State Board of Education | February 12, 2026

001I'll call this meeting to order. So begin with a moment of silence. Thank you. All right. Um so would y'all stand with me while we just want you to be ready after we uh finish the pledge. Uh you can sing for us. Thanks. >> I pledge algiance 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. >> Come up here so everybody can see. >> There you go. Oh, say can you see by the dawn early light, what so proudly we held at the twilight last gleaming, whose bright stripes and bright stars through the perilous fight or the ram parts we watch were so gallently streaming and the rockets red glare. The bombs bursting in air gave

002proof through the night that our flag was still there. Oh, say does that star spangled bad for the land and of the free and the home of the brave. Can you tell us a little bit about yourself? >> Oh, yes. Okay. Um, my name Go. >> Oh, look at Okay. >> My name is Jovin Hamlet. Um, I'm a sophomore at Palmliff High School. I'm the, uh, sophomore class president. So, um, I'm a very sociable person. As you can see, I sing. I've been singing kind of my whole life. And, um, I'm very honored to be invited here that I'm glad that I have a reputation of being able to come and present and speak. So, thank you so much. >> Thank you so much. So, we are so grateful um and appreciate so much being

003here at the co-op today. So, I'd like to ask and so first of all, I'd like to say thank you to Kathy Swan, her whole team for having us here. And um I'll invite you up if you want to say a few words and introduce anyone else. Welcome to the river. That's what we lovingly call it. So, we are so honored to host your meeting today. Um, I would like to say on behalf of the board of directors here and our staff, we are here to serve you and we're here with everything that you need and we're committed to the work that needs to set forth before us and we're committed to our partnerships with our state agencies. But most of all, we're committed to our students that that are in our schools. So, I

004would like to recognize a few members of my board who are superintendents from our region that have come out to support public education. And our president of our board is Gary Williams from the Whiteall School District. The vice president of our board is Jeff McKini from the Stuckart School District. And Dr. Barbar is our secretary and you all have spent some time with her today. So, we hope we wish you a very blessed meeting. If you need anything while you're here, please find someone with a name tag and we will take care of you. Have a great meeting. >> All right. Thank you. All right. We feel very cared for. Thank you so much. >> All right. So, Secretary Oliva, did you have >> Well, so since we're in um Pine Bluff, we were going

005to have Superintendent Dr. Barbrey come up and just share a quick update um about the school district and we did get to spend some time in some and engage in some dialogue. But just to, you know, try and bless one of the schools that's been on our radar, our district has been on our radar for some time and we've been asked to give updates and briefings to be able to spend some time in classrooms was just, you know, it's a good opportunity for us to see firsthand um some of the great initiatives that we hear about in action. So, we want to just invite Dr. Ko to say some opening remarks as well. >> Thank you so much, Secretary Leva. Thank you. Um, thank you so much, State Board of Education, for taking this opportunity

006to come meet our students, to come see our city, and come see our districts uh that we have in Jefferson County. I just want to say um it's a privilege to stand before you and uh and and share some of the things about what's going on in PBLO school district. As you know, I was before you in in Little Rock in December. So, we've had about 25 days since our last meeting in encounters. So, or 25 student days, that is. And so there's some things that we have in place that I wanted to share with you, but I did want to start just to talk about the implementation timeline of Pine Bluff School District since it's been out of state. Well, since I took the superintendent role and we've gotten out of state control. First,

007as as you noticed as you walk through our classrooms today, in our buildings today, there we go. We have really focused on our school district vision. There's so many things going on in the in the district and in the schools. Our vision is that PLO school district be supportive and student centered community where every child is believed in, challenged, and empowered to overcome barriers, achieve at high levels, and pursue the college and career goals they set for themselves. Our uh our digital team, our communications team created a digital graphic for us to really show what we we what we believe in with our vision, and it is that we're a student centered community. So throughout all the updates that you'll see, you'll see that students are the focus and today I do have students here

008with us that will would like to share some of their experiences as well. So, I'll get through this as fast as possible because I know you want to hear from them. But, as you know, some of you may or may not know because some of you are new to the board. I was appointed by then uh secretary, I'm sorry, I was appointed by Johnny Key in 2023, January of 2023 to be Palmlo District's appointed superintendent. During that time, we were taking the ACT Aspire. Our Aspire scores were at 15% ready and exceeding. All of our districts were in PLC's mindset. We did have that going and we were beginning district focus walks with under my leadership with making sure that everyone was together. We had uh started with reviewing our least restrictive environment because we

009had so many students that were served off campus or different places and we were looking at different supports for our students and we were really focusing on safety and security creating a duty schedule security schedule and making sure that we had intervention times. At that semester, I under our leadership, I right-sized the district. We were overstaffed for our student population. And at that time, we non-renewed 75 employees. Most were non-licensed employees. At that time, 59% of our staff was non-licensed. We launched a millillage campaign that spring to build a new high school. I was active in all community groups. We announced the closing of Dollar High School. At the time, we had already annexed. Dollway had already annexed into Pineel School District, but we were functioning as two districts under one superintendent. So you had

010Dollway High School, Pine Bluff High School, Dolly Elementary, Pine Elementary, two different junior highs as well. We had also announced that we were going to merge the high school students together and the junior high students together and where those would be placed. So we kept the junior high campus at Dollar and we took the high school campus to Pond's side of the of the town. Um we had seven new board members at the time and that June the bank reconcil the bank variance was over $3 million and we had 10 pending litigation cases. From there my first year as the superintendent from the school year 23 24 we implemented a year- round calendar. We have a new assessment that was taking place which was the Atlas assessment. At the end of that school year our

011students were at 10% achieving which would show to be somewhat of a decline because we were at 15 the year before. However, it's a different assessment. Um, we purchased new interactive panels across the entire district. We've introduced banking and finance program, a study at our secondary school. This, by the way, this year will be our third year for that. So, we'll have completers this year. Some of them are here to talk to you about that. We have a we implemented a star academy, which is a project based learning academy for 80 of our eighth graders to help support those students. We merged the two secondary schools. We had an increase in student attendance by the end of the year and we believe some of that had to do with our implementation of the year- round

012calendar through surveys and things like that. Um, our office discipline referrals at the end of that year was 3,385. We implemented student intervention teams that year and that's a team that comes together to look at students that are at risk for attendance, behavior, grades and so that we could be more proactive for those students. Uh, we began serving all students on site. We we had we had students that were at a day school and different places like that and we brought them all back to campus that was if you're familiar with Jenkins Memorial that was a a school for special needs in Pine Bluff and we brought all those students back and had our students that are severe needs at the campuses. We had 161 students receiving dyslexia services that year. We started a nth

013grade academy and we began the 2020 for 2024 glasses campaign and that was something that we talked about earlier about our seniors not uh we screened all seniors and that year we were able to provide 16 seniors with glasses for free. That year we I was also offered a superintendent contract by my seven member board. We had 73% of our teachers that were licensed which is a huge gain. We reorganized the district level positions. We also hired a new business manager and we opened all building level principal positions and assistant principal positions and we went through a new hiring process for our building level principles and assistant principles. We passed a 6.0 millillage to build a new high school which is huge. The community came together and passed that very strongly passed it. We presented

014a progress to at Arkansas School Boards Association and we had a strong presence for the group violence intervention and we still do. That was a very strong support partnership with a community members to ensure that we were keeping our students safe. We broke ground on $175,000 square foot high school. We purchased 12 new buses that year. We had fencing and remote access for all campuses to keep everyone safe. And we had four HVAC replacements going on. Four elementaryaries got new HVAC systems that year. We were very busy with facilities. Um in September, you all released us. September of 2023, you released us from state control. We had to pay over $1.9 million back taxes that year. I was able to get 800,000 abaded. So, it would have been more than that. There would have been

015over two million that January. It took us six months, but we reconciled that 3.5 million bank statement. Everything was found and and reconciled. We reduced certified salaries by 21% and we saved $3.9 million. At the time, we had 14 pending litigation cases that year. in the 2425 school year. I don't know where I'm supposed to point this. There we go. Again, that was last school year, my second full year. Uh we had Atlas assessment. 16% of our students were level three and four, which is a 6% gain in proficiency from the previous year. 53% over half of our lowest performing students met their targets on the Atlas assessment. We had huge growth of our lowest 25%. That growth I still attribute to part of our inclusion process by bringing our students back and putting them

016in general pop classrooms with supports from special needs teachers. Um we opened two banks which you guys got to see that our uh with our partnership with uh Fort Ice Bank of Trust. We had we still had year two of our year- round calendar. Our high school senior was named the JAG national president. He still is and he was able to speak at the JAG conference. I think Secretary Leo was there to see that. And we implemented uh we we purchased new math curriculum that year. We already had our literacy curriculum, but last year we purchased new math curriculum for this school year. We introduced capturing kids hearts. Um our office discipline referrals reduced by 23% in one year. We hired a new secretary uh sorry security director. You got to meet him this morning

017at Forest Park Greenville. And we have a strong security team. We we spend about $1.2 2 million on security salary and benefits to ensure that our students are safe. We uh introduced student transition of Arkansas. It's a partnership with UFA that is uh um funded to help our students that gradu or getting prepared to graduate that are special needs that they transition to enlisting employment or enrollment. We have some going to University of Arkansas PLA. We also have stu two students that are now employed at at Sar Casino. They shared that this week. Um, we also have an optometrist. We partner with an optometrist. She actually is from Little Rock, but she comes to Pine Love. She did come once a month. Now she's coming three times a month to serve our students for their

018eye needs. And we were able to provide 18 seniors last year with classes. We have inclusion on every campus. And last year, we were serving 223 students dyslexia services. And that goes from kindergarten to 12th grade. We reorganized classified staff. This is something that we talked about earlier. Um we opened up every pair professional position, our secretary, our administrative assistant positions and they were all had to reapply or hire. We we hired and went through a hiring process for that. Of the pair professionals, we wanted to be more intentional with our uh goal of grow your own and we were working with University of Arkansas Pine Bluff residency program. So we hired 15 for next school year. This this year, but last year we interviewed 15 UAPB residents to be and now we've actually hired

