001Are you okay? We'll go ahead and get started. We will call the November 13th, 2025 order. Welcome. >> Um, before we get started, we always start with a moment of silence. So, you will join me as we prepare Okay. And I believe you will join me in standing for the pledge of allegiance. Ice flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> All right, we have a treat today. We have a quintet from Academy led by director of fine arts. Mr. Willis, I will turn it over to you. Say by [singing] early [music] twilight. brightly [singing] [music] [singing] streaming. Flang [singing] of Mr. Willis, would you like to tell us about your intent in your school? Is it
002on? Do we have the mic on? last uh week or so. There we go. Wonderful. They've learned this arrangement when within the last three weeks. The let's see how many of ours three of these singers were recently part of the region 2 all region choir for central Arkansas. Uh and they're all super strong singers and uh fantastic students and great people to work with. So I'm super proud of the members of Academy Singer Choir. Thank you for allowing us to represent Pleski Academy today. >> Thank you. >> Nicole, do you want to introduce the student that we have? >> Hi, this is a student from the Arkansas School for the Deaf and Blind. Hey everyone, my name is Mike. This is my name sign here and I'm with Arkansas School for the Deaf and Blind
003and I'm a sophomore. >> Excellent. Thank you. [applause] >> Well, it is such a delight to be able to have y'all here today. So, thank you for coming. Um, we're going to move on to recognitions and I think Mr. White, you are first up. Good morning. Ross Watt, director for the division of career and technical education. Uh, today we have some special guests with us. So, I'm going to read you all a little bit about them and then let them introduce themselves to you. So, in Arkansas, um, we recognize nine career and technical student organizations, which we call CTSOs, in our world that make up about 50,000 student members in the state of Arkansas. Um these organizations align with our students selected career pathways and provide opportunities for work-based learning networking with industry professionals and
004leadership development. They these organizations are integrated within our career and technical education courses and give students the opportunity to lead, apply their skills and gain real world experiences through hands-on projects, competitive events and leadership roles. Um students develop the confidence, employability skills and career readiness needed to thrive in college careers and life beyond that. Our CTSOs inspire students to explore career paths, create programs of study, and connect with their peers, industry leaders, and business partners, turning classroom learning into a powerful life and career success. In Arkansas, our nine thriving career and technical student organizations include, and I'll read them all off. It is a little bit of, like we said yesterday, Alphabet Soup here, but um DECA, Educators, Rising, FBLA, FCCLA, FFA, HOSA, TSA, Skills USA, and the National Career Association with JAG. And each
005of these organizations offers multiple competitive events, leadership events, and work-based learning opportunities for our students. And these allow our students to compete on a local level, a regional level, state level, and international level while also networking with business and industry at the same place of local, regional, state, and international level. [snorts] Um, so today what we have with us is we have each of our organizations, one of their state officers, most of them being the state president of our organization. And then Arkansas is fortunate right now that we have three national officers which means we have three students who have been elected to represent their organization on the nationwide scale and some of those can be international because they include things outside of the US. So we were able to have two of them be
006here today. One of them has to fly out to DC here in just a little bit. We're hoping wishing her best of luck with her flights as well. Um so I'm going to let each of them come up, introduce themselves, tell them where they're from, what organization they're with, and I think their goals beyond graduation. and we'll end with our two national officers as the last two to share a little bit about their roles that they're getting to do this year. So, thank you. >> Good morning. My name is Evie Hernandez and I go to Southside High School in Fortsmith and I currently serve as a state president for Arkansas DECA and my future plans I plan to major in biomedical engineering. >> Good morning everyone. My name is Wyatt Petri. I am a senior
007at Nemo Vista High School. I am the state president of educators rising and after I graduate I plan on attending UCA to get a bachelor's in architecture. >> Y'all can feel free to adjust the mic if you need. [laughter] >> Good morning. My name is Taylor Peters and I am a senior at Pigot High School and I'm currently serving as the Arkansas FBA state president and my future plans are to become a public relations manager with an emphasis on political campaigns. >> Wow. >> Good morning everyone. My name is Lauren Carter and I'm a senior at Valley View High School. I'm the FCCLA state president. My future plan is to go to Baptist University and get a degree in biology to one day become a dermatologist. Good morning everyone. My name is Julian Staxs. I'm
008attending Southern Arkansas University as a freshman hoping to get a ma a major in animal science hoping to become a large animal and exotic vet one day. I'm the Arkansas FFA state president. [clears throat] >> Good morning. My name is Joanne Kim. I go to Valley View High School in Jonesboro, Arkansas. and I'm currently serving as the Arkansas HOSA state president. And my future plans include going to college, law school, and then becoming a medical lawyer and then a judge. >> Very well. >> Excellent. [laughter] >> Good morning everyone. My name is Lauren Curtis and I'm a current senior at Cabat High School. I am the current president of Skills USA and my future career plans consist of going to UCA to get a bachelor's in biology and then attending med school to become a
009general pediatric surgeon. Good morning everyone. My name is Brena Morris. I'm from Alma High School and I serve as the Arkansas TSA state president. My future plans include becoming a biomedical engineer and doing tissue engineering. Good morning everyone. My name is Eva Ore and I'm a current senior at He Springs High School. Um, I'm currently serve as the FCCLA National President, Family, Career, and Community Leaders of America. I have the opportunity to serve as one of the 10 national officers, being two from Arkansas. My other officer, Logan Gwyn from Whiteole High School is not currently here. Um, we serve over 260,000 members of this organization, and I, president, get the opportunity to serve on the National Board of Directors, which is an exciting opportunity that I get to bring the youth voice to. My future
010plans are attend West Point um to major in political communication to hopefully be the White House press secretary one day. Thank you. >> Good morning, Madame Chair, members of the board. My name is Xavon Sims. I have the pleasure and the honor of serving as the fifth president of the Jobs for America's Graduates Career Association. I get the opportunity to represent 88,000 students from California to the Virgin Islands. I'm from Palm Bluff, Arkansas. I get the opportunity to represent all these students because of you. Because of my specialist, Mr. Calvin Thomas, because of Dr. Sonia Wright McMurray, Mrs. Janice Roberts, and Miss Robinson, and Mr. Ross White. I get this opportunity to go across the nation and see thousands of students because of you. because of your investment into our CTSOs, because of your investment
011into these young people, I get the opportunity to do amazing things and impact our community and I get to come back home every single week and say I'm proud to be an art cancer. I attend Grahamlin State University where I'm a governmental, it's a long title or a long major, governmental affairs and administration and international and diplomatic relations major. I'm proud to be an Arcan, but it's okay in Louisiana. I thank you for allowing me to be here, allowing me to represent you on the national level. Thank you. [applause] >> We're going to be voting for most of them someday at some level. >> And you know, I'll remind you all, you know, we've got 50,000 members in our state roughly. Um, and that's obviously the top tier of it. But we are very proud
012of each of them and what they offer. And so with that, we'll take any questions you have for them. and we would appreciate a picture possibly. So, >> what is tissue engineering? >> So, >> yeah, y'all need to come up to the microphone. [laughter] >> With tissue engineering, what I want to do with that is I want to rearrange people's tissues to help their organs function better and to stop the growth and spread of cancerous cells. Just basically to improve life quality for people. >> Yeah. >> Just another day. Yeah, just another day. Thank you. >> Basic stuff. >> Just basic questions. [laughter] >> Feel pretty inadequate to ask them very many questions. >> What I just said. >> Yes. I'm so impressed with every one of you. Keep up the good work and I'm
013confident we will hear from you again. We'll be watching. >> I'd like to echo um that as well. I'm very impressed. Uh today is a great day in Arkansas and uh compliment all of you and everything that you've done, you're doing, and the things that you're going to do. When uh I look at you, it's hard not to think about uh access. It's hard not to think about learn legislation. It's hard not to think about the priorities that's put on CTE and the work that's being done bootstrers. I can go on and on. Thank you. >> I'll just make a quick statement. Um first, thank you all for being here and for representing Arkansas and doing it so well. You know, we all we often get asked about what's the next generation hold for us,
014right? And I can say with confidence that our future is so bright and our state is going to be so well represented, not just at the national level, but even internationally. And to know that um we have a footprint in making a difference is something that is humbling and exciting. So, if if I was to tell you anything, I would just say never stop working hard. Never stop working towards your goals. And always remember, we're hiring. And when you're done, come back with your resume because we'd love to have you be part of our team. >> Take some pictures. >> Yeah, there's so many. That's probably >> We'll come down and meet you in a second. Let's have everybody in since there's so many. We'll get one with the choir. We'll switch [applause] [applause and
015cheering] >> to lock the door. One, two, three. [applause] Oh yeah. Nice to meet you. All right. That's not Congratulations. Serena. His last name. One [clears throat] cleared up. I don't know. There you are. >> All right. Does anybody have any changes to the agenda? Okay, let's move on to the action agenda and I think >> Stacey >> can introduce it. >> Okay, >> we need to do a resolution. >> Oh, I'm sorry. Yes. >> Oh, we skipped that. >> Sorry, that's >> got a little too excited with all the students. So, first uh the next item before we go into action is to do a resolution with the Arkansas State Board of Education declaring January 2026 as schoolboard member recognition month. So, with that, I'd like to turn it over to our friends from
016the Schoolboard Association. >> Thank you very much. My name is Jeff Lizby. I am the current president of the Sheran School Board, Mr. Bragg's hometown, and and also uh current president of the Arkansas School Boards Association. And I can say my 27 years on the board, this right here made me very proud to see our public school students being that successful and and all of their aspirations because just as uh Mr. Olivas said, you know, we wonder what our next generation's going to look like. Well, the future's pretty bright. I look forward to following these kids one day and my grandkids and and it's it's really important to me. So, I wanted to uh thank you for this resolution to recognize the over 1500 elected school board members across the state. I mean, it's a
017thankless job a lot of times, but my passion, that's where it's at. I started teaching uh 35 years ago, had taught for five years, and decided I'm not sure I can support my family. So, I got out of that. And and then now with the learns act, you know, I'd written one of the articles in the report card magazine where gosh, if this learns act would have been there whenever I was a young man teaching, I may could have afforded to stay in education that long. So, thank you for your work. Thank you for all that you're doing. I'd just like to read the resolution um that will be presented at our annual conference next month. Uh and thank you for that. It says, "Whereas the quality of education continues to be a cornerstone of
