, Secretary Oliva, Chairperson Woods, and others present. I am Charlene Wright, a resident of the Pineville School District. We have advocated that our district was denied the right to a turnaround superintendent the past two plus years. and our superintendent adamantly stated that she was not in direct support as an assistant superintendent in the office of coordinated support for Pine Bluff School District for five plus years to our district. Eric Mayfield, another Pinel School District stakeholder employed as an administrative assistant at Pinel School District at Pineluff High School, gave comments and confirmed that our superintendent was offering direct support. I was deeply concerned after the February board meeting that the superintendent comments was directed toward me which led to me filing a freedom of information request to Secretary Oliva Chairman Woods concerning

145the support our superintendent had given the Pine School District. I received the first response to my FOIA stating that our superintendent's position was not as assistant superintendent but as leadership development coach from 2018 to two 2023 supporting the superintendent stance. I've responded to the freedom of information response with the link that ad legal response conflicts with our superintendent's biography on our website. Prior to becoming a superintendent of the Pine School District, I served in the role of assistant state superintendent for the office of coordinated support and services with the division of elementary and secondary education. In that role, I provided direct support to the Pine School District as well as other districts in need. ADA Legal responded to my Freedom of Information request for clarification almost immediately and confirmed that our superintendent had provided direct

146support to our district as assistant superintendent and prior to our return to local control. Therefore, our superintendent has been afforded more than five years to turn around our district, which she stated at a board meeting that it takes four to five years and she has been with dollar in our district over six years and we have a greater F. In December, our superintendent presented a 2526 state board of education district letter grade strategic plan in an attempt to undermine our advocating for a turnaround. Superintendent titled her February response to our December letter grade strategic plan as turnaround implementation timeline. Our superintendent manipulated her time served with the district to manipulate and intentionally mis misinform the time that she has spent to turn around our district and to persuade the appointed limited board to approve her

147an additional year in her contract when there were two years remaining as well as her time spent in the district still has a letter grade of eight. F stating that she needed five years to turn around the district. We feel that in a lame duck period seven days prior to the election of four democratically board members, we were taken advantage of in that the elected school board members would have had greater independence and freedom to act in the best interests of our district. in that we could have hired a superintendent with a record better than an F. As well as elected board is in a better position to work closely and effectively with the superintendent and professional staff than an appointed board in that elected school board members promote accessibility to the voters and personalization

148within the organizational structures. We will continue to advocate for the resetting of our district, including the resign res reassigning of our superintendent to the district to the office of coordinated support to compensate for the failures and inequities that we have suffered, including the denial of an election of all seven board members. the right to hire a turnaround superintendent from a democratically elected board, which resulted in our letter grade of an F. We hope that you desire the best for our district and options, including the hiring of a turnaround superintendent. It does not take seven plus years, and I had the opportunity to shake Dr. Wright's hand for his C in three years. and excuses are not enough to prevent another state takeover. Thank you for allowing me to take Mr. Wright in my public comments.

149>> You're welcome. >> And I do apologize. I kind of got emotional in February because I know Pine School District. I was there when the buildings were built, when the CTE facility, when all of those clubs were intact. I don't like people taking advantage or saying we was some third war third war district. No, we had one of the tops. And you know what? We strive to get back there, but it's going to take the right leadership and the support of the community. So, we going to keep coming. >> Okay, >> we going to sound like a broken record. We going to sound like a broken record because we want our district back. And we made strides last month. Well, this month, this is still March, right? We have six democratically elected boardman. We got

150one more to replace and we going to do it. >> Okay. >> But we going to still come back here and hold you all accountable. >> Okay. Thank you. Thank you, Miss Wright. >> Okay. And with that, you good for lunch? I think so. >> Okay. We'll break for lunch and then we will come back shortly before two and get ready for our hearing at two. That's where I turned. Do you need to go do something? >> Yeah. >> Okay. Go for it. >> Okay. Good afternoon. Stacy Smith, deputy commissioner. um for as part of our commissioner reports, we've asked um AMS, so the academy to come because we are in a transformation contract with them with the Blville School District. And so just real quick, um back in May of 2025, this board voted