019them in our district as pair professionals. Our contracts that we offered that year, we had 82% were licensed and four of our seven building principles were new last year. We implement I implemented a student advisory committee that year. So I meet with students once a month or bimonthly depending on how we can get the schedule working so that we can get student voice involved. I meet with the staff advisory committee and we also have district level comm uh meeting every month. And that last year I was named the Jefferson County woman of the year in education in facilities and transportation. We moved all our high school students back to Jeffroi. We had to do some renovation there to get them back into the building so that we could actually tear down over 150 acres of

020facility and we purchased weapon detectors for PL Junior High Public High School through a cops grant. We had 50% completion of our new high school and we purchased three more buses that last year. We sold two schools in an administrative off office office last year. So we no longer have to pay anything on those anymore. Our voters elected two new school members, schoolboard members last school year. We were removed from fiscal distress and are currently managing a $78 million construction project. We we reduced our litigation cases as well to eight cases. So currently right now uh in fiscal year 20 or school year 25, Southwood Elementary School and James Matthews Elementary School moved from an F to a D. Students are enrolled in concurrent credit. We have cyber security, welding, and uh students that actually

021go to Seart for those three courses. We implemented a district uh classroom recipe. All classroom teachers have at least two evaluations already in ESS. Some have much more than that, but we that was a requirement that everybody had to by by December. We reviewed the PGPS with all building principles. My assistant superintendent and I meet with the building principles monthly. We conduct instructional audits with each building principal and still do those district level focus walks. We're in year two of capturing kids hearts. two of our elementary schools are on their way to be being named the national showcase school based on the survey data. We partnered with our co-op to provide a tier three behavior sports school. It's actually on one of Pine Bluff's campuses, Pine School District campuses, but the co-op is a consortium

022with two other districts as well. We uh reduced our office discipline referrals again, 38% reduction in office discipline referrals so far this year. That's just to date. We have 255 students receiving dyslexia services and we've so far offered or provided 23 pairs of glasses to seniors. We still have 20 students waiting for their appointment. We hired 15 UAPB student residents. You've seen some of those today. 84% currently 84% of our teachers are licensed. We have one teacher that had a growth score that placed him in the top 10% cortile for math on the Atlas assessment with his VAM score. We he was placed in the top 25% for science. And we have one ELA teacher, elementary teacher that was placed in the top 10% growth score for uh cile for ELA. Two schools are community

023schools. You got to hear a little bit about that at lunch. We are uh have a stronger student advisory committee. We open three more we are opening three more banks with Simmons Bank uh partnership this year. We have a kindergarten academy currently. The kindergarten academy that you got to visit. We have 263 kindergarters there which is a 26% increase in our kindergarten enrollment. Our kindergarten enrollment and our senior enrollment are the two highest grade bands we have. So that's good. Those that are leaving are going to be replaced by those that are coming. Palo school board has earned an outstanding board award. They each have every board member has over 25 hours of uh training and our schoolboard members actually combined have over 403 professional development hours and currently we have one litigation case pending.

024But progress since I saw I stood before you about specific things regarding our letter F grade. Um, once we went back after the presentation, we still talked about what that assurance looked like and who and who is held accountable for everybody's who's held accountable for our FG grades and our building level grades and our students, our teachers have taken ownership of that. We've asked the community to help with that as well. So, we have community members that are reaching out. We have retired teachers that are providing professional learning, reading to students, doing all different things. We have our grade level smart goals. They're smart e goals, but I call them smart goals. They were developed and we revised them though because we has six instructional days due to the ice storm. But all students that

025are scoring in level one on the ELA Atlas interim are currently in small group intervention. These interventions are provided by classroom teachers, our instructional pair professionals, and our dyslexia interventionists. We're tracking their progress with the support of the co-op and state support as well. We have state literacy coaches that um we have all those level one students and we're tracking their progress based on fall to winter interim and also the different um curriculum based assessments that we have for progress monitoring our our assessments that we're using. Of course, we're we're doing the Atlas inter any chance that we have an opportunity just because we feel like we need to continue to put that standardsbased assessment in front of our students. So currently what I can say that we're very proud of is every one of

026our elementary schools have met our smart goal of reducing our students scoring in level one from the screener to the fall interim and I'm sorry there's only one interim to the middle of year interim and so if you see what the goal was is that we wanted at least a 10% reduction and so our current students that are at 34 are still in level one we have 54 but we had 62 and so you'll see that we're contining contin to monitor that progress. Our goal for 36 was that we would continue to move students for at least a 10% reduction at the end of the year. We are currently providing the middle of the I mean, yes, the winter assessment, the Atlas assessment. We were we're back a week because of the because of the

027snow and ice and so our students are currently taking that right now. So that data hasn't been updated. But what has been updated are those students from the interim I mean from the summitive from last school year to the fall interim that was taken and we were even though those are a different set of students. So if you think about that they've it's from their last year's test to this year's assessment we're still seeing some growth in those students and Broadmore has already reduced their number of students scoring in that level based on their goal at the secondary campus 7 uh 7 through 10. This is our junior high and our high school campuses. We're currently doing our assessment, but at this time we um we see that our 10th grade students that are in

02810th grade this year are scoring better than our 10th grade students that were in 10th grade last year. Again, it's not the same students, but we're going to hope that we're attributing that to our tier one instruction, ensuring their students are getting what they need. But these are the students that we're tracking and we have these in our data workbook. And so that's one of the things that we meet about weekly and we meet monthly with the uh with our district level team on that as well. And I was quick with that because I wanted to give you that update. Um, I have students that are here to talk to about some things as well. Or do you want to ask questions first? >> Um, let's hear from the students. >> Yes. Everyone that's here

029to present for Palo School District, come up, please. >> Um, I'm gonna You guys come stand right here with me. I do want to pause. Can I have um we also do have two of our UAPB residents here to talk about that program. I'd like for them to come up and share their UAPB residency experiences. So, Miss Mr. Dixon and and Yeah, there we go. Miss Boyd, come on up. >> Good afternoon everyone. My name is Sil Boyd and I a resident from University of Arkansas at Prime. I'm currently completing my study of teaching at Southwood Elementary, one of the best elementary schools in Pinewood. My journey at the University of Arkansas has been lifechanging. Becoming both a resident and an employee within Fine Love School has shaped me into the educator I am today.

030This year-long residency has allowed me to gain real hands-on classroom experience while also being compensated for the hard work and dedication that I do every day. I am grateful to the Pine Blood School District for partnering with to create opportunities like this for aspiring educators like me. What makes Pine Love School District special is the commitment to supporting not only students but educators as well. Every district has it glows and it grows but Pine Love School District pours into it teachers ensuring we are equipped, mentored and encouraged. Under the guidance of my mentor, Mrs. Reynolds, I have grown tremendously. She has modeled effective classroom instruction, strong classroom management and most importantly how to build meaningful relationships with students. As a resident, I have the opportunity to plan lessons, lead instruction, and analyze student data and

031reflect on my practice in real time. These experiences have strengthened my confidence and prepared me to step into my own classroom fully equipped and ready to make an impact. Being a resident has impacted me beyond academics and professional. It has deepened my understanding for the that I serve and reminded me why I chose education in the first place to make a difference. This experience now has only prepared me to be a teacher but to be a leader, an advocate and a lifelong learner within Pine School District. Thank you. We'll just get everybody to make your presentation and we'll save questions for the end. Okay, it's okay. Good afternoon. My name is Ben Dixon. I'm a president at Puff High School. I'm a student at UAPB and I'm working towards getting my degree in mathematics education.

032Um, I was just asked to speak about how the school district has affected me and I was reflecting before I came up here about all of the things that I've been through in the last few months working at Pablo High School. Whenever they first told me about the program, they said it was going to be a year-long program, which I was a little skeptical about because I was ready to graduate. Um, but working in the program and actually getting to know everybody, I'm I'm learning more and more how this is benefiting me as a teacher. I'm getting to know uh all of the fellow teachers. I'm getting to build relationship with students and seeing how they are first semester versus second semester. And I'm really appreciating everything that the school district has done for me.

033I appreciate all of the uh administr administration team. They're always willing to help me. They're always there with a smile on their face uh to help me with any questions I have. Um how the school has impacted me. Um whenever I first came into the program, I was really um intimidated about how I was going to effectively work in the classroom. And it's really built my confidence over the last few months working in the school district. And uh I was able to build those connections with the students to really uh get the best outcome from them as well as for myself as teaching. Um, I'm excited to see what the future has in store for school district and I'm excited to be a part of it. Thank you. >> Thank you. >> Greetings board and

034everyone. I am Tisha Cross. Dorothy and the Wizard of Law said it best. There is no place like home. The feeling that I feel every day that I walk through the halls of the CTE department and also the same feeling our scholars feels as they engage through our program. So they say while at PL High School our CT program supports scholars by blending academics with hands-on real world exper real world experiences across all of our culture culture clusters. We offer industry recognized certifications with Microsoft suites as well as work heats. This is a direct pathway to a competitive edge or employment upon graduation. We also offer programs like JAG and internships that enable scholars to explore fields like IT, healthcare, banking, management and agriculture through our clubs and organizations such as B2 business banking leaders

035in training FBLA, FCCLA and I club excel to youth exceeding student engagement is integrated with academics and technical content. When CTE scholars are engaged, career readiness goals are met. Our clubs and organizations develop doable soft skills that will carry them across any landscape. Lastly, we are currently working on providing a postsecary transitional piece by offering dual dual enrollment in hopes of ensuring they are prepared for both college and the workforce. But don't take my word for it. Let's hear from my scholars. Hello everyone. My name is Destiny Jones and I am a proud senior of the PW High School. I am on track to graduate with the CTE recognition in completing accounting and the first graduate to complete the banking program of study. I am elated that my diploma will contain very distinction. Being a