018the state's prosperity and a key driver of Arkansas future success. And whereas education from the foundation for the future of our children and the growth and advancement of our society as a whole, and whereas Arkansas remains steadfast in its commitment to providing its more than 475,000 public school students with the highest quality education available. And whereas the dedicated members of Arkansas's school boards serve as the vital connection between the community and the classroom, ensuring that the needs of students are met and that the interests of our families are represented. And whereas these public servants elected by their local communities tirelessly advocate for policies and practices that prioritize student success, offering their time, expertise, and judgment without compensation. And whereas the Arkansas School Boards Association and the Arkansas State Board of Education collaborate to support and
019guide the state's more than500 locally elected schoolboard members who make a critical contribution to public education. And whereas the month of January provides an opportunity to honor and express appreciation for Arkansas schoolboard members recognizing the significant time, energy, and talent they invest in service to our schools and communities. Now therefore, be it resolved that the Arkansas State Board of Education hereby recognizes and salutes the members of local boards of education by proclaiming the month of January 2026 as Arkansas School Board Member Recognition Month. Thank you. >> Thank you so much. >> Thank you. So, we do have some invitations to our lunchon at our annual conference that we'll pass out to everyone. If you can attend, we would love to have you. Thank you, Mr. Oliva. he presented last year at our annual conference did
020a fantastic job. I appreciate all that you do for us. Thank you. >> Thank you. And I just want to extend, you know, I a lot of times people feel affected by things in their community and they don't know what to do about it. And I often say run for your local school board because that is where change is happening a lot of people. So, thank you for your work. >> Thank you. Thank you. >> I would love to I would love So, Secretary Leva and I have signed the >> official proclamation for you and we would love for you to take it back and we would love to get a picture with you as well. >> Sure. County. >> Excellent. Go back. One, two, three. That is not me. That is nuts. >> I
021only have my portions. >> Okay. All right. So then I think Miss Smith is going to present the Cleveland County waiver request. >> You are. Good morning. Stacy Smith, deputy commissioner. Um action agenda item on the first thing on the list is Cleveland County School District is requesting a standards for accreditation waiver. Um they flagged in August for having one student over in third grade and so they'll need the waiver not to have a standards accreditation violation. Um and that's what they're seeking today. Their superintendent David King is here to present for their district. Mr. King. >> Good morning. My name is David King. I'm the superintendent of the Cleveland County School District. Uh thank you for the opportunity to be able to speak to you today in regards to our waiver request. Uh give
022you a little background on what has brought us here today uh back in August. Um working with our elementary principal. We were one over in our our district in the third grade. Normally uh that will take care of itself in normal years because we live in a high mobility area that uh we have a lot of in-n-out kids and I could be here today and tomorrow we would be under the number by two. That's just where we live at. So, we have been monitoring this situation since August, as I stated, give you some feedback on the things that we have been doing to ensure that our teachers maintain um the support that they need, that our kids are still getting a high standard of learning. We have uh implemented we we have two teachers in
023these classrooms. One is a 13-year veteran teacher. The other one is a four-year that has multiple um lure areas which we believe is helping in these situations. But we have implemented some new strategies to help these teachers and these students. We have six different interventionists throughout the building and have scheduled more time for these intervention interventionists to be in these classrooms with these teachers. And we've also our instructional coaches have made a schedule out to be in the classrooms more with these teachers as well. And so don't want you to think that we're just coming here asking for a waiver and not um realizing that being one over does constitute some more things from the district in need of support to ensure that these teachers and the students are getting the education that they deserve.
024So this waiver is for you're one over and this waiver is for one year. >> Yes, ma'am. >> Well, that was a wellstated argument. Probably one of the better ones we've heard seeking a waiver because it showed sensitivity even with just an aberration of one. So I commend you for that. No further questions. I'll make a motion to >> second. >> I have a motion by seconded by Dr. Arnold. All in favor say I. >> Any opposed hearing? Motion passes. >> Thank you. [clears throat] >> Okay, Mr. White, we have you for the career and technical education standards. So earlier today when all the I know I'm sorry when all these kids were over here one of the things I noticed did you notice their microphone etiquette how they all patiently waited for the next
025one. What was great about that is I was talking to director Ross White and he was like you know I'm so proud of Sunny Thiel and she's already left and he's like but for a summer in the week. So, I just want you to know people at the Department of Ed are still teachers, right? For a week every summer, they pull these kids who are our state leaders together and they teach them leadership skills. They teach them what it means to be representing the state of Arkansas. They go through etiquette. So, that is just again under Ross' leadership under s like they exhibited today things that they learned from people at the department who are also educators. So, I just wanted to tell you what a great job I think that was. >> We do
026good work. They do a good job and we are we always you're always welcome to come to our state officer leadership academy. We always do a lunchon and you're welcome to join us at Arkansas Tech first week of June. So anyway, but today career and technical education standards. I know we spent some time yesterday together. Um so we will quickly run through just a few items and then um take questions and ask for approval with this. Um so as we discussed yesterday um you know the division our goal here is to ensure that our students graduate prepared for that enlistment enrollment employment and we were working to align our pathways to workforce demand through looking at our labor market information specifically but then how are we aligning our programs um with the what we call
027code with that standard occupational classification and then our SIP codes which is our instructional programming. Um, so a lot of these revisions really are due to the learns act and us really aligning and focusing our students to meet the technical skills needed to fill the workforce needs in Arkansas that lead to high wage, high demand careers. Um, so this process involved numerous steps um that we've taken over the past year and a half. Uh the first piece is really us internally as a department reviewing the programs that we offered and the SIP and sock codes as I just mentioned that those were aligned to to make sure they still were relevant and then still meeting um the demand and wage that we were looking for. Um so from those internal reviews, we were able to
028make recommendations of what needed to possibly be revised, merged, new items that needed to be created or ones that we possibly needed to delete. Um, so then from that we started presentations last spring and so we visited all 15 education co-ops and as I mentioned yesterday we had every single school district but one in the state attend those sessions um to talk about the revisions that we were looking to and what those would involve. Um and then from there we created committees and those committees are the ones that write our standards um for our courses. And so our committee um representation is really important to us um that we have K12 educators, our boots on the ground that are teaching it, but at the same time we have business and industry partners. So we have
029a 1:1 ratio for every K12 educator that's there, we must have a business and industry partner. And then of course most of our programs lead to additional post-secary education. So having post-secary partners involved in it as well. Um so those committees met this past spring. Um and then this summer we finalized it um with a two-day meeting in July to kind of put the final stamp on these standards and then they were available for our educators that weren't a part of the committees to um provide us feedback from that time to pretty much the point we're at now. Um and then with that there are 74 sets of standards um that are in front of you. So I apologize for the reading. Um but obviously there are a lot of them. Um this was a
030very big revision process for us. I will remind you all that this is not all of our courses. We have a total of 152 different set of course standards. Um these 74 the ones that needed the most immediate attention or were new ones we are creating. Um we will have additional ones that you'll see over the next year that will come through. Hopefully not such a large batch for you. Um but that is kind of where we're at with a total of 48 different pathways as we go forward. And so when you look at that list there, that's each of the pathways and then how many courses are within that. As a reminder, um each pathway has a minimum of three courses because we build on levels and that's building the skill level from a
031foundational all the way up to they're ready to exit enter the workforce or ready to transition to that next phase of their post-secary education goals. So with that, I will take questions and then entertain a motion to approve our standards as presented. Mr. [snorts] >> Dr. Abbott, >> I know yesterday um I asked a little bit more about the the AI in the computer science. I I I would just like to say um before we move on that I I would like to see [snorts] I guess some of those second and third level classes start to introduce AI maybe sooner rather than later. I think this is something that's stretching across all careers and is going to become it's not going away. I think everyone knows that. And so I um I think teaching kids
032how to use it responsibly early is [snorts] going to set Arkansas up for success. And so yeah, that's the only comment I have. >> Sir, as noted as I noted yesterday, I think the slide on embedded artificial intelligence is very important and deserves widespread communication. >> Thank you, Mr. White. You know, there's no argument that for years uh we've been working to align industry, educators to workforce. And I certainly want to appreciate you and your team again and these efforts align directly with our goal. [clears throat] >> Mr. The only thing I I want to just offer a compliment for just the intense focus on uh on this. I as I've spent time at my son's high school and talking with his friends and classmates, I've probably heard more people talking about this type of
033a career path more than ever before. And I I I don't think that it's any coincidence. And I think that it's because of the renewed focus and or new focus. So congratulations on the success of that. I know that the numbers will soon bear out and and be something for you to brag about. Um but you can feel it and hear it in the kids comments on campuses. >> Yeah, we uh I ran it for this in case a similar question came up. So our 612 enrollment in any CTE course that we have from October of 2024 to October of 2025, we have seen an increase right over 20,000 students. Now I always remind people that's a in seats and so we have many students who can be duplicates. They're being counted numerous times because
034they're taking numerous courses. Um but that's that's a tremendous shift. We've also seen a tremendous shift in our pathways um where some of our traditional programs that are still very relevant and still meet some of our wage and demand um but like we'll use healthcare as an example. It's always kind of been middle of the road number um it is now our third highest enrollment that we have in our healthcare pathways. Um that shift has happened very quickly but we know part of it has been from the learns act and our focus on high wage high demand pathways and schools kind of having intentional conversations about where are they going after this? like how is this supporting our community, our region? And so we hope to continue to see more of those changes as we