151to place Vival School District in level five and did take over and we um dismissed their board and um superintendent. At that point, we u appointed Brent Miller, who is our will of fortune guru we were just talking about, um to act as an interim superintendent while we went forward with a transformation contract. We had several different groups who um put in proposals for it and ultimately the transformation contract bid was won by AMS. Um and so that was signed around the beginning of August. Um we worked with them over the next several months in the transition. Brent remained superintendent till early November. Um this is definitely and and and I want to say this kind of on their behalf before they get up here. This is definitely still cleanup phase. Um we took over

152Bllyville School District because it was in complete dysfunction. Lots of different systems were broken. Those of you that were on the board who made that vote were well aware of that. Um we are still very much in cleanup phase, clean up the finances. We've asked um we requested that um we do a legislative audit. So they were coming in doing all the audit findings. They they'll hit on that a little bit today. What I've pressed on them to do is talk about the things that they've put in place this last year in partnership with the department in this transitional year. Um, and then to really focus on what are things that we should be expecting from them moving into this summer and moving into next year. They started the school year inherent with all the

153policies that were already in place, all the contracts and employees that were already in place. And so again, lots of cleanup has been been going on. So at this time, I'm going to turn it over to their staff and let them kind of walk you through their presentation. Hello, I'm Christina Winters, CEO for uh the Academy of Math and Science, and I have with me Kater Katie Deerman, who is our CFO, and Vanessa Hopkins, who is our superintendent that we were able to uh start uh this last December. So, we're really excited to have her with us. Um I'm going to go ahead and get started and then we'll let her uh speak with you or answer any additional questions towards the end. So, yep. Okay. So this was what when we entered into the

154discussions um this is kind of where where we came in with the RFP. We really wanted to reinforce that we understood that this was decades in the making of where BLO got themselves to uh this last spring. And so we are focusing on a threephased approach um as Stacy mentioned. So this is about uh observing um understanding where they're at, looking for what's broken and where we can lean in urgently. So that's a phase one. phase two, implementing and improving those systems. And ultimately, what we really want to get to is where BLO is back um to where they are sustainable and that they can scale and continue to do this without um additional support and putting those things in place. Uh so what we want to share to you with you today is our

155initial findings when we walked in, what are some challenges and where we're moving forward. Uh we spent a lot of time there. In fact, AMS rented a house and the executive team, we were first going to send out directors, but we decided that the executive team should be the ones uh that go in and do that first initial work. And so, we did rent the house. We've been living in the community since August. Uh the things that we saw as common themes, as Stacy mentioned, missing codified processes, lacks of accountability measures. Um there was a lot of organizational issues because of that transition and the rush to start the school. Lots of spending with little oversight. definitely issues of broken trust and relationships within the community and within the school district. Um, but we did

156find some really great trends as well. There was a staff and leadership that were open to feedback and were excited for people to come in and support. And most importantly, Platville is a community that is ready to be deployed. They want to help and they're excited to involved. As we came in, the challenges on top of those themes, we came in with several open teaching positions. there's a very shallow talent pool um in in Blville. We we're dealing with a lot of will versus skill. Uh we have to adopt. We are a charter organization. So adopting to and acclimating to the policies that are in place for our district. Um and it's kind of been some issues with the urgency and then again little to no runway at the start of the year for us

157to make any um big changes. So, I'm going to take you through a couple components that were uh major standouts of areas of need, talk about what we saw, what is the progress that we're making, and what's coming up next. So when we entered um the special ed department was in the process of their CCEIS correction plan um due to um in the past extreme overusage of out of school suspension for their atrisisk scholars. So we're talking about special education um uh kids that are in child fine or MTSS and kids that are in minority. we were getting they were overly suspending and there wasn't a lot of um opportunity for kids to find success. And so u as we uh were coming in we noticed uh and we saw evidence of several of those