036part of these great tracks taught me my skills which are essential to any professional avenue that I may choose. But the most important to me is I have learned how to value build wealth. Did you know that being a part of a credit union means that you own part of that credit union? Did you know that decreasing your credit utilization ratio to below 30% means you are lower. Lastly, being a president of our club business banking leaders and training have helped me learn how to communicate effectively and allow me to network with my peers and within my community. Thank you. Good afternoon everyone. I'm Zarya, a proud player of PBAHS cosmetology program study track and skills USA. Today's participant cosmetology is a blend of art and science focuses on enhancing skin hair and nails. My

037instructor, Miss Bet, has equipped all of her students with practical her skills, preparing us for immediate employment, which is a great path for those not pursuing a traditional four-year college degree. This program has also allowed me to be a part of our our student organization, Skills USA. Our student organization has enhanced our our ability to show our leadership skills as well as provide opportunity to have hands-on experience in decision making, team collaboration and project management by organizing commun community service events as well as exposure to career prospects. I would have not ever thought that I would learn how to money manage management skills and customer service skills which are inde which are needed when I open Pineville's first naturalist only salon. With these skills and professional techniques, I have purchased my own vehicle at 17

038without a cosigner and have paid all my class expenses, lifting the financial burden for my family. Thank you, Pinewood High School CTE department for all you do and have done. Thank you. >> Good afternoon. My name is Chris and I just want to start out by saying that I'm very grateful for this opportunity to speak here today. I'm a sophomore at PLO High School, but a member of FBA. I'm aware that some people may see FBA as just another club, but I can tell you that as a twoear members, FBA is an opportunity for young people and to understand the world of business from a different stand. When all the other members and I go to the conventions and competitions, we don't go to have fun. We go to learn the different principles necessary for

039running a business. Even if we don't go to compete, we still get something out of the experience. All the members at PLU High work together. Whether it's at the meeting or just in the hallway, we're always talking about what we can do to win our competitions. And we're always working to make improvements in our styles of approach when entering our competitions. Most importantly though, we learn how to build teamwork skills, which is the most important soft skill in business. I'm telling you all this because people need to really know the behind the scenes of a group of members from FBLA instead of just thinking negative feedback. FBLA is one of the most impactful school organizations to become a part of. And they can take the students that people may look down on or underestimate and

040turn them into the confident, smart, and hardworking leaders that America needs. Here's a quick explanation of the acronym Future. What this means is that the members now are the ones who will make a difference later on in their lives. Business. This means that the small ideas that they have will become successful companies whether big or small. L is for leaders. This is saying that we will be respected respected for being respectful and people listen to us while we listen to their ideas. America A is for America. What this means is that we can spread our business throughout the entire country rather than just keeping it in one place. Thank you for taking the time to listen to me today. >> That's everybody. I think that's everyone that was was ready to speak. So, thank you

041so much for having everyone. So impressive. I'll just >> I'll just make a quick comment first. I also want to thank Kathy Swan and her team for hosting us and Dr. Barber for the wonderful update and um it's evident that the initiatives that you're working on are starting to pay off especially when we can hear those stories firsthand from your own scholars. So I just want to say quickly to the teachers and residents, thank you for doing that, right? Thank you for wanting to go to school to become a teacher. I think it's the greatest profession of all professions. Um it's a new program. We're very grateful for Governor Sanders and the Learns Act to have this vision to make sure that we change teacher preparation so that our candidates can get this full immersive

042experience and be successful and lifelong educators. So my message to you is don't leave us. Don't don't think that you're leaving and going home to another state. You're now part of our community and we and we we we want to keep you here and make you part of the DNA that makes this community special. Also want to say to the CT teachers, thank you for that relevancy. Um, we know that a one-sizefits all approach. It doesn't work for every student and every student deserves to be on a pathway that works best for them. And we are not going to let somebody's zip code define their destination in life. And to see that we can do awesome opportunities and students talking about finance and getting loans and understanding debt and learning real world um relevant experience

043to set them up for success in life can happen in Pine Bluff. And you all deserve that. and we're really proud to see um these scholars rise. I I just want to say to the young lady that that talked about the the finance and that you are graduating with a diploma of merit and distinction, right? That's a new program thanks to Arkansas Access and you're taking advantage of it and you're unpacking your future and you're going to have access to scholarship money that wasn't there if it wasn't for the great vision of Governor Sanders and the support of our legislature to make that happen. So, I'm so glad to see that we can see um evidence of great policy impacting and changing lives. So, keep up the hard work, stay focused. you're going to um

044be super successful because I can already sense it. I also want to say to the person in cosmetology, some of them are here, unfortunately, I don't need your services a long time ago, but but I'm glad you're you're you're finding your um >> it's a big deal, right? Like it's a big deal. You're able to learn in high school um a wonderful profession that can opened so many doors for you and hopefully one day when we come back, you're going to have your own salon and I'll have to bring friends to enjoy it. But we're going to make sure we're setting you up for success. And um the young man from FBLA um # bestdressed award for the day. We were giving one out, but um don't stop believing. Don't stop learning. You you have

045a passion and conviction that is and inspiring and I I look forward to tracking each and every single one of you. You have a wonderful future and we're really proud of you. So, thank you Dr. Barbara for sharing the insights of those students today. >> You're welcome. And thank you. Thank you so much. >> Before we move on, I'll just open up the floor if there are any other comments or questions from anybody on board. Mr. >> No, I too was uh very inspired by the presentations. Uh I too have a uh technical background and when I think of CTE, it's hard not to think about every student do not deserve to go to college. But it is evident to think of every student needs to go to college or get a career readiness degree

046and you are doing just that. had a very meaningful conversation with Dr. Barber right before this meeting and I was well pleased to learn that y'all have great stuff happening here at Bluff. All right. All right. Thank you Dr. Barb. Thank you board for having us. >> Thank you. >> All right. So um I guess kind of keep the conversation around current technical education going. It's also current technical education month. So um we asked Ross Ross White, our director of CTE to come up and share a proclamation that was signed by Governor Sanders and um maybe talk a little bit about some of the wonderful things we're seeing here across the state. >> Good afternoon. I feel like this was planned, but I didn't know it was planned. So, I was very excited to have

047those students in the park chair. But we're going to start with the video hopefully. >> Arkansas students were ready to shine at the 2026 CTE Day at the state capital, showcasing their talent, creativity, and hard work. This annual event hosted by the Arkansas Division of Career and Technical Education brings together students from across the state to highlight hands-on projects, share ideas, and demonstrate skills they're gaining in their CTE programs. Career and technical education in Arkansas has been significantly strengthened through Arkansas Learns and Arkansas Access. Together, these landmark laws are helping embed CTE into graduation and college and career readiness systems, ensuring students can pursue meaningful career pathways, not just a standard diploma. >> We wanted to celebrate and elevate career and technical education as a viable pathway that we want to encourage all of our

048best students to participate in. And we have done that. >> During the 2023 24 school year, just over 266,000 students were enrolled in CTE programs. For the 202526 school year, that number has grown to more than 315,000 students statewide. Through CTE, Arkansas students are charting clear pathways toward success after high school. whether their goals include attending college, entering the workforce, or serving in the United States Armed Services. So, happy career and technical education month. This month is obviously a time for us to celebrate, reflect, and build awareness of career and technical education in our community and our across the nation. We were honored last week um to host the current technical education day at the capital as the video we've just watched. Um this was a great opportunity that we are given each year to

049showcase programs from across our state um from middle school all the way to postsecary. And so I want to give a shout out to those that were there last week. We were fortunate to have them of central Arkansas for students from Al High School, Silven High School, Silven Hills High School, excuse me, Jot Robinson High School, the Arkansas Tech University Career Center, the Arkansas Correctional School District, Sheridan's high schools, Coler Academy, Paragold High School, the Southeast Arkansas Community Based Education Career Center, the students from High School, Herage High School, Woodlon High School, and their partnership with University of Arkansas Monaceel, Rogers District Launch High School, the County Consolidated School District, Russellville High School, Darby Middle School, and their health academy with the Fort Smith Public Schools and the North Arkansas College Career Center. These programs

050that we showcased impact career and technical education from students as low as fifth grade all the way through our postsecary students, the journeys they're taking to meet to hit that enrollment and employment. The video shows that we are having huge increases in CT enrollment. We've seen I know that I feel like every month I get to which is great. I will keep doing that. I always like to be at the podium when we're talking about other good things. Um but we continue to see that growth a lot of that knowing from the work that has been done and learns and access. But I think the other important piece we see is the growth in industry partners. Four of those groups we had there that day they had their business industry there with them being a

051part of this is what we are doing with these partnering schools or postsecary institutions to ensure we're needs. That is phenomenal and an extremely important for us and then of course to celebrate and I know we mentioned some of our student organizations a second ago the month of February is a big month for us to celebrate also a big month for us um student wise in showing the skills that we have so this week on Monday and Tuesday we hosted over a thousand students in hot springs for the DECA state conference where students showcase their skills in marketing management and entre entrepreneurship next week we host state educator rising conference for more than 500 students at ASU meeting Then over the past two weeks, we've had nine different events called Girl Power. And that is

052an event specifically for people with advanced manufacturing and allowing female students to get hands- on learning with advanced manufacturing products and tools and then be able to create design products. We will have a state event on February 24th where they get to show those from across the state. And then to end the month, we will have 1546 students at Hot Springs Commission Center for the Host State Conference, which is for our future healthcare workers. Then of course we continue on all spring with them. But those are just the ones in the month of February. And so I just like to end with career in technical education is thriving in the state of Arkansas. >> Thank you so much. That is an incredible report. And yes, we want you to keep coming and bringing good news.