035move along. >> There's no more questions and I need a motion. >> A motion >> first by Dr. Abbott. Is there a second? >> Second by Mr. Henderson. All in favor say I. >> Any opposed? Hearing none passes. >> Thank you. All right. Smith talk about EFA accounts. >> All right, I think there's a presentation. Um, so we are asking today to release two sets of rules for public comment. Um, in the process for releasing, again, um, the public comment period is a minimum of 30 days. They go out for public comment once they're approved by the state board to do so. there's any substantive changes during that time period, they go out again. Um once all public comment is finished, they come back to the state board for final approval before they go to
036um ALC, the Arkansas Legislative Council. So, the two sets of rules that are coming to you today, um one has to do with educational freedom accounts, and these are actually not a the these are these rules were actually, um written over a year ago. They've been revised. All right. So, they are going through the process now because the rules have been updated and revised and you did your work session yesterday on these rules and had asked several questions. But again, it defines universal eligibility in here. It establishes the fixed application window, revises payment schedule and administrative fees, and it clarifies qualifying expenses. So, again, we anticipate a lot of public comment. um and we'll go through that process. But that's one of the sets of rules we're asking for today. The second set of rules,
037again, these were existing rules that have been revised because of legislative changes and updates. Um it admitted the definition of milestones and it also clarifies payment associated with each of the milestones. This is the adult diploma program. And so it is for adults who do not have a high school diploma, but they're not seeking a GED. they want the high school diploma. And so this sets up the legislation actually set up how different organizations um can set up an entity to be able to give a high school diploma. And these rules help assist guide in how that program goes. So we're seeking today to release both sets for public comment. And >> can you explain for our new board members if we don't vote to release them today, will they come back for the next
038month? >> Yes. I mean we would. Yeah. I foresee that. I'm just educating. [laughter] Um, okay. >> Yes, Miss Woods. They would come back over and over and over. [laughter] >> Okay. So, did you say there was going to be a presentation? >> That's your presentation. I hit those two sets. >> Could we have Dr. Smith come up here because I do have questions. >> Absolutely. >> That's fine. I really only have questions on >> and Mr. Wise is here too if anybody has questions on the >> Good morning. >> All right. I did not do my homework before yesterday's presentation. So I have questions. I'm so sorry. >> You're good. >> Did anybody else want to go first? I don't have to go first. >> You can go. Okay. [laughter] A couple questions and
039I'm sure you can help clarify them. Um when we were going through All right, page 21. I know this one wasn't edited and I just didn't know if it had been called out. It is in regards to if a student withdraws from a private school after the quarter has started. And in section C, it says, "In the event a participating student withdraws from a private school and the school has not received the dispersement on behalf of the student, the department will determine any excess funds that should be refunded to the state. Why would why if they haven't received funds would they be refunding something to the state?" >> I understand if they have received their dispersement. That's above and be but then C and it says they have not >> and then it says but
040the department determine any excess funds that should be refunded to the state based on the number of weeks the student was enrolled prior to withdrawal. >> What am I missing? >> Yeah, I'm trying to think. Thank Thank you. I'm kind of [laughter] I'm I'm listening to it and I'm trying I'm trying to play it on like where does it fit in the in the actual thing. Thank you very much. Okay, let me let me read with you for just a second if you don't mind. So, in section B, it says, "In the event a participating student withdraws from a private school and they have received a dispersement on behalf of the student, the department will determine any excess funds that should be refunded to the state." Makes sense. They've only been there for two weeks,
041got to get some stuff back. >> But then in section C, it talks about when they have not received the dispersement, why is the department determining the excess funds that should be refunded to the state? They haven't gotten that. It's a great question and I I think it all I think we kind of go back to the 2A up there where it says we're talking about any excess funds that were allocated to the private schools. So that's that's the main point, right? So I think these are just potentially opportunities to say no m regardless of what the state's going to look at and see has this has the school received any funds that they did not necessarily earn, you know, for services that they provided. I believe the way it reads uh and it does
042sound somewhat confusing about if you didn't get money then you shouldn't then there should be any excess there. So I'd have to kind of go back and through and just read through it a little bit a little bit more closely. But the idea behind that whole section right there is that >> we are going to examine anytime a student withdraws we're going to examine whether or not the school has received any money additional to what they have you know for the services they provided. >> And so I believe that's what the section's about. Now again that particular section I you know you you make a great point something we would have to look at you know further and maybe in public comment and look and see if there you know if we need to make
043some adjustments there but yeah absolutely but I mean I think like I said the intent of that section is just to make sure we're not overpaying for services provided. >> Can you think of an example of when we would have excess funds outside of tuition? >> Um [sighs] well >> and I'm specifically for a private school because I know home school is different. >> Sure. I mean well anytime that a student because the way we do the quarterly dispersements there h they happen right in the middle of a quarter. >> Right. And so there is a potential that a student could um could we could have paid the school because they were there the first three weeks of that quarter. Right. And then they withdraw. So but so we pay them for that whole quarter.
044>> Right. And so what we need to do is we kind of prorrate it based on that nine weeks. So they if they were there for three of the nine weeks then you know the school only is only owed three of the nine weeks that we were you know of that of that quarterly payment. So then the school would then pay us pay the state. >> Yes. And I have no problem with B. I'm just trying to figure out what scenario exists where C would become applicable if they've not received any funds. I I read it as an accounting function that >> at the beginning of the school year that the the school probably put in their accounts receivables um that they were going to receive those funds and so they need something to to
045release to release that accounting the county for the money. >> Is that what that is intended for? I guess that's just where my conf >> No, I I I get it and I'm not I to to be honest with you, I I mean I'd have to totally just reread that and kind of go through that again. So, I'm not sure that I'm prepared to give you a full explanation of as long. [laughter] So, okay. >> Something that we will definitely mark and note as we as we move into public comment. >> Okay. Um on page 23, so flip over. >> All right. >> It's a new section. Basically, it says this is talking about when people are being removed from the program and it says in C, the department may immediately remove any participating student
046from eligibility for EFA if the department determines that and then it goes down to number three is found to have committed fraudulent conduct. Is that just in regards to the program or in general in life? >> In particular, the program is specifically I mean obviously these are EFA rules. So the only thing we're talking about here is did you have were you fraudulent in >> what we did >> in the EFA program? I assume that's what I but [laughter] it's very openended. >> Yeah, I don't want to get into the other law side of that thing. It's like we got enough. >> Okay. And then the other question I had was on page 35. It's the new section when it talks about an appeal being received less than 14 calendar days. Does this allow for
047intram meetings to be called? And here's where I went with this. It's July. We've determined somebody's ineligible and they want to appeal that, but we don't have a meeting until August. Does this allow us to call for like intra meetings to be able to hear an appeals process? >> I think you're you're always allowed to call an emergency meeting at any point in time. >> Okay. So, >> just be able to hear stuff like that. >> Okay. >> I'll turn over to Okay. >> All right. So, I too did not do my homework before yesterday, but it's always helpful just to hear all about it before you actually context. Okay. So, my question, my first question is on page three. section seven where it talks about educational field trip. >> Educational field trip means a
048learning experience that a takes place outside the traditional classroom setting that satisfies the following. >> So how does that apply to homeschoolers? I don't think that they have a necessarily a traditional classroom setting or is this not to >> it's just it's it's providing a frame of reference you know that it if this was a field trip that is commonly used or that's commonly taken from in a school then at that point then that would we would consider that part part of an eligibility of a field trip. So it's what it's doing. It's just trying to help define a little bit so we just can't do anything, >> right? That there's that we're putting some kind of a context to what the field trip was designed to do. What's the educational benefit of that field
049trip? >> And I guess my argument there would be um that homeschoolers are not in a traditional classroom setting. >> Yeah. And so I don't think it's Yeah. >> Is there is it all a field trip anyway? >> No. Yeah. I don't think the Yeah, certainly the intent is not to limit what they can or cannot do, right? Because that's not the point of the law or the EFA program, but it is to put some context to what is an allowable expense to be paid for by the EFA program. >> Okay, fair enough. Um then my next question is on page five and this and I see like I'm just harping on expulsion and that is not my intent, but um section 13 where ites expulsion as a period of 10 days for conduct in
050violation schools student discipline policies. So we talked yesterday that if you know a student could be released from the program if they are expelled from school. >> Correct. >> And that we would capture that information on the quarterly cycle of where the student was no longer on the role of the school and we would ask why and then say >> correct. >> Um but If it's a 10day expulsion, is there a possibility that they would still be on the rolls at the end of the quarter and we wouldn't know that they have been expelled? >> So, so tell me again, tell me where you're reading that. >> Um, >> oh, the 13A. I see it right there. >> Yeah. Yeah. Kids expelled. >> Yeah. Week three, they're out. >> I think that what again the
051intent there is to make a a a distinction between suspension and expulsion, right? A suspension can be three, four, five, six days. That's not going to remove you from the program. Uh, typically an expulsion is longer, right? It's you're permanently removed from the school. And so, I think that's just basically again a um tying a little bit to the public school 10day rule of attendance, but also to to just ensure that it's not just a um a shorter suspension, right? And so, we're just expl we're in the rules explaining this is what we would consider expulsion. you've been pushed out of school for longer than 10 days, which typically with that point would say you're probably not coming back, >> right? Well, and as long as you know there's a high level of confidence that
052we will be able to capture that event whether it crosses the end of the quarter or it happens early in the quarter, >> I I I feel confident that the schools are going to are going to report accurately. Um, you know, certainly there's lots of ways that schools work around that situation, you know, with with withdrawals versus expense, you know, expulsions and those type of things. And so, um, you know, expulsion is a pretty severe penalty for something. And for a school to issue an expulsion, typically, you know, there has something pretty egregious that's happened. And, uh, for that reason, you know, we will ask that question. Most schools are going to be I I can't imagine a scenario where a school would not tell us that a student was expelled. >> Right. Right. Okay.