158moves um that there wasn't anything in place besides just kid uh misbehaved and was immediately ossed out of school suspension at the school. Um so we saw the plan was incomplete. They had not done a a root uh plan analysis yet and root cause analysis yet and in fact uh Jacob Oliva sent it back to us and said make this better. So that's what we were there to do and um there was a lack of schedules there was a lack of um instructional expectations. They didn't have that MTSS or child find process. So we really worked closely with uh support from Julie Amst and we have completed uh that CCIS plan. It's got a development um for building out some SPL and management components within the classroom. Worked with the uh school leadership to ensure

159that uh the MTSS and child find process is in place so that when there are students at the campuses that are in need um we can identify them, try the interventions and then uh lead them into the special education process if possible. In the ne we finally got that cleared up. So, in the next steps, we have AMS's director of special education. She will be on site at the end of this month spending um a couple weeks there. She will be uh doing minute studies so that we can check that we have the most efficient staff and we're not overstaffing or if we need more staff to support those students. She's going to be monitoring of instructional practices so that we can create a very clear year-long professional development program for our special education department.

160And she's also going to be looking for general look fors that we said that uh we're implementing and that BL has been working on. So for example, are we following the correct discipline procedures? Are we seeing evidence of that across the board? Um are we using positive verbiage and uh are we using preventative measures prior to any extreme um out of school suspensions? >> What is what is CCIS and what is MTSS? So MCSS is we use that term all the time in Arizona child fine often um here but it's a multi-tered structure for support. So say that there is a um child who is struggling in the classroom or con consistently performing low instead of just going oh that person might have a learning disability let's test them for um special education there is

161a process to ensure that we're trying interventions that we're um in the classroom maybe small groups or maybe they need additional time all different types of interventions throughout that process we're uh tracking data tracking the process If it's working, great. Let's continue it. Let's continue the kid, the the work with that child. If it's not working, that's a sign that it actually may be a learning disability. And then we move them into the special education department. So, we're not overidentifying and or underidentifying kids that have needs. >> Yeah. Okay. And then what is CC? >> I'm going to be transparent. I can't remember the what the acronym stands for but essentially it's a corrective action for um for and for us it was uh because of the over suspensions of the um students with high-risisk

162atrisisk kids. >> Okay. >> Early intervention services. >> So that kind of leads into the discipline. if you don't have a good structure of how you handle incidents and discipline. And what we uh saw when we got there, there was two handbooks uh which that's not very helpful. And they um completely contradicted each other. One of the handbooks with the discipline actions in it was incredibly punitive. The other one was incredibly restorative, meaning little lack of consequences and no consistency on how any of them were being used. Um, we also found that our AL program um was being used punitively and there was um not a very clear structure of how to enter or to exit within the program. And so um we do have an Arkansas state approved discipline matrix that our uh director

163of schools has been working with the state of Arkansas to make sure that it aligns with all the expectations. Um and it is uh based in it's very equity driven. So, for example, um it's it's common consequences across the board. It's not if you are my favorite student, you don't get this consequence, but if you're that high-f flyier kid that's often in my office, you get a strong consequence. It's equitydriven and it and it aligns to the community that we're in. We also um were excited to find um that Bllyville had purchased and spent money several years ago, a large chunk of money for relay training. Relay is a a a renowned program that trains teachers and although we want to come in and train the teachers as well, they had already spent that money

164and it was just sitting there and about to be lost. Um I actually went through the relay training program um when I was a principal and so I was able to make connections with that team and get them to extend their contract with us and give us uh all of that um training that we had paid for they gave they gave us right now. but we had to do it quickly. So what we did was we focused on the trainings on relationship building and classroom management so that hopefully um it's empowers the teachers to handle situations within the classroom instead of taking it outside. And um we use our full uh two days of professional development to use that because we know that when uh kids feel safe and respected in the classroom, they're more

165likely to learn. What's coming next? Now we can actually we implemented the discipline matrix but again we came in August September. It's very hard to implement something as large as a new discipline uh process mid year. So now we have the time principles have been working with it their questions their experiences and we can add that into how the professional development that'll be happening during the pre-ervice time this summer. We are really looking again um not only just following that matrix but we really want to see some po a lot more positive verbiage out there in the schools and teachers being empowered with their preventative me measures in the classroom. teachers. Um, as I mentioned before, there were several open positions and unfortunately we're finding that they're primarily in math, science, and AP courses. Um,