053Yeah. So are there questions or comments? >> Um okay. So that brings us to I guess to the end well >> I'm sorry the end of recognitions um and moving on I think to the consent agenda >> no changes >> all right so are there any u comments questions for anything about the consent agenda that we need to discuss. If not, I will accept a motion to >> I have some questions. >> Mine centers around the the request for um the little school districts for Hall High. Um, and I'm not sure exactly what the process is, but um, the so I've got a lot of concern about switching to a hybrid system where students um, learn remotely. U, you know, we've heard a lot about the decrease in performance as a result of co and

054kids not coming to school. We've heard a lot of conversations about a lot of kids have um they struggle with access to nutrition. Um um I know from firsthand experience that u when we sent all of my engineers home they had they surged or initially when they went home and productivity went through the roof but over time it dropped off to a lower level. So, uh, from my firsthand experience, there might be some some benefits right out of the gate, but I'm concerned about long-term performance. And before we just automatically put it on the consent agenda and move forward, I' I'd like to have some kind of conversation about that. >> Sure. So, um, we can handle that in a couple different ways because it I think you have some valid questions and concerns and

055I know this is an item that went through our charter authorizing panel. If we want to kind of to go into a deeper discussion. Maybe have the school come and present what the rationale is because um we know that schools are trying to create options to meet the needs of students and families. This is a program that's not for everybody. But um we'd be happy to table it and then bring this back next month to do maybe an action item on us so that we can hear from them and get you to a comfort level. Um to a comfort level that we're proving someone with charter authoring panel that it is deserving of your consideration. >> Thank you. >> So, so would the appropriate motion be to accept uh to approve the consent agenda with

056the exception of item three? >> Yes. >> Do I have a motion? >> I'll make a motion. >> You have a motion. motion and a second. All in favor, please say I. >> Opposed. >> And I just have one comment or question I propose for the department. I would love to have a work session on the annual statistics, excuse me. Yeah, the statist statistics report. Digging into funding is a lot and I have a ton of questions, but I don't think this is the right place. Maybe we could do a work session on that. >> Particularly digging into those school districts that were kind of >> I think um of course next month is probably a good month to do this since going into session as a state, right? So it's kind of a relevant

057conversation. So I think it'd be very helpful to be more. >> All right. So moving on to All right. So, we have Lee County Superintendent. >> Yeah. Stacy's going to introduce. >> Good afternoon. Stacy Smith, deputy commissioner. So, last month we talked about um Lee County and I gave you an overview. Um I did want to kind of update you on our on-site review got delayed because of the snow, the ice storm. And so they actually completed that last Friday. So a report that you were expecting kind of pulling all that together, you'll be getting here in the next couple of weeks. Um it was delayed. Um but if we'll go ahead and kind of quickly talk about Lee County again under state authority, you saw um this timeline before that standard accreditation violation in

0582019 and we dissolved the board and appointed the superintendent in 2021. They were placed in level five for intensive support. In 2022, Dr. Stone was appointed as their superintendent and we've continued to have continuous state support from 2019 to um 2025. In reality, when the state first went into the district, every critical system in a functioning district was broken. And so, there has been a lot of systems work and foundational work during this time period. Um, in 2019, the conditions of the school were unsafe and unsanitary. Um, a lot of the staff was unlicensed. There was no coherent curriculum or instructional system within the school system. Um, even the basics of going in and observing teachers teach and being able to get feedback, the systems were were not there. there were inconsistent operations with funding

059and um systems for human capital um and just managing money in general. Um it was really a place where it was the adults um adults were what was the first thought for everyone and it was not a student first culture. Um since that time we have been building on these systems and the five indicators that we've really been working on and our team went on Friday to gather the um scores and the results and and the data to show that they've met what they needed to meet in the five indicators. But again, safe and orderly environments, district monitoring of student progress, quality instruction happening in classrooms, human capital, part of educator workforce, and making sure that we have standards aligned materials. So, at this time would like to introduce, if you guys have not met,

060Dr. Michael Stone, he is the state appointed superintendent for Lee County and has done a tremendous job. It's been a pleasure to not only watch him grow and be innovative and change what's happening in Lee County as a whole. So, at this time, I'm happy to introduce Michael Stone. >> Well, thank you, Miss Smith. I appreciate that introduction. Madam Chair, uh Secretary Leven, uh members of the board, thank you for this opportunity uh to be here today and your sustained support for the Lee County School District over the past several years. I want to begin by saying plainly that the Lee County School District is not a perfect district. Uh we're still a deep school district and we still have work to do. Uh but I want to I'm here today just to show you

061that Lee County stable. Uh we are uh functioning with systems in place. We got credible leadership. We got the capacity uh being built in our new advisory board uh for uh sustained progress. And uh we're trying to convince you today that we no longer need the daily uh state oversight. When you look when the state took over the Lee County School District, the problem was not effort. It was uh dysfunction. Students were trying to learn in unsafe and unsanitary buildings. Teachers were trying to teach uh where there was no curriculum uh without support and without lure. Basic systems like staffing and instruction were broken. So when the state took over the school district, the test scores were were not really the issue there, it was making learning possible for kids is what they were trying

062to get accomplished. Over the past several years, with the guidance of OCSS and this board and the state department, schools are now uh safe. They're functional yet, you know, although we need a new school district um and facilities, but they are orderly. Curriculum is aligned and consistently uh used. District leadership is present in school and monitoring instruction daily. The percentage of unlicensed teachers have dropped significantly. PreK uh prek has expanded. Enrollment uh is increasing, not declining. Career pathway, associates degrees, access, workforce alignment are now all real possibilities for our students. So why are we here? That didn't work. All right, there we go. Why are we here? Uh, we want to demonstrate readiness for a transition to uh from the state authority to local control. We want to show evidence of sustainable systems that support

063improve student outcome and we want to uh to acknowledge remaining challenges honestly while demonstrating trajectory. The district is not perfect, but is stable and proven position uh to continue progress with the daily without the daily intervention from the state. >> I may need somebody to click this for me. >> I got you. >> I appreciate that. >> So, evidence of progress. Uh the facility restored to function clean. uh they're they're safe. Again, I I I don't think we have uh good facilities. We have okay facilities, but they are functional. Uh they're they're uh clear operational systems are in place. Uh climate now supports learning rather than disruption. Safely and sustain uh stability are prerequisite to academic growth. We have to have those things in place first before uh we can start growing academically. What changed

064is I I restructured our organization. Uh we have a a viable team now that where uh those that report to me have got director of learning services which also have uh ISS which are instructional support specialists at the district level for ELA and math. Uh we also model that that's a model for my school uh organization which has academic coaches underneath the principles for ELA and math at both schools. Those were necessary for uh the teachers that were in place that didn't have waivers that they were under waivers and those that are unlicensed. We have to make sure that our kids are still academically growing. So those teachers those those coaches and instructional support specialists are in place to ensure that those uh teachers are meeting those uh academic uh needs for students. We have

065regular monthly leadership team uh walks. Um the the schools are responsible for doing 15 walks uh a week. Uh the we we do one a week uh one one a month as a team so we can calibrate with the schools. Uh I often sit in classrooms. I I teach classes or I go in and monitor what's happening within those classroom that in the ELA and the math uh math and science. Uh we uh we have silk team silk silk team meetings. That's a curriculum instruction team. That's minus my uh my leadership team that includes the transportation director, the technology director and and those operational systems that are in place. But all of us do meet when we meet for deliverable fours at three and fours. We do have a one and two but three and

066four where we actually meet and what that is is the deliverables three we meet every Monday morning and that's the entire team leadership team plus the silk uh meet together and they they've got five minutes to explain to us uh what they answer three questions. One uh what's your fire for the week? Uh, two, how's that fire uh relate to any of our district goals and our mission to bid vision? And three, what who on this team you need help from or or uh who do you need to get with on this team to help you with that fire? And so, and then deliverable four is we meet every other Wednesday and that's a solve session. That session, whatever the the topic is we need to solve, we'll solve it in 90 minutes. if 90

067minutes is not enough time, we'll move to the next meet meeting. They know we'll cut that off right at 90 minutes so they can get back into the instructional day. So with no wasted time is what we're looking at and so that we can move the academic needle uh for our students. Clear expectations are are shared throughout the district. We've got a shared vision of excellent instruction. We put that together with one of our partners, TNTP. took us about three months to put that together. We got three priorities that we're looking at as it relates to uh instructional practices. Principles are supported and supervised uh and coach. So our elementary school uh we we are at a C rated for the last two years now. Uh signs of reading implementation most of the teachers have

068been trained and there's a plan in place for those that have not trained yet. Uh curriculum alignment, you'll see that this uh that this third bullet is also on the next slide and so I won't repeat it, but I'll I'll detail it out right now. Curriculum alignment and coaching. Uh CTMS are happening at both schools. Uh meetings held weekly with the principal district and school level coaches. Uh trained instructional coaching and instructional coaching and cognitive coaching. high quality professional development with TNTP Savage Curriculum Associates Kirkland Group and our co-op and we have a regular coaching cycles three when when we have a teacher that that uh has a need uh we have a three-week coaching cycle that happens with that teacher um as needed as necessary. Uh the high school the high school uh remains

069a F uh instructional rigor and grade level content is still improving. The school is working on uh initiative that promote active participation in assessment. What that mean is we're we're trying to make sure that our kids when it's time to take an assessment that they're ready. Uh so we're trying to put things in place to encourage them to be ready uh for that assessment. And this fourth bill bullet again is it's a repeat of that last slide. secondary turnaround lags but is structurally supported now license improve improvement back in 2019 uh there was 40% of our our teachers were unlicensed um they were on what I call an everlasting waiver and so um what we've done is we we uh we have a steady reduction of that currently we have 10 unlicensed teachers uh which

070is now 16% So from 40 to 16% it's it's a a great uh achievement there. Uh all the teachers that are not licensed are on TLP or teacher lens or plans. Uh so one of the things that we've done is uh uh we've built teacher housing. We've got eight units uh three bedroomedroom three bedroom two bath uh uh homes I guess you want to call them for duplexes. uh one of we're the first in Arkansas to do something like that. But that was to encourage teachers to move into the community and to stay in the community and and live in amongst our kids and community uh individuals and that brought all eight are filled right now. I'm working currently with a um partner in the in the city that's building additional housing uh which he's

071going to give us first uh look at so that we can start transitioning some of my teachers into uh that space so that I can be I can continue to use what we have as a recruiting tool uh mentoring and recruitment pipelines. Uh Dr. Miller is instrumental about helping us bring in uh teachers uh potential teachers from William Baptist UAPB. they come and frequent our district and we get a chance to talk with them and and try to basically court them to try to get them to come to Lee County School District. Uh we we we try to do a really good job at selling ourselves and we did we did well and gotten one so far. So we'll continue that pipeline so that we can continue to uh recruit teachers. What's different now? And