053All right. That's that's it. >> Okay. I have uh you know something broad and something specific. And so and they're not I don't know if they're questions or just requests for clarifications, but on the broad note the since the the workshop yesterday which was loaded lots of great information. and it was a fast train and I felt like I was on the platform watching a fast train. Uh but the uh since then there have been uh public communications you know asking questions about the particulars that I hadn't heard before today. So uh I guess my clarification is hearing Dr. Stacy Smith's outline of the process that inevitably we're going to have time to talk about things that arise like during the 30-day public comment period and then you know before any gross approval. >> Correct.
054>> Am I correct on that board? That's your understanding. >> If we if we release today for public comment and there are substantive changes, those will go back get changed and then they'll recome back to the board to then be re-released for public comment. >> Okay. So that will make today easier uh because we don't have to feel like we're uh at a desperate last moment moment. >> So >> let me clarify that. So if there's substantive changes, they don't come back to the board yet. They'll go back out to public comment again. They don't get approved to go to ALC and for final until they come back to you. >> So once these go out, we'll be getting regular public comment. If we feel like there's public comment, even comments that you made today,
055there are people taking notes. They may say, "Oh, that's an area we got to clear up." Some of it's just for clarity. It didn't really change anything. That's not substantive. It would come right back to you at the end of the month and we'd say, "We're ready to go." If it's substantive, it would be sent back out again. We'd be hearing more public comment on that. And so, when it comes back to you, we'd be coming back to you saying, "These are the final rules." And it would still require your vote approving it for it to be able to move forward. >> Okay. That's wonderful. Thank you. So, that helps us pace this out a little bit. Correct. >> Uh and so more particular then sometimes when you read something it's hyperbole, sometimes it's just
056catching something that was missed. And so in this particular case, concerns have been voiced um about team sports and relation in relationship to EFA uh private to public presumably. So, I was wondering if you could clarify that bit of content and and then if the board has other things that they've heard through the uh messaging that this week, it'd be good time to bring it up. >> Well, obviously it's not my job to comment necessarily on the rules, you know, because the rules are presented as you as they currently stand in these the rules that are being presented to take out to public comment. There is that the team sports have been disallowed as an eligible expense. The beauty of the process is that now they go out to public comment and and we'll see
057how the state views that particular um part of of the rules and certainly we we'll make the adjustments as necessary. But at this time the way the rules are written that's you know as far as the team sports that's the way the rules are written you know and why and how's and all that that's a lot of backroom talking and a lot of discussion with just various you know uh various people throughout the state and uh and felt like that was a reasonable request at this point. Um, now when the with the addition of the legislation that capped the 25% uh for extracurriculars activities, there may be some room to to to work with that a little bit just because u you've already capped it as far as the money the amount of money that
058could be spent in that area. So maybe then that maybe that becomes an unnecessary piece of the puzzle. But again, that's for the state to decide and for the public comment to to be heard and find out kind of where we where we land on that issue as a state. Can we can we dive into that a little bit? Sure. Let's talk about the backroom talk and specifically the why. Why why would we? Because I when you read >> when you read the the definition of extra 12A the definition of extracurricular activity. >> Yes sir. >> It's extremely hard to read that >> six sentence definition of extracurricular activity and not picture team sports uh when you read that. and then for some reason we specifically uh eliminate team sports. So let's talk about why
059why would there be a >> I think originally the the reason but this I think originally that section was there prior to the 25% cap. So I think again there's a little bit of discussion that you know you kind of have to play with that but when the original discussion was there for the team sports it was somewhat to modify some of these travel teams elite teams some of those types of things that become very very expensive and without the cap a lot of the you know a lot of the money that EFA would you know obviously is there to help educate a child could could have been spent on travel teams elite sports teams you a lot of those types of things using up a a higher percentage of their money for what we
060would consider probably not the intent of the EFA program. So that that was the original reason that it was put in there. Okay. >> But I think the way that we've crafted it, it it might go too far. I I I can get behind that rationale and say that if you if you are on a you know a separate travel team that has no association with a school setting at all um that's that's kind of your own >> sure >> hobby. >> Correct. >> We'll call that a hobby. Um, but when you want to participate in team sports that are under some umbrella of a school that is more traditional and and regular part of a student experience in in school. And so maybe we could rewrite the exclusion to include some language that if
061it if it's a you team sport that has no association with a school, you know, uh or whatever to to try to cut that out. I would be I would be a little more open to that. But I I feel like as as it's written, it goes a little too far because if if I I just I just don't like us excluding kids from being able to be a part of uh well the funds being utilized to aid a student in being a part of a regular team sport at a school. And I think it's a point well taken and I think it's a point that as we come as we as it goes into public comment, I'm sure that we're going to have several comments related to this particular section and certainly we'll take
062those under advisement to see if there needs to be a substantive change to the rules at that point. >> My proposal might be that we spend a few more weeks honing that in before we release this out to the public to create that confusion. I I've also heard that I'm not sure that this type of exclusion was the intent of members of the legislature that passed the law. They're concerned that this doesn't align with what they were thinking when the law was passed. I understand that and I I hate for us to put something out there that stirs a pot of confusion and potentially chaos that that we don't have to stir. I I would I might would propose that we hold that back, rewrite that a little bit, and then see if there's a
063different response that no, no, no, we don't want you paying for uh extracurricular activities associated with traditional school setting, then we might read. >> Sure. >> And certainly that is the that you know that's certainly something that as this board can you know can vote on today and we will certainly go back and take a second look at those things. Absolutely. Will there be any on that note will there be any requirement for schools to have to carve out in their accounting like that we know that EFA funds aren't going towards school activities >> for private schools now private schools again you know as [snorts] far as what they include in their tuition is you know that's going to be up to them >> okay >> right so >> but what about a homeschool student
064that might be participating even at a public school >> how would how would that student be impacted if that's a good example So there there are multiple laws that govern homeschool, okay? And there are other laws that allow for students who are homeschooled to take courses at a public school and the public school is getting funding through another source. And so there are multiple different ways for that to happen. It does not prevent a a a private school student or a homeschool student from playing sports. You know, the Temptivbo laws and things like that like those are all still in effect. One one thing I will note about these rules, we're never this month, next month, two months from now, not going to hear from somebody about them, right? We're either going to be too
065tight or we're going to be too loose. It that that's a guarantee. >> I would disagree with that, but when when the people that I'm hearing from are the people that wrote the law, passed the law in the legisle, and I can three years being on the school on on this board, I'm not sure I've heard from very many legislators about rules that we were writing about the laws that they passed, but I have heard about this. So, this struck a nerve, I think, with some members of the legislature. And >> well, again, they they are not >> I would not put them in the category the description that you just gave of we're always going to hear from people. These these these are the the 135 people that voted to make this the law.