166and it is a pretty um shallow pool of candidates out there. Um, we had over we have over 20 non-certified teachers um currently and um that you can imagine the struggles that that brings and there was definitely managed classrooms. So when we when we went in and saw them, kids were in their seats, kids were um quiet, but they weren't engaged. Um there wasn't a lot of rigor within the classroom. So again, that those those relay leverage leadership uh trainings uh we gave those two full sessions so that uh teachers could start to develop those relationships and understand. Um we had a lot of support and I want to thank the co-op. We had a lot of support from the co-op um working with our teachers and the literacy coaches from the state have been

167actively working with our teachers as well. Um we have uh trainings from our curriculum providers have come in and the really great reading um trainers have been in there working alongside our our teachers uh weekly on how to lesson plan, how to increase that rigor, and how to deliver the instruction. Um now when it comes to um our non-certified teachers, we were able to implement uh two times a week a um tutoring session per se. They come to the district office. They are required to come to the district office um two times a week at four o'clock and work on a program in order to uh pass the practice. And we just had two two days ago pass that. So we're excited that we're in that process. We're we believe very strongly in the pathway

168to license all our teachers and so we'll continue to support that process as we go. I also want to say that we just recently uh sent out the letters of intent at the beginning of or end of last month just to kind of see just because they say they want to come back doesn't mean they will, right? But just to see who wants to come back, right? What is the feel? It gives us a really good temperature check of like what's the district feeling like as all these changes. We're really excited. And I I believe we had four that said that they were not interested in coming back out of the entire district and one um one retired if I remember >> two two retires. Okay. Um and so what's coming up next? Well, we've

169got a lot of work that we are currently in the process of doing and again working with the people in Desi we appreciate, but we have to dig into these schedules and make sure that they're efficient. it it appears that schedules have been built around providing jobs for people and that's not what's best for kids or financially what's best. So we need to look at what are the requirements and build out schedules that provide the best um opportunities for scholars and then fill those positions. So that's at that point we'll be offering um contracts from there. Um we are changing our recruiting platforms. We're excited to start working with the Nimble um program. So, we're hoping that that um helps with uh gaining some more qualified teachers. We're going to continue to require that uh

170if they are um not certified that they are in the the pathway to be certified. Um we have imple we will be implementing a robust onboarding program. Currently, um in our other schools, we have a five-day onboarding program for teachers. Oftentimes, teachers come on board and they're thrown into a classroom with little to no support. and we don't believe that that's the process. So, making sure that they have that um really strong support as they're coming into the classroom. And then we also um led by Miss Hopkins, we're having lots of current conversations with local governments and um uh some of the businesses in the area to perhaps support an initiative of Teach and Live in Bllyville to maybe get some more people to be willing to come there and provide our kids uh the

171opportunity for the best education. leadership again. Um we we found ourselves with no superintendent when we got there and a pretty shallow candidate pool. So we were very excited when um a little further into our search, Miss Vanessa Hopkins applied and um immediately we knew that she was the right person and we're really excited uh for her to join the team. Again, I want to just reinforce that we did discover that that uh team of principles is very eager and ready to learn. However, um they were very hesitant to lead. They were in a habit of looking to the board to make any kind of decision and um they're very hesitant uh to make a decision that may cause some social media engagement. Um Blville is a very a community that likes to go straight

172to social media live when you know they're unhappy. Um you can see and sometime sometimes you know there's going to be errors on the school side, right? But that's probably not where to air your grievance. But that's very quickly, you know, you you didn't get to bring cupcakes. Let's go live on Facebook. You know, those kind of things. So, uh, and because of that, it's caused, um, some leaders that just don't have the confidence to, um, to make those decisions. So, we're Miss Hopkins is really working on that with them. Um, again, they also got support with from Ed directions through December and we're really grateful for the work that they did building up the leader capacity. So, we want to thank them. Um, Miss Vanessa Hopkins started in December and um, she immediately started