072some of the walks that we go on, you'll see in a chart in front of you strong evidence uh 62.7% that that our teachers are using that highly the high qualified instructional material. Our teachers are trained to use it not just possession of it. We had a vendor in yesterday uh training our ELA teachers and and going over again, you know, some of that uh my perspective so that they uh can feel more and more comfortable in using that in the classrooms. >> Okay. The district is a solid D. Uh so the heart that that's the hard truth. Uh so why why why is this still progress? Well, we come from function to coherence. We've gone from chaos to consistency. We've gone from survivor to growth. Uh the system now exists in place where we

073so that we can continue to grow as a district understanding 14% and I'm talking about that middle 23 24 um graduation rate. that graduation rate uh when when I first uh came to Lee County was 71%. there were several students that were uh well, first of all, let's talk about what that really means. I can't I come from a district that had about 600 kids that were graduating uh in the in the graduation class. Well, 14% of that number would have been huge. Uh but this this 14% is is still huge uh but but it's a smaller number. So out of that first year 71% that was 12 students. Those 12 students you know we had about seven of them to uh drop out although we put every effort in place to to uh keep

074our kids there. Uh some still choose to do so. We have kids that have left. Five of them were enrolled in another Arkansas school. um they they're still counted on our graduation rate. So if they're start with that cohort and they go they leave us uh and they're not where they need to be, they're still counted in our cohort. So that that happens uh within those numbers as well. 23 24 that's that 14% I'm talking about eight students out of the 58 then eight students out of the 60 in the next year. But what are we doing now? Next level support. If you look at our graduation class right now, one student are we're looking to graduate and one we're still we're desperately working with this uh individual to ensure that they are graduating but

075five of those 61 is going to graduate with associates degree uh 10 of them will finish with a a general studies degree that's 30 hours college hours and 18 of them will finish with secondary degree certificate in HVAC CNA welding med pro industrial tech and industrial equipment technology that'll represent more than half of that 61 uh that that will be ready for the workforce or college. So, we're we're although that school that school letter grade is a F, we're doing uh what we can uh where we can to encourage those kids to to be where they need to be uh when they leave us. So, uh the law tells us we have to have three H2 pathways. We we do. We have automotive. Uh we've got about uh we've got 15 students in automotive. We've

076got 40 students in Agra. We've got 20 students in indust industrial tech, but we've gone above that and we've got concurrent credit in place and we also have bobbering. It's not a pathway, but it's an interest. We've got two students that will graduate this year that will have their hours in order to go take a test and and be a licensed father. So, uh, next year we're looking at adding computer science and we've got staff in place for criminal justice. We're going to work with our Mariana Police Department in order to, uh, for those few students that has the interest in that. We we've got interest. So, we're going to we're going to explore those possibilities well and add even more to what we're trying to do for our kids. So, the industry certifications are

077available, students graduating with associates art, that's all there. Why does this matter? Uh students see a future, employers see credibility, and the community see hope. One of the things that uh one of the goals that I have was to restore the the faith back in the public schools uh in in the Lake County School District and and the community is now seeing that hope. They're starting to see that what we say we were going to do is happening. And it's with the help of this board, OCSS, and the State Department that's making that a reality. the advisory board is uh has been selected. Uh the this OCSS the team put together uh a group of individuals. I I don't know who was all on that team. I I just happen to know I I saw

078uh Mr. Henderson there and so I know he was on the team but I don't know everybody else. I didn't get to meet everyone but they selected a fine group of individuals to serve as an advisory board. We have Dr. Yolanda uh Lemon is our president. Uh she has a a child in in our district. Dr. Kelly Ferris, she has a child in the district. Uh Miss Christy Wilson, she works in the another neighboring school district as federal programs coordinator. So, uh she understands the financial parts that we're having to deal with. Mr. Kelly Reddic has a child in our district and Pastor Carl Bledsaw I want to say he has several children in the in the district uh because he he's a pastor and a lot of good children. I didn't know how many

079came from his his congregation but everywhere he goes someone knows him. So I'm I'm counting several of those as his children. Um so we we we have a fine group of individuals that are excited. We've had uh one three-hour training with them in December. We've got another three-hour training coming this month on the 23rd. Uh they're excited about. And then we've had our second board meeting already um with them and they they've done a a good job with that local control. Um >> prek we skipped prek. Okay. Well, prek early commitments for us. Uh we've got 90% of our capacity of our our prek over the last several years. Uh this year is the lowest number we've had. We've got we've got 60 seats. We only have 50 children there. Uh so what we're doing

080to aggressively recruit or be a little bit innovative in how we're approaching this. We've got uh we we filled out paperwork and in in a couple of weeks we'll open an infant and toddler class that with a capacity of seven students. the earlier we can get our students in in the the better. And so we we are going to open that class within a couple weeks or so and then and we'll have seven more of those 10 seats uh filled uh for so that we can continue to uh make academic gains in the future. So early invention equals stronger outcomes later. Uh third grade, I wanted to hit that real quick. When when I 2021 uh school year uh from that spring to this last spring there's been a 13% increase in reading achievement. So,

081you know, there was a question asked, you know, how how is the reading scores compared to when the state first came to how they are now where we've seen a 13% increase? I think we skipped the same slide. Why now? Why now? Well, because systems are functioning. Uh leadership is stable. Government uh capacity is being built. Community trust is rebuilding. It's not because the work is finished and the outcomes are perfect. What's next is uh you know continued state monitoring uh clear expectation for the board ongoing uh focus on instruction outcome. Uh the district should not go back with with the uh backwards with the intentional uh systems that we have in place. Returning Lee County to local control is not the end. It's the next responsible move. To summarize, at the elementary level, the

082work is beginning to show. The elementary school has sustained a C rating uh for two consecutive years, anchored by science of reading, implementation, and and instructional coaching. At the secondary level, I'll be honest, the work is harder. It's taken a little longer than than expected. student entered high school already behind. The rigor was not there, but it's increasing. Systems are now in place. Outcomes are still catching up. But the most important shift has already occurred. Lee County now has systems that work, leaders who are accountable, and government bodies that's being trained for sustained progress. Returning to local control is not a declaration of victory. It's a judgment of readiness. I believe based on evidence, not optimism, that the Lee County School District is ready to take the next responsible step. The question is not before

083is not whether or not Lee County has arrived. It's whether Lee County is ready to continue the journey responsible. The evidence shows that it is. I appreciate the accountability and the commitment to our students that you've shown and I look forward to answering any of your questions. Thank you. >> Thank you so much. So, I'll just start on my right here. The work is clear. >> Question about the housing. Does the district own the housing and the teachers rent? How does that work? >> Yes, sir. The district the district is the owner of the house and the teacher pay rent to to live there. Are they fully occupied? >> Yes, they are. >> Dr. Stone, appreciate your updates. U what do you think the contributing factor was to the H2 pathways and you did mention

084that computer science is playing next year. Can you talk a little bit about that please? >> So what contribute to um what we currently have is is interest of the student. Our students showed interest in that at agra in our area is is huge. We got a lot of farming uh industrial uh equipment and technology that with the big the computer tractors and all of that. Uh there's farmers there and some of our kids work with them. So uh kids show interest things and we try to um we try to cater to that. The the computer science uh we have a teacher in place now and and we've been talking about computer science. We had it in the past and and it went away and the kids uh was really wanting it and now we

085have a staff member that actually can teach that. So we want to bring that back for those kids that are interested. We got some tenth graders and some ninth graders that that shown interest. So we exploring that to see if that's something that we can uh definitely add for them. So, it's all driven by the students. >> Thank you. >> Yes, sir. >> Mr. Wood, did you have questions? >> Dr. Stone, congratulations on the profile of so many of your graduates. Well done. Now, pardon my ignorance, but this is the easy question that I have a little bit more difficult one. Could you explain how those five students that transferred out of your district still count against your graduation rate? I should know, but I don't. Okay, >> that may be a question some from

086somebody at the department, but but um my understanding my understanding is that if if they leave us and they uh are not on track and they go to another school, then they still count against our graduation rate. >> That's my understanding. >> Okay. >> Thank you for informing us. We're always learning, too. Hope's doing a deeper update, so we can talk about that there. >> Oh, okay. Um, my second question is, could you give us a little bit more insight into um the secondary lag? Could you could you give us a little bit more commentary on what your feelings are about why that lag is so persistent? >> Well, uh, coming into the district, coming into the district, I my focus was was starting at the base. I I'm a former elementary principal. So, one

087of the things that I looked at first is we've got to have a strong foundation and and as and this is this may be my my thoughts about this, but as as we strengthen the bottom of the core, uh it'll triple up. And so, some of that focus that that I've been, you know, been dealing with for a couple of years, I said, well, we've got to get this right at the elementary school. And so that's why you probably see a increase there quicker. The first year, honestly, the first year I was there, uh, we had been an F school district for both schools for over a decade. >> So after the first year, uh, the elementary moved into a D and then just being being very intentional about what we were doing there. Then

088the second year they moved to a C and then the third year they maintain a C. And so, uh, it's getting stronger there. But to my fault, some of my fault, I I I was not paying too much attention to the high school because I was really focusing on that core. But then that by the second year, I I said, "This has got to marry at this high school, too." So, we lost uh an administrator there after the second year and we had to have a new administrator, new principal there. But one of the things I started digging into the first uh when that principal left, I said, "Well, how you I looked at that first group that was there. It was sixth graders over there to seventh graders." So that senior year last year,

089I had been at that school for seven years. They started as sixth graders because it was a pretty rough group. And so u but then I started looking at the data. they had in that sevenyear span they had five different principles. >> So the the the inconsistency of the leader in the building made a difference also. So when I started digging into that data I said well we're going to hold on to our principles and and and we're going to train our principles and keep our principles. And so I think that lag is because one I was focused at that elementary level. Two uh I think that turnover of that administrator constant turnover has been a problem in in our area. Uh our kids don't take to you very quickly uh because they they constantly