066So, I think that You know, that's >> and and as as the state board, you guys have the authority to say it goes out for public comment or it doesn't. >> Yeah. >> So, >> that's correct. But, you know, I've learned 12 months in now that the onus is on me. Uh, and I should have presumed that. And I'm responsible being a member of the board. But I I would say that it it was a pretty cursory flow yesterday through the the eight bullet points and and certain things didn't come up and that's on us or that's on me. But I guess I'm just concerned Dr. Smith that um it was as if there was we didn't want to go there. But yet to Mr. Woods part point and you seem to agree when you
067said yeah the next 30 days are going to be interesting the next 30 days could be hot things will be discovered and the volatile ones especially well athletics are always volatile so just using that as the example then I left the room yesterday unawares it's on me but isn't it your job to kind of warn me that we're that there we're going to be walking into I'm not going to deny the fact that we didn't try to hide anything. Obviously, the rules were there and we're certainly, you know, um we believe that these were rules were written. We think that was a substantive piece. It was part of the extracurriculars that were there. We did talk about extracurriculars and the fact that we defined extracurriculars. And so, I think we did touch on that uh
068role about where extracurriculars fit and kind of briefly went over those that the definitions that were in the rules. So, um, you know, whether or not we should have gone to that particular section, spent a little more time. I think maybe we can we could probably debate that back and forth and what's what's, you know, obviously we had a limited amount of time and and and at the same time, you know, we could have gone through we could have spent the whole day literally going through the way that this thing was written. So, obviously we had to make some judicious decisions a part as opposed to what this is. >> No, I understand that. Daryl v. Darl, but it's really kind of staff board, >> you know, understandings as to how much information um were
069to be uh briefed on in a workshop. >> Sure. And and it's fair. >> Is there your turn? [laughter] >> I tried not to. Um good morning. Um [clears throat] the one thing I will say and I I would request is that um you consider before not allowing them out for public comment is the the delay in the process that that creates. Um as you stated there's 135 legislators. Um and and we've heard from one or two. We we may have heard from 100 and trying to balance the the desires of some versus the desires of other. putting them out for public comment allows us to continue having those conversations and also hearing from others, from parents, from concerned citizens, from school officials, from homeschool families um as to what their thoughts are so that
070we that is the purpose of the public comment period is for us to have those discussions, make changes if appropriate, and then bring them back to you for final approval. If we don't release them for public comment, they're out there, but then we are not going to be able to engage in those conversations. we're not going to be able to accept public comments from um the public in general because they're not in an official public comment period and and so they it it makes it very tricky for us. And so I would just request that you consider allowing them to go out for public comment. We'll get that feedback. We'll have those discussions. We may go out for a second or third public comment. That to me is is more true to the intended process
071than to not release them. have conversations with legislators, make changes. Do you kind of see my point? >> I do understand your point. I I I would say this, in the time that I've been around, I don't know that we've ever not released on a first vote rules for public comment. I would anticipate though that the public that rumors begin instantly and when we put these out there, it's going to it's going to set in that we're writing rules to exclude team sports schools from receiving EFA funds. And it would it is harder to undo that in the public rumor mill than it is to just not start it. And so my my opinion would be that it is worth the delay to not start that rumor to set what what I find concerning, what
072I hear maybe another board member or two find concerning, what high ranking legislators who voted on the law find concerning to maybe not start that boulder rolling downhill and try to stop it 30 days from now or 60 days, 90 days from now. I would rather us amend that, not start that rumor and have the public discussion about whether we should do the opposite. >> And we can have that public discussion. Again, it you not releasing them from public comment and you all making public comment or your your intended um or requested changes to the rules doesn't mean that we'll bring them back 30 days from now and that you're going to like them then. Uh, I mean, that's just the point of the public comment process is to be able for us to engage
073in that, to put them out there. If you don't allow us to release them for public comment, we can't put them on the website. We can't um um send an email out to all the school districts like we do when we release them for public comment. To me, that is hindering the process more so than it is encouraging it. Um, of course, that's still your decision on which to do. Um, but I I don't feel like that's going to get us any closer to where we want to be when you release these for public comment. You are simply voting to release them. Not that you endorse the the rules as they are written. Not that you are not also requesting that changes be made. You are simply releasing them for public comment. And that will
074be the communication that is sent out via email, via commissioner's memo in the newspaper because we have to post an ad on that is that these are proposed department rules subject to revision and open for public comment and and informing everyone on how to share those public comments with us. >> How are decisions made on what public comments or board comments um changes are actually made? >> That's an agency decision. We collect all of those comments. We meet as a team, discuss what is appropriate, what's not. Um, and then ultimately, that's why we have to bring it back to you for approval. And we have to respond to every public comment that is made to us in writing. Here's the comment. Here's whether we decided to make a change as a result or not. >>
075But I do want to make sure that I understand because I believe it's in statute. It is the state board's responsibility for the rules. I mean, ultimately at the end of the day, right, >> to approve them. Yes. >> To approve them. >> Yes. So, and I'm not trying to be an inhibitor, but if we don't like the way that they look, we keep sending them back four, five, six times. >> You can do that. >> Um, yeah, >> I know you don't want that. >> We don't have to wait a month either. I mean, like, we can, you know, you work on them a week or two. I mean, we could look at them and have a Zoom meeting. I think I think the goal here to to Courtney's to Courtney's point is to
076start the conversation. >> Releasing the rules starts the conversation. And I and I understand it's like, hey, if we can avoid something we probably know is going to be a pretty hot conversation, maybe we should do that on the front end instead of the back end, right? And and that that's legitimate, but we got to we got to start the conversation. And by you pulling them back, the cats, you know, to your point, the cat's already out of the bag and it's already been out there. So at this point, we're not going to keep the rumor mill from happening. The rumor mill is already already gone. So, might as well at this point, let's just start the conversation with the rumor mill if we have to do that and let's address them with truth and
077let's address them transparently and let's just get after and go out and and do what we need to do to make sure that we get a really good set of rules that you know that we can live with that you all can approve that the state will and that's going to continue to make the program transparent and accountable to the you know to the taxpayers of Arkansas. >> Well, for the record, you know, Mr. Wood makes a great point and expressed it very well. It's great, great reasonleness, but um you guys are swaying me on the basis of expediency. Sometimes you can get stung by expediency. So that drives it down to the level of trust and I want to have full trust. I just felt like I was uh rushed yesterday. So I still
078go back to the role of the workshop uh as to how to prepare for a board meeting adequately. And so I I want [clears throat] to just increase trust that there's no railroad no railroading down of things that we could have been aware of but we were not made aware of. That's that's my deeper point. But if if that's why I asked at the very beginning from Dr. Smith, Dr. Stacy Smith that if the process allows for more deliberation, maybe even some reconstruction, then we'd have to then we have to start. But um Jeff, you know, says that it's so hard to undo rumors and we get sucked into it as if we're great with everything because they've been released by us >> and we looks then it makes us look like we have to
079backtrack and change our mind when it caught us from behind. >> Okay. Well, definitely hearing you today. Um, I think if if the opportunity or the pleasure of the board is to table those rules for the minute, let's maybe do another work session or something to go through bring some examples for you. We don't want you to feel railroaded. We want you to feel like you're you know what you're voting on. So, um, we can table it if that's the pleasure of the board. So, I'm going to defer to you for that. And then, um, we can separate the ask for EFA. So if you guys want to table that or pull it or we I mean do you want to table it that let >> a quick question was there an opportunity like an
080open opportunity for people to already help with the construction of these rules like did we go to schools or was this just an internal department draft >> in internal going out to the public would be when Yeah. >> But I Okay. I didn't know if we had committees that we just regularly went to and so that was my ask. >> Other question. when they come back, if we disagree with the rules, I understand that we're not endorsing the rules by releasing public comment. At what point do we get an opportunity to influence the rules or I know we could always vote against them if we don't. And um but um my concern is we they go out for public comments, they get reviewed, they get adjusted, they come back, and then we're expected to just
081approve them. So I think I think I think this is probably warranting another work session where you guys feel more prepared going into the work session where you can ask more deliberate questions, get feedback during that time and and that's part of that process. That's fair to safeguard you Stacy is um backwards mapping from when they really have to be sound and solid and in effect you know is a one week two week 3 week four week delay is that jeopardizing your end point on a calendar. Yeah, the sooner that we can meet on these rules and get them going because there's still a bigger process when these go out to the public, even when this board gets to the point where you're comfortable releasing it. We're anticipating a lot of public comment. We're anticipating
082some more changes. I'm not thinking it's going to be a 30-day public comment. I'm thinking it's probably going to be maybe one or two mean two or three rounds. Um, and so when you just think about then it has to go to ALC for for them them to look at it. So, we're still pretty a few months ahead, but we this would probably be an opportunity to set up a meeting sooner than later so that we can get these out. >> Is it possible to involve some of the concerned stakeholders here even before we reddrafted? >> That's what public comment's for. So, >> yeah, that's the purpose of public comment. And and to Jeff's point of the ball rolling, I mean, this has already hit social media. So, um, you know, it's out there for