173working with the principles and the leadership and she's doing her her weekly meetings um to again um, a lot of it right now is just empowering getting to know them, empowering them to be owners of their um, their buildings. That relay uh, leverage leadership program also had money set aside to be able to purchase uh, trainings for our leaders. So they are going through um five very intense full day trainings that us that are uh setting cultures and expectations, leading data meetings, coaching conversation, instructional planning meetings, observation and feedback. And after they've gone through this program, the next step is implementing the accountability for that those things are happening. Um, one thing that's coming up is we know that it seems to be a while since the Bllyville School District had a very clear vi

174mission and vision and what their instructional priorities are going to be. And again, because of the late start with us in the fall, we're really that's the work that we're going to be doing as we're transitioning from this end of the year into the summer. My uh director of schools, Dr. Payton will be coming out and spending um quite a few uh weeks with Miss Hopkins and her team developing that and talking about what is our true mission now with Liveville School District. Um and how do we vision cast that to everybody um that's probably one of the things that is the toughest right is breaking that uh rebuilding that trust and breaking that mindset and making sure that everybody in the community understands that all kids can succeed. Um, one other area that really

175needed a lot of attention was our safety and our transportation. Uh, there was inconsistent expectations, open positions, no oversight. There was a lot of abuse of time cards when they're offsite, right? So, they're at the transportation facility. Who knows when people get to work on time? And then one thing that really I couldn't believe my heart like pounded when I found this out um uh district weapons were at home and um and not returned when people were on leave and same with vehicles. So we were able to go in with the help of um Mr. Kefir from the state as well. Um he came in and helped us do a safety audit, worked with our safety team. We hired a safety coordinator. We created SOPs for all of the district equipment and their vehicles. Um,

176we brought them back. We locked them up. Makes me feel a lot better. Um, and then so our next steps, we have a we have a lot of issues with the buses and the routes and inefficiencies there. So, we're working on creating um routes that are efficient and um allows for again what's best for kids. We need to source some campus officers and we're working with the BLO school, I'm sorry, the Bllyville Police Department to do that. And we are also implementing electronic time tracking. So, not only do people know we're watching, but we can avoid any kind of misbehavior accidentally clocking in at the wrong time. One of the things that I love the most about BLville is the community, though. They welcomed us in. Um, I've been to several meetings throughout the community.

177In fact, I've got a hair appointment out there ne this weekend. I'm in it. Um, and the Lions Club has been great. If you have not been to the Blville Lions Club or the the country club, best buffet you could ever have. Um but again the community had broken trust and it's understandable right the BLO school district um a lot of decisions has let the community down and so the relationship has been um tense so we really had to work hard on that and like I mentioned the social media however there is so many people out there willing to participate and give they just didn't know where their where their in was or where they were needed or how so that's what we're here for um we created a biable believers liaison meeting we've already

178met three times And it has new core reps when when they come. Randy Henderson. They have I'm just kidding. He is so great and so supportive. Uh we have new court reps on the team. We have business owners. Uh the PTO president from our elementary schools there. We have pastors there. And we have the president from ANC joins us. And um what a great meeting to talk about. We do this with them essentially. We talk about where we're at, what are we seeing, what are the concerns that you're hearing out in the community. And we always ask them to help us share the positivity as well. One thing we ask them to do is follow us on Facebook. So, I'm asking all of you and to anytime you see something positive to re re post

179it because that's that's how we get that message out. Um, we did do the state of the district meeting. I led that. Um, I was kind of disappointed. you know, the the community shows up when they're not happy, but they're they don't tend to show up when things are great. But we had over 2,000 people view it online. PTO's are up and running at every school with over 50 people showing up, and that's really a big deal. We've we're doing a resource fair tonight. Um, we've done the turkeys and the holiday meals. The backpack program is up and going and we've had a reduction, believe it or not, in social media activity, although I know, you know, we have some people who love to still talk about us. Okay, so next steps, we are doing

180a summer reading um outreach. Um that is Vanessa's big push is literacy. We know that we have a large gap, a literacy gap in our community. So, we're partnering with communities and the library trying to get some literacy stuff going. We're gonna try to continue to build those partnerships and we will always keep that liaison meeting uh going because uh it's really important us to have that community. >> I don't I don't want to interrupt you. I just want to let you know at 2 o'clock we have a hard stop and so that's why I was like I just I know. So, >> okay. So, here's the last thing that I'll say then. Um I challenge you to look at the data differently. That was my my push. Um normally we're looking for proficient. That's