090have a new person to learn every other year is what it's been. >> Well, thank you. That's been very helpful. >> Yes, sir. >> Yeah. I'll just uh commend you on the work that you've done. Um it's it's great to hear this. I do want to double click back on the H2 pathway thing. Um, for high school of of your size is expanding well beyond the two three and adding I think that's great. Like obviously the more options you have for kids that what they're passionate about good, but is there going to be like a stretch of resources there? Like too many like you get to the point to where having too many HUD pathways becomes an issue. Great point and that's something that we thought about uh but we partner with EAC and and

091we bust our students to uh to some so so a couple of those pathways like we've got industrial technology at the high school currently but we're we're transitioning that one over to EAC uh because we don't have the you know the year one two and three so we have to partner with them to do that. So EAC has been a a real help to us where we can we can expand a little bit more on our interest side and and still continue with those students that are deeper into those pathways. Thank you. You're welcome. >> Yeah, I want to commend you to great presentation. I appreciate all the work that that you're doing. Um I understand that the the transition with five principles in seven years. what are you doing different to retain them now

092that uh so that we don't see that continue? >> So, uh I've got I've got a leader there now. He lives uh not in the community, but he's he's a pastor uh in the area and he he doesn't want to do anything else but be a principal. And so, if he has a child that's at the high school, a younger child at the high school, so I don't see him going anywhere anytime soon, but what I'm doing is actually, you know, we we we we struggle to comp compete with with salaries and and teacher salaries and things like that. Uh so what we do uh is support and right now I've got some some support in behind him. Uh got a uh one of our vendors that working one-on-one with him and so by building

093capacity in individuals that that keeps them there. Uh I just quot one of my teachers, they said, "I know I can go make more money somewhere else, but the support I get here is invaluable." And so I believe that support is is what's going to keep them there. >> Yes, sir. >> So, if I could and thank you, Dr. Stone, and really enjoy working with you and hope we keep to keep that close relationship as we support you moving forward. I would might on the spot just to say so this is where we are and this is the next steps and this is probably when this is coming back to the board for for action to formalize this process if I could. >> So first off thank you for recognizing the work that this this

094gentleman has done. He's done a lot of work and he has a big heart for for Lee County and it's home >> and he's an alumni district. So this is special. >> That's right. So, the department will be coming back to the board in the next couple months making the recommendation that Lee County go back to local control. Um, I would encourage this board to consider hosting a board meeting in Lee County either March or April. Um, I would love you to actually get to see some of the things he talked about in this presentation in person. Um, you can't walk through that elementary school and not recognize that um, learning is happening. Um you can see some of the technical centers, you can see the housing. Um the housing itself has been a national

095story. Um they've had some innovative programs there and Secretary Aliva has more than once said if we can have people graduating with associates degree in Lee County, we can have it anywhere. All right. So a district that has been a struggling district that is actually taking on some of the the innovation that's been offered throughout the state to to do that. It's a big deal. So, I would encourage the board to host a board meeting in Lake County in the next month or two. Um, and then we will come back and make a recommendation. Our team that was on site on Friday went through all the exit criteria. They collected evidence to say show that not only do they we have quantitative scores, but we have qualitative data as well to show that they have

096met exit criteria that was established. Um, and so we will be sharing that report when we come back and make the recommendation. Hey state, can you remind me when they're five years when >> Yeah, it would be in May. >> Okay. So, >> so we Yeah, but but our recommendation would be for them to return. >> Thank you. >> All right. >> Thank you. >> All right. Thank you. >> That's all. >> So, I think next we have hope. >> Yep. Yes, >> I know. I have the same question down. Yes. How does the math math? >> Uh, but you are going to share with us a little bit about the districts D and F ratings and uh their proficiency trends. Good afternoon, boardroom, assistant commissioner, public school accountability. So, you were provided with a

097report. I'm going to go ahead and recognize you were not provided with this report until yesterday. So you probably have not had time to read through this entire report. Um so the bulk of my presentation today is going to focus on how to read this report and how the department is using the data within this report to start structuring support to our DNF rated districts. Okay. So what we have done is at the department want to take a focused look on utilizing the data that we have in our atlas system to prioritize schools for support and then push in and provide that support. So what I've given to you here um is a a report that shows every DNF rated district their summitive and their interim data from the past two years. Now recognizing a

098few things about this are important. Uh so first of all the interim assessments give you a estimate of where learning is in that district at that time and if you consider those interim assessments are on grade level content what we expect a student to learn by the end of the year it would be very normal to see your fall scores lower than your spring scores. That should make complete sense. Okay. But what we might want to what we want to look at in the department is are we seeing some of this scores trending upwards and are we seeing fall to fall trending upwards winter to winter trending upwards. That's what we are looking at to see is do we feel like the district is making progress in this area as a starting place and then

099for my team I always encourage and we use the data as a starting place to dig deeper. So just like today we did focus walks in buildings. There are uh people on my team right now that are doing focus walks in every DNF district at the moment. So they have the data as a starting place and then they are doing walks in those buildings to try to identify what are some core issues that we may need to provide support in or what are some key changes that may need to happen immediately and then long term. The summitative assessments are required. So when you read this data, I want you to be very careful about did they actually test all of their population or just a small percentage. Um because the interim assessments are optional at

100this time. The windows, it's important to know that as well. The fall window uh was from August until November. So that has now closed and anyone that was going to give those is done. However, the winter interim window for this year is open through March the 20th. So many of the districts in this report do not have winter 26 data and that's because they're probably giving those assessments now or will be over the next few weeks. So we're going to focus on spring to spring and fall to fall because we don't have a full snapshot of winter data at this moment. Okay. The other thing to be careful of and cautious of is just the student in counts. um if they only tested a hundred kids last year and they tested 500 kids this year,

101those percentages, you want to be very careful about interpreting those. So, I'm going to give you a few examples of uh the report and how to this thing is okay. So, the at the very top of the report, you're going to see some bullets. The first bullet is always going to give you some information about did they is there a discrepancy in the student counts that you should be aware of. So they didn't give any interim assessments, they didn't do something or the counts are very different. The second bullet is always going to tell you something about spring to spring performance. The third one, fall to fall. And then the fourth one, winter to winter. So tried to break that down for you on the top. And then in the charts themselves, some things to

102note and pay attention to. The first thing is at the top top left of the screen right under the district name. You'll see the letter grade that they are, the points that they are currently earning, and then the points that they need to earn to get to the next letter grade, which is important because some districts have much further to go than others. Okay. Um, then the top information there is bulleted out in summary for you. And then when you go to read the chart, it's important to know, are you looking at an interim score or a summitative score? So the interim scores are represented by a circle. The summitive scores are going to be represented by a triangle. And you want to compare summitive to summitive first and then look interim to interim. And

103then it would be appropriate to compare across a single year. So from fall of 24 to spring of 25, do we see those lines trending upwards? That's what we're really looking for. So the um first thing like I said spring to spring it would be appropriate to look spring to spring scores. This is end of year. So we've had all year to teach. We would want and hope to see that spring 25 scores are higher across the board than spring 24 scores. That would indicate that the district students are learning at a higher level. They are progressing at a higher level. The first thing I have my team look at is not only this this is level three and four. So overall percent proficient, but we also go then look at level one and level

104two. So you heard Dr. Barbrey speak to their their goals were set about their number of students in level one moving into level two. That's very appropriate for a district where you may not see the movement on the upper end immediately, but you can see movement from one to two and two to three. So looking at those trends is also important and that's one thing we're doing on our side. Remember spring 24 is a baseline year. So that's the first time we had Atlas assessment. So really the two points you have to look at right now are spring to spring and then fall to fall again um as kind of your baseline points of where these districts started in the overall performance. If you look um spring to spring and you see declines um just

105be cautious about those declines. Some may be significant, but if you're looking at decline of 1 to 2%, a lot of times that may just be within statistically what we would expect. Um, but that we would consider those similar scores. When you're looking fall to fall, and I do apologize, that was supposed to come in separate. Um, when you're looking fall to fall, it is appropriate to see again those fall scores be much lower than your spring scores. That that indicates that students are here in the fall and we want to see an increase to the spring. We want to see at the percent of students that are earning three and four increase significantly from fall to spring. That indicates the students are learning something. Okay? If you see the fall numbers very similar to

106the spring numbers or lower than the spring numbers, then that indicates that students are not making progress across the year. We're not having more students learn more information and move into those higher categories. So that would be the trend we would be looking for to see if we're making improvement. So, we're going to start with PPL since we're in their district today. I pulled out two districts to look at you look at an example of. So, if you want to turn to that page in the report, it's going to it's in alphabetical order. So, it's towards the end. So, Pine Bluff would be a district that from our side as a team, we're not concerned about the way their data is trending. Um, the team is still going to come into Pine Bluff and do

107a walkthrough. We have done that and then work with the district to set goals because these are all DNF districts. We're fully aware of that, but there are some of the districts that are trending in the right direction, indicating that the work is happening and that that work we want to see sustained. We want to continue to support that. And then there's others where the data is trending in a less positive direction and we might have some more concerns there. So for Pine Bluff, when we look at their data from spring to spring, they did show progress or not no uh not declining in um all of their areas, relatively similar in science. But then when when we looked fall to fall, we saw quite an increase in their falltofall um scores indicating students are

108starting the year at a higher place this year than they were last year. Remember, it's a new group of kids, but they're already trending at a higher percentage at the same point in the year. So then what we would want to look at next is when they give their winter interim, which they're doing now, how is their winter to winter comparing and how is their fall to winter comparing. So at the point that we have a set of winter data, we can look across from fall, winter, and into spring. So, Texirana is another example. Um, the reason I pulled out Texirana, what might be interesting to look at there is the um the degree of change in their data and also text is an example where their um spring summitive proficiency was higher in math