083parents requesting parents to review it and make comment. And I just want to reiterate, if these are not approved to release for public comment, we can't accept the public comments. And and so we will have to let parents know to delay them sending in comments um until the board releases them officially. And so, um, it's not that we can't put them out there because they're public information. They are on the the website with the agenda for the board. um it it just creates a notice issue and it creates again the 30-day timeline. And so if we do want to delay table them for say two weeks, have another workshop, discuss some of these specifics, um we're just going to have to make sure that we communicate and notice that very well so that when parents
084are submitting comments, it's during the public comment period and not prior. Um not that we wouldn't consider them, but it just creates some issues for us. How about this idea that we would be able to as a hypothesis uh no as a proposal? No, as an idea. um the that we that we do play ball, we release for expediency and to get the comments coming, but that we have a special workshop next week where we get to be where we get to more fully express ourselves and ask our questions more deeply in a better context alongside the the public comments that are coming in. We could we do it that way and would the would our board would the board be okay with that pro that approach. >> Yeah. And if I can add in
085there, we hold a public comment hearing for every set of rules. So, a chance for anyone who wants to to come in person. Um I'm going to throw my legal team out there and say we'll do that. We might do two of those. Um one during the day, one after five o'clock so that we can allow parents sufficient time to come and make public comment. Um board members are welcome to come to those public comment hearings and then we could have a work session to discuss it after that hearing so that you all can consider all of the public comments that were made. >> Well, there may be no second there may be a nay vote, but I could I would move that we uh release the rules for public comment if they're accompanied by
086a specially held workshop for the state board of education uh in the very near future. I would second that. >> Okay. So, I have a motion by Dr. Arnold to release for public comment contingent upon a work session for the state board within the very near future. You want to say within the next before the next board meeting? >> Before the next board meeting. Um seconded by Dr. Abbott. All in favor say I. >> I. >> Any opposed? >> Respectfully, no. >> One name. Hearing only one motion passes. So, let's move on to >> hang on a second. I've got adult diploma rules. There was there was another there was another set of rules in there. >> Yes. >> Um, so the adult diploma rules. Um, again, these were existing rules that had some revision
087due to legislation. Um, it's about a program for adults who do not have a high school diploma. Um, and they are not seeking a GED, but they want that high school diploma. This is program specifically designed for them. So, I would ask those be released for public comment. Make a motion to release those public comments. >> Thank you, Miss Hunter. >> I have a motion by Miss Hunter. >> Seconded by Mr. Henderson. All in favor say I. >> I. >> Any opposed. [laughter] >> Thank you, Mr. Wood. >> For the record, Mr. Wood was very emphatic with I. Um, hearing no opposition. Motion passes. >> Thank you. >> All right. The LA Well, yes. One of the last action agenda items is for reapproval of the 2026 state board of education meeting dates. So, if
088you'll remember, we approved them last month. And then after we approved them, we realized that two or three of the dates were actually wrong. They were not on the date that we thought they were. And so, they're basically held on the second Thursday of every month. Every I'm sorry, I'm taking your spot, but that's what it is. >> So, we just went through and made the corrections for two of the two or three of the dates. So, we just need a motion to approve those in a second again. >> So, yes. Before we move, I would like to bring up a slight discussion given the fact that we're about to conclude our meeting after an hour and a half about going to every other month meetings. >> Oh, we can do that. >> I like
089that idea. >> I know that this was brought up by staff probably about a year ago >> and I think maybe our agendas were a little more robust at that time, but they've grown thinner. And if there is I mean we always have the ability to have an emergency something >> kind of like the idea of to Mr. for it. You know, like we had a work meeting yesterday and the months that we have liked agenda perhaps having workshop meeting one day instead of you know compile two days of meetings. Do we have the ability to I don't want to say cancel a meeting but do we have the ability to hold these dates but then actually meet every other month but hold the date for a work session? >> I mean you do um
090I think once you put it out there is these are our adopted scheduled meetings. Um you know some people may rely on those and so to to Mr. Wood's point meto does set six established meetings and then you could call special meetings because those require notice etc. But the converse is also true. If you set a meeting and the agenda is light, then we could cancel the meeting and postpone those items to the next month. >> Okay. >> I'm going to try to stop using the new excuse, but I'm going to use it this one time. I've been to two meetings and both times we've taken actions on things that we did when we voted against last time. I think the conversations we had here um granted I haven't this is my second meeting and
091all of our times are valuable but my concern would be if we don't meet on a monthly basis does that send a message that the value of this board or the impact of this board is is less. So I would not to get ahead of the vote but if it is a vote I'm going to vote that we continue to be monthly Just throwing it out there as another option. You you could adopt the dates and and to you know there's lots of requests for work sessions. You could do a work session in the morning and the meeting in the afternoon. It just doesn't give you as much time in between to you know kind of digest all the information and then vote. But >> whatever you adopt, we can make changes as as necessary.
092>> It feels like this is worth a further discussion because I'm also I've only ever met every month for six years. Um, and I'm just hesitant to put that forward for a vote, not understanding the full impact of it. So, can we table this to next month? We'll have some discussions and maybe we can come back with a proposal. >> Absolutely. Okay. >> All right. Then we'll do that. >> Do I need a motion for that? Tabling it or can I choose to do that? >> Okay. >> Move to table. >> Thank you. >> The uh state the 2026 meeting dates until next month. Second. >> Seconded by Dr. Abbott. So motion was made by Mr. Wood. It was seconded by Dr. Abbott. Um all in favor say I. >> Any opposed? Hearing? None. Motion
093passes to table that. Okay. And any new business to discuss? Okay. Then we'll move on to consent agenda. Anything to pull? Looks like we had some loan and bond applications. We need to approve the minutes. And then there was some reflections from a previous PSP hearing. >> Have a question about the reflections. Is that a normal thing for us to >> review slash approve? >> They're on the consent every month whenever we have >> reflections are >> if we have ordered them. Yes. >> Yeah. Okay. >> So, and they haven't stood out >> understandably, but there are some months there's a lot. So, [laughter] Um, but yes, they're always on consent if we have ordered them and you're available to read them. So, I just need a motion to approve the consent unless there's anything
094to be pulled. Move to approve the consent agenda. Have a motion by Miss Hunter to approve consent. Is there a second? >> Seconded by Mr. Peacock. >> All in favor say I. >> Any opposed? Hearing none, motion passes. All right. We want to take like a two, three minute break. Let her create her herself and we'll come back for board reports. We're in recess. Back at like 2:25ish [clears throat] 10:25, sorry. Yeah, we just keep losing people. I'm gonna go whenever he gets back. >> So, we'll >> Yes, you did. Thank you. >> I did. Yes, ma'am. Yeah, I'm gonna look it up. >> Okay. >> All right. We will call back to order at 10:34. I'm going to go ahead and move public comment up. Um, Mr. Newton, are you ready for public comment?
095>> Yes. >> Okay. >> Thank you. >> Great. >> Just a reminder, we'll keep it to three minutes. I would ask you to >> Madam Chairman, uh, Secretary Oliva, members of the board, my name is Gary Newton. with Arkansas Learns. And it's fitting today that we had the resolution about school boards because yesterday was the filing period close for the current or the next schoolboard election. That election will elect more schoolboard members than any time in Arkansas history because it will be in the preferential primary. That was a result of Act 503 in the last session. Also passed in the last session was Act 120 by Senator Jane English and Representative Keith Brooks. Act 120 requires that every school board list on its website timely minutes, timely agendas, board names, board email addresses, board positions,
096and terms of office. A cursory review of every school district website in September showed that only 30% were complying with that new law. A review last week of every school district website in Arkansas found that over 50% were now complying. The problem is we just had a closing date for election and there are many districts all over this state that have no idea who is serving on the school board nor when their terms expire. We'll use Quipman as an example. Quitman does not have its schoolboard member terms on the site. They simply said six-year terms which is not legal. They don't get six-year terms until there's an election. There was no way for the people of Quitman to know who was running for election. We deduced because we found that two ran in 2024 for
097four-year terms, that their terms would expire in 2028. Thus, they would be up for election then, which meant the remaining three members would be up in 2026. We knew who those were, but it all came from deducing and essentially being sleuths to find out who's running. So my encouragement for your consideration and for even uh the department's consideration, where do the people turn for enforcement of very good laws that are passed? Should the burden fall on individuals to bear the the expense of filing suit simply to get their representative governments to follow the law? We were successful in convincing the Pine Bluff School District to open up its election to four instead of three candidates because they wholly misstated the law on their website. And it took the action of sponsor of the actual act
098communicating with the district and with the district's council to 82 days after filing period collection started and 5 days into the filing period to say, "Okay, we're going to have zone 5 up for election." On Friday, they did that. And as a result, someone has now filed an incumbent for zone five. Had they not, they would have missed the 2026 election. So I share all of that because that is a really good law for transparency. And yet where do the people turn? So think about that in your work sessions. I hope the staff considers that. It's very important. If we choose to govern our school district or govern our school districts by elected representatives, the people must know who they are and know when they are up for election. Thank you for consideration. >> Thank
099you, Mr. Newton, Mr. Wright or Miss Wright, whichever one wants to go first. >> Good morning. uh Arkansas State Board members, Secretary [clears throat] Oliva, Chairperson Adrien Woods, and all others present. As you know, I am Charlene Wright, Pine School District stakeholder, who has been afforded the opportunity to present uh public comments for the almost past three plus years after being denied, as uh Mr. Newton stated the right of election integrity in the Pineau school district candidate circulating petitions from August 14th until noon 12 for zone 5. We stood firm that the current legislation act 503 would travail. On Friday, November the 7, 5 days before the filing period ended for candidates to file, an immediate release from district office was directed to the Jefferson County Clerk's Office to immediately open zone 5 for election