181what we want, right? But we know that the data speaks and we had nine 80 to 90% of our kids in every single content area, every grade were in level one. 80 to 90% were in level one. Okay, we just took the interim assessment. Every single um content area, every grade level decreased their amount of kids in level one. So we do have movement happening. Now, are they at proficiency yet? No. But we have them moving out of that bottom. So, I can show you for example, um, here's our science at the middle school. The blue is in the fall. The orange is how many kids are at the level one now. So, I know it's a weird way to look at the data, but we have to look at those level one kids first

182and get them moving. So, way less kids in the level one. Same thing at the elementary. You're going to see blue was in the fall how many kids were in level one and now orange is how many kids are in level one currently. So, we are making the moves. Let me hand it over. I want to um invite you to come and tour anytime. You are welcome to come to BLE and I would love to be here and uh show you all the awesome stuff that's happening and or email me if you want any additional I'm gonna hand it to Katie or SA. >> I'm a talker. >> I just did the books get reconciled. I remember that was an issue. So, we're I need an accommodation. So, we are still um in the process.

183So, um the bank reconciliation specifically and the balance sheet are we're still in the process uh working with AppScan on the bank reconciliation. We did the Bllyville when um when I came in late August, Bllyville had hired a contractor and so uh that person did complete um the bank reconciliation through the current the last fiscal year. And so, um, I personally am reconciling the bank monthto monthth for this, but we're still reconciling the old balances. They just need to clean them up. And that's working with Afghan, um, as well as the balance sheet, which I'm currently working on as well. >> Questions. >> Oh, yeah. >> Could you introduce your superintendent? Yeah, you want She's a little shorty too, so I'll >> I think I'm tall. Um, so good afternoon everyone. I am excited to

184be here. I'm Vanessa Hopkins, the new uh superintendent of Blackville schools. I have been in education for 23 years. Everything from a pair professional to a school principal and now superintendent. Um, born and raised in St. Louis, Missouri. So, our neighbors to the north. Um, I'm excited for this opportunity to help BLEO demonstrate its brilliance. I have met with all of the teachers. I have met with all of our leaders and staff. It's been my mission since I got here in December to learn number one more about them, but to set the expectation that my goal is to finish this year strong and by 2027 to go from a F to a B. So that means we have to get working and running and if you can't run with us, we can help you along

185until we can. And so that's been my goal with the teachers and they all understood. They all are waking up every day about 95% of them to do their level best for children. We just need to support them more on what it looks like to engage kids. >> Any questions for me? >> Thank you for the work that you're doing there. That's incredible. >> I'm sorry if I'm telling you one more minute. This is a slide that is like all the awesome things that are happening at BLville. And I just want to say they were already happening, but when there's so much negativity and chaos, it's hard for things to shine. So enrollment outpaced the projections. Attendance is increasing. We have so many celebrations of awesome things happening. In fact, our uh Sonic is sponsoring

186our uh elementary school uh principal to go to the Ron Clark Academy next week. We're super excited. And um and our sports, they're just it's doing amazing things. We have uh several kids that have received scholarships for sports. And we had one girl tell Miss Hopkins the other day that she's not going to take it because she wants to work with New Corpor and do a a school in the in the city. So, we're just really proud to continue to build that and I can't wait to come back again very soon and maybe have a little bit more time and share all the amazing stuff that's there and uh be there to celebrate when we get that be. >> Thank you so much. >> Okay. >> Did you have anything else? This is tough work.

187This is tough work and we appreciate our partners. We appreciate the partnership with them. Um and they're showing up every day. So, it's tough work. Thank you guys. We appreciate you coming today. >> Okay. Um we are going to go ahead and turn um well, we're not the actual meeting. I guess we'll adjourn. Okay. We're going to adjourn the state board meeting for right now at 1:59 and we will move into our hearing and then we will reconvene the state board meeting after we're done. >> Thank you. Thank you.