109but relatively similar in ELA and science. So, they had two one area where we're seeing progress but two that we're not seeing quite as much progress. However, in their fall-to-fall comparison across the board, they had increased performance um in all areas. So, text candidate would be one that we would maybe pushing a little bit hard uh more in on ELA and science to see what's going on there to make sure that we're progressing in the right direction with ELA and science and still have conversations about math because that seems to be progressing in the right direction. Okay. So from Desi's standpoint, I've mentioned several times I have a team I have a team of about six uh people back at the department who are working directly with every DNF rated district through the co-op. So

110we're partnering with the educational cooperatives. We're doing focus walks in every one of the buildings and then we are helping working alongside the cooperative to set goals um alongside the co-op that that work within their strategic plan. Our goal is to support and then where we see things that are not going well to provide some more directives uh in directive um feedback of we really need to see certain things change um to start to make progress. Again, remember that the letter grade is all about academics. It it's really focusing on core instruction and support in tier 2 and tier three. So that's where most of our support is focused. It's it's into how are students learning? Do we have the right human capital in the right places? And or do we have the right materials

111in teachers hands and support for them? That's really where our support is focusing. So that is how we're using the data right now. Um and again once winter scores come out we plan to continue to look at that data and then continue work alongside schools. >> Thank you question. So, want to thank you, Hope, for walking us through this. And if you remember, um, I want to say it was right before Christmas break, we had started meeting with DNF schools. This freeze, the freeze shutdowns got my weeks off a little bit, but I want to say we did that right before the break to talk about how we're going to bring in the family districts. How are they working with their co-ops with their schoolboard superintendent to make sure that we look like a district

112improvement plan? And y'all kind of voted to accept their plan and now we're able to monitor them uh with the implementation of those plans. That conversation led to, okay, what about the next group? Like what are those D districts, which there's a ton of them, right? Like I want to say at least 20 of them. Um it it took us you know almost two days to go through six six F districts. So we we want to be more methodical on where are the next levels and um we want to use data to do that. And one of the things that we know is we are going to eliminate failure. Failure is not an option in this state. We are not going to have F schools. We are not going to have F districts. And our

113hope is to eliminate that and eradicate that by this spring. Um the reality is is we know there's bad actors that are running these districts that are not doing their job. >> We do have some school districts that are in good faith doing their job to focus on what's right for students. So for us as a board, we need to lean in in these communities that are more worried about what adults are doing than what students are learning. And that's why we put together this report that we want to send with you um and and share so that when we come back next month, we can talk about what are those trend lines. One of the things that we do know and um is that transition to a new accountability system, new assessment system is

114is a little chunky, right? Like it it it takes time because we had to get data and then we had to standard set and then we had to set new cut scores and and the release of that time was a little bit delayed. our windows now is, you know, we're still in a progress moning window that on next year's testing assessment would be closed, right? And like Mr. Woods brought up, like why are we testing in April? You know, this is our last year of doing that. Next year, it's going to be in in May. It's going to be at the end of the year. Our progress monitoring at the beginning of the year is going to be earlier in the year. Our midyear progress monitoring is going to be at the midpoint of the

115year and shorter to a lineup for the summit. So, it's a little bit um nuanced because it it would be really nice um to Hope's point about how are we doing from fall to fall, right? How are we doing from winter to winter? How are we doing from spring to spring with the same cohorts of students? We're since we're still in a testing cycle, a lot of districts haven't finished yet. So, it's really hard to give you that data of, you know, on current progress this school year. Now, but one of the things that I think we need to about as a board is there's DNF districts that aren't even doing the progress monitoring. They're not mandated to. Now, why they wouldn't choose to use an assessment system that's aligned to our standards that's going

116to be used for an accountability system to say, "Hey teachers, are your students learning what we're expecting them to learn? They make a decision not to participate is up to them." But I think that's something that we we may want to consider in the future when we're dealing with DNF districts. these A districts, these B districts, if it's working, it's working. We don't need to get deep into those weeds. But if we are failing students, generations of students, then we ought to be able to set some minimum expectations and ask some tough questions. So, we wanted to have that conversation now because it there are districts that are not progressing. And you heard us talk a little bit about um the way we're having cooperatives push in and walk through the schools with um school

117leaders and administrators and schoolboard members. That the role of a co-op is not to be a customer service company, but to be direct support and to be a leaison between our agency, their support with their districts, our schools getting the resources that they need. This isn't to be punitive. This is to make sure students have the opportunity to learn. And I want to commend and applaud those districts that that are doing it. I've heard from so many superintendents the power that they have engaged with with Hope's team and Kiffany's team and and the cooperatives and everybody walking through the classrooms together and then they sit down and then they write a plan and they're implementing that plan and they're seeing evidence and progress. Commend those districts to the cowards that say we're not going to

118work with a co-op. We don't need their help and we're going to continue to let them fail. shame on them. And those are the ones I want to make sure we prioritize and get in their space and say this is unacceptable. So th this isn't I I say that to say we still have work to do in this state because we are going to eliminate failure. Um this is kind of the next step and and we we wanted we we visited two F districts today. I think there was value in that and we welcome feedback on that. We want to get to the remainder of districts. I think we had some some schedule, but then everything got a little bit delayed. We're going to get those done. This this work is not going to slow

119down. These kids should only be in third grade once. This is the senior year for a lot of kids. Are they ready to be enlisted and over employed? I I tell everybody, I think it was Muham Muhammad Ali, this isn't the time of year to count down the days. We got to make every day count, and we're not going to slow down. And uh we wanted to make sure that we were grabbing the most current data so that we can be informed about our conversations and then see what else we can do for you. >> Thank you. So are there any questions? >> Am I right? >> The denominator. >> Yeah, the denominator. >> Yeah. And so with the grad rate, it depends on where the student got behind is where the accountability lies. So

120if you enroll a student in ninth grade with you and they get behind with you at 10th grade, but they leave, that's actually a federal guideline that we have to keep that accountability at the building where they got behind should the child not graduate. If the child graduates, if they move to your district and you get them caught up and get get them graduated, then they count for your building. Um, but if they if they came to you behind and you were unable to get them graduated, that accountability goes back to the previous building. So, it's really just an enrollment. >> I have a question. First, I love this data and I think what you presented to us is the appropriate level at the at the board level, but could you just speak real briefly

121on like when you see a score, whether it's math or science or language, what your department does to drill down in there. So, because you don't need to the deeper you get into it, you can focus on the actual thing that's dragging the score down. And we don't I don't need that data. I don't think the board needs that data, but I'd like an understanding of how you go about that process. >> Yeah, thank you. I appreciate that question. So, that is kind of what my team loves to do. Um, because data only tells us the first place to start, right? So, it really sparks for my team a lot of conversations and just questions and we tend to take the approach uh we we would take a district um and we would not only

122look at their levels three and four, but I would start asking questions about level one and two. So, level one and two moving and then once we look at that, we would go we have the ability to look at the level at the building level. So then we would start what's the building level progress? Is it a particular building? Is it a particular teacher within that building and those really are conversations to have with the building and district leadership? Because many times they've looked at their data, they know what the problem is and and we're just kind of an outside eye. So really the power is we can look at that data and start going down building level, teacher level, grade level, and then when we have conversations with the districts a lot of times

123it's affirming to them to know, yeah, they're on the right track. like they've pinpointed the same issue we think we're seeing and then when we go do go do walks oftent times what we're seeing in the classroom is then affirming oh that's why in that particular classroom things are lower or that's why this particular building is not um performing at the same level. So it really just sparks good conversations but we we kind of go level by level and look at it um through a lens of what might be the root cause of the problem. Do we see something common or is it just one particular place that can be targeted? And if I was to add to that, Mr. Peacock, you know, as you engage in this cycle of continuous improvement, we know the

124number one impact is the teacher standing in front of that room, right? That's the greatest predictor of student learning and outcomes. Number two, is the principal leading that building? And that's the first conversation we need to have. Do you have qualified teachers? Are they trained? Are they supported? are your principles, do they understand how to do a walk through, you know, and and and and lead that conversation and be um not just a manager of day-to-day operations, but a leader of instruction, right? Like what is the role of the principal? But scheduling matters, too. And that's why we have to look at the the fact is is every kid deserves access to grade level instruction every single day. And what we find in schools that continuously struggle is this belief or culture or mindset that

125kids aren't ready for grade level instruction. And we saw that today. Let's just be honest. We saw that today. So, how do we make sure that every kid has access to grade level instruction and the right support that they need? If a kid needs intervention, how do they get it? And if a kid needs acceleration, do they have opportunity? I think what we're seeing even in these schools and in statewide is that we really flipped the mindset that we're only going to just focus on the bottom because while we're doing that, we're holding everybody back. We've got to focus on all of our kids, push the top kids just as much as support the bottom kids and move along the kids that are progressing through the through the process um appropriately. And when you see

126the enrollment numbers that Rob's presented in current credit and and in the fact that I don't want to say it's up almost 30% over the previous year because of access and because we're making sure that every child that wants to do concurrent credit can that everybody is in a CTE pathway of quality can that students are able to earn a diploma of merit distinction are they we also pull that data because what we don't want to see is like kids just moving from progress to program so when we looked at the AP enrollment concurrent credit enrollment CTE enrollment IB enrollment. Every single one of those categories is up. We are accelerating more kids this current school year than ever ever as long as our data goes back. That number is going to go up even

127more next year and it's going to go up even more the year after that because we have to start believing in these kids. We walk through how many classrooms today? Those kids are hungry to be taught. We need to make sure that they're getting access to quality instruction. And if I hear adults blame parents or students for performance, I'm going to have a fit because that is not the problem. >> Okay. Thank you. Um so yeah, go I have one question. I'm sorry. I have a question after that. I'm sorry but All right. So thank you. Um, so and it has to do with um the calendar, the school calendar. I think it might be helpful, at least for me, to know what school calendar these districts are following. Uh, to Secretary Aliba's earlier comments

128around instruction time and whatnot. I think that, you know, if we have some of these four days a week districts, I think that would be helpful to know. Um and then I also you made the comment whenever you were looking at the pine bluff numbers that they seem to you know really be uh even ticking up in the fall and you know I immediately it was like is that because they're following a year- round calendar where there is a smaller gap of time between the summitive test and then the fall test. I I I don't and and if there's more instruction time in there. I don't know the answer to that but u it's just going to be curious. Yes, understood. Thank you so much. Thanks for joining us. All right, so I think that