100in March 2026 due to concerns of the timing of zone 5 election and the questionable nature of the uh stature which concerns us. The Arkansas School Board Association provided an act 503 election guidance that provided clarity for elections in 2026 and 2028. For four months, our community engagement communication was limited to three-minute public comments, emails, ethics complaints, lack of transparency, which included media broadcast instead of superintendence updates on the election during board meetings or community for forum. Nevertheless, since Friday, November the 7, thanks to Arkansas Learns, Attorney General Griffin, Senator Representative McKenzie, and collaboration with Pinelo School District Councils made it possible for zone 5 to be up for election in March 26 as mandated by act 506. As one of the concerned stakeholders for the Pine School District, I proudly stand here today and
101report that all four districts as mandated by act 503 had representation of candidates in zone 1, 2, 3, and five at the close of the filing period on yesterday. Thank you for allowing me public comment and we did persevere faithfully as we have been coming here today. We apologize for the lateness but we had a lot of things going on. I appreciate you all and we still will persevere for the Pine School District. I am a product of it and I proudly gave back 28 I'd say 30 years of service and I thought I was through but the Lord had other plans for he's not through and I you would probably see me still coming here persevering for the Pine Bluff school district. >> Thank you. >> I hope so. >> We'll miss you if
102you're not here every month. All right, Mr. All right. >> Good morning, Arkansas State Board members, Secretary Olivia, Chairperson Adrien Woods, all other present. I am Judy Wright, Pamela School District stakeholder. I appreciate the opportunity to present public comment. It is with deep regret our PMO school district has a letter grade of F. Keeping a breast with present recent publications and media, the Arkansas Department of Education has planned for working with districts with letter grades of L. We would like for AD to consider certain mitigation factors of district failure is directly linked to our current leadership who has been with our district for more than five years prior to the release to local control. The Delaware School District prior to annexation and there has been no improvement. Please include in your consideration that Pine Bluff
103School District was denied our right to a democratically elected board who could have perhaps advertised and hired a turnaround superintendent similar to Little Rock School District to ensure positive student outcomes with a letter grade of C as well as election of all seven board members. Dr. right? Admit there is more work to be done. We have petitioned you for our democratically elected board and the election of all seven board members for the past two plus years since our turn to local control and feels that our democratic decision and engagement could have made a difference instead of defying the law stating for continuity. Again, thank you for allowing me to have public comments. >> Thank you. >> We'll move on to reports. Um, is Miss Wilson gone? >> She's she could. Okay, we've made comment. Are
104we contact? Okay, good deal. >> Um, all right. Then we'll move on to secretary's report. >> Sure. So, the First thing I'd like to do is um ask Sheila Whitlo to come up and do an update on I want to say it was Lee County. There's so many different districts we're working with because they're coming at the end of their tenure and we need to start adopting a plan to establish um releasing them from out from under state board authority and move towards limited authority so that we can make sure that that program or that district self-sustaining. So I asked Miss Whitler to kind of present an update in a timeline. >> So So it is exciting for me when I when I started this role um as working with our districts. Lee County was
105my first district to visit and so to be able to come to you today and share there there there are great things happening in Lee County and and talk to to you briefly about that. But to think back on what it was like in 2017 and and look at it now and is is it's exciting and it I'm happy to to um to say that the work that's being done is is good work. Lots more work to go. Absolutely. We're continuing this but we're on a positive trajectory and that so that's that's exciting to be able to share that with you. So um I guess I need to get my clicker here. So just briefly go over the timeline with you um to share where we are. Um when we start when we went into
106Lee County it was in 2019 and it was probationary for some standards violations. So we um are now at 20 26 on in May they will be uh finishing their window of the five-year time period of being under state authority. During that time they were released from fiscal distress and um and we had some changes in superintendency. We have some stability in superintendency now with Dr. Michael Stone who is he had formerly been at North Little Rock School District. He's from Mariana and he's a graduate of of Lee. So he has a vested interest in the district and so he is starting his fourth year there. So it's gone by very quickly. when you're my age, those those days those go by fast. So, um just something to celebrate for sure is looking at enrollment
107trends. We we're we're not seeing a lot of enrollment um increasing in some of our areas, but we definitely celebrate that at Lee. So, uh students are coming back to Lee County. And so, that's a that's definitely something to celebrate. Want to share with you too that uh the joint education committee was on site at Lee this I guess last month. Secretary Lee was that correct? And they were able to have students share some of the partnerships with the ACC. They uh we were able to visit classrooms and some positive comments came from that visit. Did did you have anything you wanted to share from the visit? Well, one, it's just it's great to be out in the Delta and spotlight a school that's showing improvement in student learning. And you know, when when we
108look at our accountability system, and we're measuring whether or not students are at grade level, are they showing growth? Is the lowest cortile showing growth? Are students graduating success ready? Um, this is a districts that's proven that they can. And you know, when we even put the test to school districts about making sure that students have an opportunity to earn advanced credit while in middle school or even earn associates degree while while in high school. They figured it out and I want to say last year they graduated about two or three seniors with their associates degree at the same time in high school and I want to say they have about 10 more students enrolled this year. >> So when when we put out these expectations that our students can they they've not only embraced
109it, they're excelling at it. and then to be able to host a committee meeting there and share with the legislature some of the innovative things that are happening um in in a district like Lee is is exciting. >> Thank you. >> I also just added a few bullets of things that we we we're excited about because we've worked hard on building a strong special ed department and we were able to fully staff it this year and have a new LEA supervisor. someone my from my team is closely working with them and and coaching and working with that new LEA supervisor. They're continuing the support for teachers and and I do want to to really commend the the team from learning services and the support that they've provided on site especially at the elementary school at
110Anna Strong. We had a a literacy coach there from the beginning and working so closely with them and we we're we've had labs. Dr. Pride have have had labs there and I've been able to host other literacy coaches to come in and visit classrooms and and witness that that as well. Um and then of course want to talk about Anna Strong Learning Academy. they they have a C rating and this what last year's simulated grade was a C and this year is a C. So we we definitely celebrate that and the district has a D rating. Right now our um high school we have work to do and and we're we're leaning into that and we know that there have been some there's some areas of of weakness that that we needed to to work
111on. definitely struggling with teacher stability, but we we've had some considerable turnover in the in the core areas. But right now, we have all those positions are filled. We have coaches. He has has actually um an external partner that's providing direct support to the principal there and the leaders in that building. So, there's there is a plan for continuing the work and continuing that positive trajectory. And what we're seeing with the students that are coming into the high school is they're more prepared, right, for the grade level instruction. And so we're we're seeing that the benefits from the work that's going on at at uh Anna Strong as well. So, uh we've talked about this I think the last couple of times that I've met and talked about Lee County is that it was it's
112time for for us to think about an advisory board and and to get to work on that. And so we were able to u conduct interviews. We had um nine interviews last last month. Last it was October. So Mr. Anderson, would you like to share anything about about that process? >> Oh, sure. Um no, I was very impressed with the interviewing process and most importantly, I was uh very impressed with the uh board that was put together to do the interviewing. You know, for any process to be respected, it has to be very objective and I seen just that in that process. Um very a lot of diversity in the group. Uh you had uh faith-based uh private sector nonprofit and a lot of experience and uh you also had uh someone in there that
113you know hit hit the ground running and boost the ground running and uh a lot of energy. I was very impressed with what I seen and I appreciate the opportunity to be part of that and uh I do see a lot of positive uh things in place in the future of Lee County. >> Thank you. Thank you for sharing that and thank you for taking the lead on that. We appreciate it. So, we do have um we're are ready to notify the the ones that were scored the highest and those have been presented to Secretary Oliva and to [music] Stacy Smith and So that should it's my favorite thing when I was a teacher during during testing. That's what that would happen. They're going wedded right outside my window. Right. [laughter] So that's just I
114just wanted to keep you informed and know let you know that we are ready to to notify them and um we we have some dates selected for some training. So we're going to make sure that they are trained on the finances, roles, responsibilities just running in a meeting and was I was extremely excited about the interest in it. I visited with each of the the applicants and and they are they are definitely supporters of the district. uh very knowledgeable and um I feel like we've got a good group that first of all the good group that did the interviews and then and then they came up with some some wonderful uh candidates for this role question. >> So congratulations for getting to this point. It's a big deal and I'm so glad to know that
115there's so many good candidates out there. always encouraging. So, we're going to seat the advisory board and then like can you just walk me through how we get to all the way till the end where there is a fully elected board? >> Okay. Yes. And I >> do we have that mapped out? >> Yes, we do. And I we've been working with legal. >> Did I say no? No, you haven't. So, he So, I want to apologize for walking out in the middle of what you were doing. I just couldn't concentrate. >> Um, good morning, ladies and gentlemen of the board, Daniel Schultz. Uh, and and as uh >> so assistant commissioner Whitlo, those commissioners always trick me. Um, so basically, uh, there's advisory board, which kind of a process of standing up people that
116are are eligible for you to appoint when the time comes to or, you know, if you so choose. uh the advisory board would sort of take the helm and and at that point the the board when when you decide to release them and appoint those members then they would take over essentially they would be under local control and I believe it's act 503 was mentioned earlier in fact uh clarified an issue I know it's been uh an issue that's happened before where uh it said the law now says that after a board returns to local control all the members will be elected at the next annual school election. There's another wrinkle there. That same law restructured the the annual or the I should say the annual school board election. It's a bianial election now. Used