129leads us now to um >> board reports. Do we have any anythingbody Thank you. So, um know early childhood is my passion and um we had a moment this fall. Um we're in a bit of a crisis and a major transition and um I have waited to give a report until I could come with wonderful news. And so that's what I'm doing today. very very excited. Um I think you've all had a chance to meet Ashlin Abney the other maybe the last board meeting during lunch. Um she has done an absolutely phenomenal job. Um she h she went into a very very tough position. Uh she very first had to assess the situation understand what happened with our funding. Uh you know where is the funding going? what are the sort of unwritten practices and

130policies that everyone had been following for a very long time. Um she then had to realign our vision in the office to the loans act and sort of clarify to everyone what a unified early childhood system is, what that coordinated funding effort should look like and then she could start to sort of build momentum and engagement. um we have been participating in quality discussions and looking at switching our mindset from that as we just talked about that adult centered mindset to what's best for these children and it's shocking that it had to be done but it did and it has been an incredibly positive experience. Um and she's getting into the weeds in a way that um I very much appreciate. Two just really tiny examples of things that have been corrected. Um, one was

131that, um, a component unit is a support organization legally separate from the government unit, but they often will fund the government unit in ways that state money doesn't allow or that there just isn't finance for. One example is the Race Rack Foundation, how they support Arkansas athletics or the Arkansas Game and Fish Foundation that supports the Arkansas Game and Fish Commission. Well, there was an component unit within early childhood that instead of supporting the early childhood unit, we were giving them money. That's backwards. That doesn't make sense. And that was to support adults. So, that's no longer happening. It wasn't a major amount of money, but it was enough that it's all those little steps that can fix um a much larger picture. Um that was kind of the biggest one I wanted to look

132at. And I did want to share some other things that um were happening. We recently put out a professional services for proposals um that has been done. All of the folks that were awarded and those that apply were all notified on the results. Now, these are five-year grants, but they will not be blindly renewed because that's who's always had them. These are competitive grants. We will look at the data. We're going to look at um the results. We're going to look at child learning throughout the year. they're going to do a check in. Um, and on an annual basis, if you're not meeting the goals that have been set out, if you're not doing what we're paying you for, then it's going to go back out for recompetition. Again, that's it's wild that that's a

133novel idea, but that's what we're doing. And um, it's another uh, uh, competitive grant that's going back out is for local leads. And these are those local organizations that are deeply embedded in the community that can help us um fund what is necessary because what funding should look like in Little Rock is going to be very different than in Pine Bluff and very different than um Northwest Arkansas and even more different than say umpire. Um being connected to the ground in a way that um someone sitting in the art just can't do. So local leads are a very important thing and again funding them in a way that they can actually have an impact and holding them accountable for that funding. I'm excited about that coming up. Um we're also as I mentioned we're talking

134about quality systems that was something that was required act and we are on track to begin that July 1st 2026. We're very excited about that. And we are also working for a true market rate survey that's going to also go back out to competitive grant. um we're not just going to give it to the person that's always done it. We're going to hold them accountable and offer it to maybe invite some innovation and some competition. So, I'm very very excited about those things. And um I think the truest uh indicator that I'm thrilled with Ashlin and what she's doing and that she's making big strides is that I'm no longer calling um Stacy Smith every day to say, "This is weird. Something's not right. I need you to look into this." And so the fact

135that I've been able to step back and enjoy kind of the fruits of their labor, that's um much to her excitement, I'm sure, as well. So, thank you for letting me share and brag on them. Um I look forward to more happy uh news in the future. >> All right. Well, thank you so much and we really appreciate all that you do for early childhood. I mean, it's a labor of love. Yes. Yes. Thank you so much. >> Uh anything from All right. >> So, I'll uh just break Yeah. Uh I uh chair chair Woods and I got to go to grad schools. I think it was like two weeks ago now. Uh and I just wanted to to share some of the things we saw there. And I think one of the biggest things

136um that that I want to highlight is going back to the H2 pathways. And um they have a uh I think they call it the Western Bton County Career Center there where they uh share resources uh which I'm assuming is kind of what we heard with Lee County. Um, but they share resources with other schools in Ben County where they I think uh bust some students in from gentry and physical schools. They have a really neat uh automotive program, welding program. And I just wanted to talk about and and I'm sure it's the same in some of these other schools. We could get into that and see the kids faces and some of these programs. Um, uh, the superintendent there, Gra, just talk about how excited these kids are to be coming to school where

137like before, uh, you know, they were just coming to school because they had to, but, now they get to come. They get to put their hands on, uh, vehicles and do things that they really like doing or welding or they're they're working in construction. Um, and it was just really cool to see that on their I mean, you like walk in into the automotive shop and see just how excited they are, how much fun they're having to be in school. And uh, it's just really good to see. Um, but yeah, I just wanted to highlight uh we went to Grabbit. It's a really good visit. I think we're going to Gentry uh next week and we're just trying to to be in some schools in Northwest Arkansas uh in the district we represent. >> That's

138great. Great. Well, and I'll just mention that um I guess back in January, uh Dr. Keith McGee at Watson Chapel invited me to come spend a little bit of time with him, which I did about an hour. We uh started at the central office and then visited an elementary school and um the high school and I thought, "Oh, this is going to be interesting." I haven't been in a high school in a very long time and we were there whenever they changed classes and I just didn't it was but it was great. It was wonderful, orderly. Uh the kids were so uh polite and engaged and just pleased, you know, to have a visitor. And I think Dr. McGee is doing a great job. He has a a level engage of engagement with the students

139that is uh very unique and I think beneficial to the student body. He has a good um student uh advisory board that uh gives him really good clear feedback and I think he uses it a lot in you know making some of the decisions along the way. So it was a great visit. All right. So um I think Miss Wilson, it is your turn for good afternoon everyone. Let me click. There we go. So, um, as every I'm not sure if everyone knows, but um, I'm a a current fourth grade uh, elementary math teacher in Palasky County Special School District. And so, um, a lot of my work I the center around this year is to get into the elementary classrooms and work with the teachers and um I've also had a lot of opportunity

140to work with the students as well and so um I've spent a lot of as you can see on the pictures just a lot of time in the classroom um this work has ranged from co-eing it's I've asked to model actual you know effective tier one instruction for teachers um who are struggling with some of the standards and maybe not sure what those mean and just want to see um some effective instruction for that. Um I've worked with teachers on intervention groups and helping them pull resources to use. So it's just been a wide range of things. It's and honestly it's just whatever the teachers ask me and then if I don't have the answers I try to go looking for the answers for them. Um, I've in during the snow week when we were

141snowed in, I I wasn't able to get into any of the schools. So, I took some time and I've reached out to about 10 new um administrators in 10 new districts um asking if they have any teachers who would um invite me into their classrooms. So, um mainly elementary because I don't think I could go to a high school classroom and teach high school. But um so if any of you are here and you have elementary teachers that would like for me to come and visit um I would be happy to visit your school. So um so moving on. So I got the chance to travel to Miami Florida to go to the national college championship game. This was through the national teacher of the year program. This was my final trip of the year.

142Um, for those of you who aren't familiar, um, they're the national teacher of the year program. I'm a part of a cohort of teachers and so it's every teacher from the entire um, United States who to one for their states. Um, so I'm a part of that group now and I'm extremely blessed to be a part of some of the best teachers across our nation. Um, so many resources that, you know, I can turn to for basically any subject, any level. And I'm just really, really fortunate and grateful to be a part of this. Um, I completed my first 5K. I wasn't for sure. I was really, really nervous because I've never done one before. And I'm happy to say I did it in less than an hour. So, I was like very proud of

143myself. Um, and of course, we went to the game. I've never been to a championship game before. And so I really didn't know what to expect, but it was intense. We um were recognized actually down on the field and fireworks started going off while we were down there. I mean, it it was just it was insane. But um such an honor to be able to go and um I was my husband actually got to go on this trip with me. This is the only trip he's attended. And we were walking around town and all of a sudden all these sirens just start going off and police on motorcycles. I mean, they just come roaring in and I was scared to death. I had no idea what was going on. And then we look up and

144then here comes the Indiana buses. So, the players were entering and coming through. So, that was like a really really, you know, cool experience just to see in the moment. And but um so moving on um I was I was happy that I got a to go to Hot Springs and attend the Beta Club uh college and career fair. I attended it with Amy Tucker and Capri Salom who is my teacher of the year coordinator and we were able to visit with high school students and just talk to them about education and answer all the questions that they had. The Arkansas State Police was set up right beside us so they stole stole a lot of the show. I don't know what it is about those officers that were there in uniform but they the

145kids were just like flocking over there to them. So, we were trying to pull them over there to talk to them about education. Um, but mainly letting them know about the uh scholarship opportunities that kids have um that have come through with the Learns Act. And so, we were just making sure to give them all that information and hopefully inspire them to consider education. And then I attended the CTE day at the Capitol and I just have to I I I've thought about this day ever since began an elementary teacher for 26 years. I've never really or I never knew much about career and technical education. And so when I attended this event, I mean, I was just blown away. Blown away. Um, I as I walked around and got to talk with the students

146and just hear their stories, all their success, like I'm just extremely grateful for all the partnerships, for all the businesses who are pouring all their support into these students. I mean, it's just it's absolutely amazing just to see how incredibly successful they are and and the places that they're heading. So, this was just a really, like I said, I've thought about kids ever since that day. So, and um I've been invited since then. I met some people while I was there and I've been invited to go and tour a couple of the CTE programs um in in the area around Little Rock. And so, I'm excited for that. >> Thank you. >> Great. Thank you. And I have to say I'm not surprised that your husband went to that. >> Every year we have to

147hear about >> I know about that. It's true. It's true. Okay. Well, so this brings us to public comment and we have 16 people signed up for public comment. Just quite a few. So, we're going to take about a 10 minute break and reconvene and your public comments. >> So, we'll be back here at 2:45. I don't