117to be called the annual school election. Now there is still an annual school election for tax issues, but the school board elections are bianial. The idea being that I think that they they're held with a primary get a lot of turnout. Uh so then you would release them. I believe that timeline is in May and then the next election because of that law will actually be in two years. that the next election all those people will be eligible for um the people to vote on or or others. >> Okay. So do they move from like will they be like limited control as the as advisor? I mean >> that's what we would establish now. So we we've gone through and we've >> asked people from the community to be considered had an interviewing process. We're
118going to start using them in a limited capacity until we come back and say we have confidence that we're ready for them to be released. It would be up to the board to consider appointing those folks at that time and then then they would go up and they would be released and to a local control and they those board members would be up for election at the next cycle. So we we're where we're beginning now is that transition, that passing of the baton under a limited capacity because right now >> um it's us, right? It's me and we want to start making sure that we can build capacity and they have the abilities. It's like an interview for them until we come back and say, "Yeah, we have confidence in this board." If we don't
119have confidence in that board, then we're going to come back with a different recommendation because we're not going to go backwards. But do we have a statuto requirement to release them at like a certain point in time? >> I mean, so like >> that that falls in May. That's that's >> also in May. >> Okay. So their test drive is kind of short. Okay. >> And when when they're up for election, do they all get elected the same term? So like that whole school board like the next time there's election just gets completely completely completely turned over like because they're all in the same schedule of term >> that well so once that full board is elected uh after that first election then they will be they will draw lot terms so then it will
120be staggered out and this the law sets out a bit of a structure but that's actually what was being referenced earlier as well. >> U but that first election they're all up. Yes sir. Yep. So, one want to thank the board for a great we great meeting today. Lots of great discussion, good feedback as we go through these processes. We're we're going to get things right and we're going to and be transparent and uh include stakeholder input. Just want to thank Ross and his team for spotlighting those students today. Um it's so so wonderful to have so many young scholars and our presidents talking about um their next steps in their journeys in lives. want to remind the board that we are planning a scheduled workshop uh next month on the 10th, which is the
121day before the board meeting, where we'll be bringing in all of the school districts that received an F district letter grade. And they're going to be presenting to the board what their action plan is on how they plan to improve um their school letter grade. And then we're going to ask the board to consider approving those plans or not. It'll be the superintendent with the schoolboard chair and their cooperative director. So, um I I'm really excited that we've spent a lot of time building what I think is a wonderful system that's going to help us identify students and schools that need support and then be able to engage in conversations with districts and leaders on how we can support them in their efforts. So, um I I anticipate a full meeting just warning you on
122on that 10th because we're going to have um every one of those districts represented. So, >> how many was that? >> Well, there was seven Well, there was 11 total F districts. There were seven traditional districts. There were some charter school um networks that received an Fgrade. So, we're we're working with the charter authorizing panel to do a review of their improvement plans for the charter networks. And then the traditional districts, um it'll be six of them that'll be coming to the board because one's Bllyville and I think we already kind of know where we are with them and have a pretty good plan. Um off the top of my head, I might have to have Sheila um back me up, but it would be North Little Rock, Lefayet, Ford, Ice, Crossit, um Watson Chapel,
123and Pine Bluff. That'll be the six that'll be coming back next month. How long do you expect each presentation to be? >> Well, we're telling them about 20 minutes and then time for the questions from the board. So, they they need to do a full approach and we're and we we want the board to ask those tough questions, right? Like if you've had an F school and you've had the same principal for 10 years and you plan on keeping that principal, is that a good strategy? I don't know. Like those are the types of questions that we want to be able to ask. Are are there plans being reviewed by the department before they present them to us? >> Yes. And in fact, we've put together assurance documents. >> Um you've heard us do updates
124before around the AR app, which is our district improvement plan that looks at all of our state and federal funding. That's that should be their blueprint for how they're going to improve outcomes. So, we're pulling those ARFs, working with those districts, and trying to figure out who's going to be accountable for implementing which part. And we're going to ask those districts to signes on making sure that happens that we'll be presenting to the board. >> Would will I can't decide if this is inest or not, but would you kindly ask them to come with more than cliches about, you know, aspiring nonsense language, but to just actually talk real details. >> Yeah. And honestly, that's the conversations we've had with them and >> and a lot of the districts, you know, which I think is
125encouraging, realized already that they had issues. So, they've reorganized district offices. They've made administrative changes. They've reassigned teachers. I said, "That's what our board wants to hear, that that you you have a plan and you're implementing it." Um, I I agree with you. Um, I'm not a big proponent of aspirational language. We need obtainable language. We need realistic goals and we need to take actions that are appropriate. And I said yesterday at at the at the board workshop, but failure stops today, right? Where like we we've got districts that have allowed schools to fail generations of students. And I think when we ask questions as a board, we need to know what the plan is for that school. or do we need to close these schools and start reassigning these students to highly effective teachers
126in other schools that are higher performing? We we can't just sit idle on our hands saying the adults in that system have it figured out. Now, I I have confidence that we got a good adults in those systems, but if we're failing generations of students, then at some point maybe we need to take some of the decision making ability away from the adults that are showing that they're making poor decisions. And that's why we're asking them to share the plans. And it's it's not a punitive measure. It's how are we all rowing in the same direction? And that's going to put onus on us what we value, monitor, and support. It's going to put the onus on the district to make sure the resources, tools are aligned to improving classrooms. And it's going to put
127onus on the cooperatives who are there to be those direct support organizations. So that that's the the point of the exercise. >> One last thing. >> Sure. We'll see how December goes, but I might would also be interested in the same thing from D school districts. >> D is not a whole lot better. >> No. And um I I completely concur. We we we started with F districts and and we we actually kind of are really looking at two highways, right, that have bunch of intersections because we have B districts but F schools, right? So like we need to know what those plans are, too. We need to know what the plans are for DS. I I I'm all about local control, providing flexibility and autonomy, especially for our A districts, our high performing districts.
128If it's working, great. If we're failing, then we need to have a deeper conversation. So, yes, I I think this is step one into some ongoing conversations. >> Thank you for organizing that. >> If we've got an F school, it's been F school for several years. What's the Remind me again of the criteria for state or are we talking about another criteria that maybe they don't meet those state takeover criteria but they do need more intervention from the state. So, I I think that's a great question and that's what we're really establishing now is like what is our role in making sure that districts um are doing what they're supposed to do because we I I think I speak for most of us. We don't want to have to take over districts, right? We we
129should see this coming and provide the right supports and interventions before it gets to that point. I think BLville is a good example of the district saw some problems or the state saw some problems. We worked with the district. We ongoing for over a year said these are the things we need to do. We provided update to the board. Unfortunately, they couldn't figure it out. So, we had to take action. If we look at what we did um I think it was in Watson Chapel, we had some concerns and we brought them to the board. The district said we agree. we put some things in place. They're figuring it out. Like we didn't have to intervene because we just made sure that everybody was working on the appropriate targets. But at some point, if a
130a school is continuing to fail, then we need to hold that district accountable. And maybe that's where we start bringing in external operators. Maybe that's where we start bringing in um more limited oversight and control of that board. But I I I I go back to we have a baseline now. We we have for the first time as a state established district grades. We have I feel a lot of confidence that our accountability system reflects the learning that we expect to see in measures outputs. And step one is let's get these plans going as we get further in this. At some point there needs to be a timeline. Um my my feeling is if they're able to continue to show growth year after year, you know, maybe they haven't exited that kind of school or
131district in need of, you know, severe improvement, but they're moving in the right direction, great. If if we identify them as a school that's not making um progress like they should be and they're declining, then that's when we would come to the board with a further recommendation to take more severe action. Any other questions? >> Okay. What time would you like us here? >> I I think typically we do one o'clock if that if that's okay with you all. >> Maybe not. [laughter] >> Be here at 8. >> No, that's fine. I just wanted to point out I know some of the board members had a meeting scheduled to visit some schools on that day on the 10th. And so I just wanted to make sure that everyone was okay with that. Did we want
132to maybe look at moving the work session to the the morning of the 11th? Um or do you just want to leave at the 10th? >> Um either one. >> You sure? Okay. >> Okay. >> Then then yeah on the >> 10th. Anything else? >> One one >> o' This is an all day pow. I'd like to get started earlier. >> Well, I'm fine with I'm trying to be respectful of you. >> Yeah. I just I I can't imagine a school district present >> being less than an hour. >> Okay. >> If they get 20 minutes. >> So, you want to start at 9. >> I wouldn't suggest that. That be I would think >> if I can >> I want have plenty of time to have conversations. All right. Then we will be here
133at 9 o'clock on the 10th. >> Um we're not taking any action that day. That's just our workshop. >> And then on the 11th we'll approve all of these plans. We'll have so the hope is we feel pretty confident in the plan that's being presented in the assurance documents and we'd probably have those on consent unless they get pulled for action on a specific one >> to be formally approved by the board because then that puts responsibility in our agency for implementation as well. >> Okay. All right. There's nothing further motion to adjurnn. >> So moved. >> Mr. Wood all in favor say I. meeting ajourned.