001We are going to go ahead and call the October 9th, 2025 State Board of Education meeting to order. If you will, please join me in a moment of silence. Thank you. Okay, please join me in stand alsisible with liberty and justice for all. >> Okay, we actually have a special treat. We have a choir from Bryant here. our national anthem for us today. We also have a student from the ASL. Is that correct? Going to sign for us. [Music] So proud we twilight [Music] were so bursting proof through the night still [Music] for the land of the free. The land of the free of God. [Music] Would [Music] [Applause] you like to talk about your choir? >> I would love to hear more about them, please. I will take any opportunity I can to talk
002about these kids because they're so special. As you can hear, um we have about 200 kids in our choir program and these are eight singers from our top ensemble. Um many of them all state singers as you can hear. Um, we're so thankful to be here today and represent Bryant and to represent our honores from Bryant today. Thank you so much for having us. >> Thank you so much for coming. >> Good morning. I'm here from Park View High School and I brought the ASL three students who are seniors with one junior. And when we got the opportunity to come and sign the national anthem, it was so befitting because we were working on um preserved sources and the national anthem is one. So we had already had a unit on it. So I had
003we were more than prepared to come and so I had Brooklyn Malvin and she did the best. Um and so she uh happily accepted and so we're here and she did an amazing job and we're just happy and thankful for you all to have us. Thank you. >> Thank you so much. So, just a little tip, we're going to start doing the pledge and the national anthem at every opening of the state board meeting. So, that was incredible. That's how I want to hear it forever, the way that you guys say it. So, um, now I will turn it over to Stacy Smith for special recognition. >> This is the best part of the board meetings is getting to recognize our kids. And what a great way to start us off today. So, today I'm
004going to ask you two to go ahead and stand. Um, we have two students from Bryant. Um, both of these students, Mariam Buddha and Kennedy Torres, were selected from over,200 applicants to receive Air Force Flight Academy scholarships. Each of those was worth $27,000. Correct. >> Wow. Over the summer, Mr. Buddha took his flight training at Purdue University while Kennedy received her training at East Carolina University. These two young adults were the first in the Bryant School District to be awarded Air Force Flight Academy scholarships, and each has earned already their private pilot license. Congratulations. [Applause] I'm sure our board would like to hear from you and and hear a little bit about your experience. Kennedy Um, for me, the Flight Academy experience was amazing and getting the scholarship was the best honor I've had. Uh,
005it was unbelievable the experience you get going and flying a plane and being able to do it by yourself. And you can you can get your private pilot license at the youngest age of 17. And it's amazing that I'm one of the youngest pilots in the world right now. >> Wow. That's amazing. That's amazing. How touching on what Kennedy said, getting that scholarship was a great honor, especially not just for me, but opening my career fields up into the world. Going out there and see what opportunities out there to learn that that scholure just locked in my choice of just becoming aviation. It just allowed me to pursue what I love the most and just gain the opportunity of it. It's nothing like it or painful. >> You guys have a question. So, did either
006of you have, you know, aviation in your family history or is this just something the passion that you stumbled across? And sounds like it's it's amazing. I think it's wonderful to have an opportunity to do things that you love. >> For so for me, there was nobody in aviation in my family. I'll be the first to be a pilot overall. And just when I was from a young age traveling around the the plans just fascinated me and just wanted to pursue more, give my dedication over to them. >> Mine is kind of the same as Mary. I don't have anybody in my family who's done aviation, but from a very young age, I've been fascinated by planes and the sky and everything and it's just feels like it has called to me. >> Thank you.
007>> Ultimately, what kind of craft will you like to will you see yourself flying? >> Um, ultimately as like a career, I'd like to fly for the airlines, but um, in the Air Force, I'd like to go fly the C130s. >> Wow. >> For the longer goal will be the airlines also, but for the military wise, my plan is to fly uh, fighters for the Navy. Whatever they assign me to, I'll be happy to visualize. Yeah. Way to go. questions. >> Well, we would love to get a picture with you and then stick around. We'll do a picture with everybody else. Okay. >> Good morning. I don't know if anyone can hear us, but y'all are muted. We haven't been able to hear anything. Beautiful. [Music] Don't get you guys down. We're going to go
008back We're going to go [Applause] Thank you so much. >> Sorry. Okay, we will continue to move on, but before we do, I want to take a moment to acknowledge our newest member of the board, Mr. David Peacock down there on the end. He is representing the first congressional district. And so, we are so honored that you're here. I feel like the quality of people just keeps rising. So, >> No pressure at all, but we're so honored that you would serve with us. And I would just tell you, um, this is going to open up opportunities that are unbelievable and some of the best of your life. So, your voice is important, your vote is important. So, there are no dumb questions. So, to always ask. >> Thank you very much. Appreciate it. >> All
009right, as we move on, are there any changes to the agenda? All right, so let's move on to our action agenda. First is the point school district. We are looking for a standards of accreditation class size waiver. Correct. >> That is correct. Uh good morning. Hopeam, assistant commissioner of public school accountability for the department of ed. I am here to present a uh waiver request from the Powen school for school district for a standard of accreditation waiver for class size. Um the superintendent is on the zoom today and is prepared to um provide information regarding their request. Good morning. >> Morning. >> I don't normally look like this. Uh I just want to go on the record. This is homecoming week. So today is dress your favorite TV or movie character. So obviously on Wednesday
010Adams. Normally I look a little bit more normal, but we're having a great time today. So, just wanted to to start with that so y'all wouldn't go, let's forget about the waiver and boot this crazy lady out. So, you know, we we have a purpose. So, thing and I are having a a great fun day. Um, our district, it's a blessing because we are uh, you know, experiencing rapid growth and so we are very thankful for that. We have approximately about 25 to 30 new students this year and for a small rural school district that has made quite the impact. Uh last year we also gained about that same number of students. So from last year to this year we're up about 66 students. So it's been a a a rapid process of growth. And
011so we're at like 566 right now. So we're very thankful for that. But with that comes making sure that we are putting our best and our brightest in the classroom. We're also very fortunate because letter grades just came out and our elementary and our high school both a letter grades. So we want to make sure that we are maintaining that consistency and that high level of engagement and instruction for our students. So right now each of our classes are over two but uh again we want to make sure we have that highly effective teacher in there that we are preserving that fidelity with our HQIM providing consistent services for our students. We have already we already had a a part-time paraprofessional that helped in the two classrooms and for right now we've already added another
012full-time so it cuts down on that student teacher ratio. Um, I am like this. I'm actually interviewing someone at 2 o'clock today uh that is graduating in December. So, unless she runs for the door, we're hopeful that, you know, that uh we will have someone that is high quality in place whenever we come back from Christmas break. But for right now, again, being a small district, as administrators, um this is my 17th year as a superintendent. I was a curriculum coordinator before that. So, we are all very active in the classrooms, walkthroughs. I've covered in classrooms. I've helped in the second grade classroom. You know, we're all just making sure we are a very strong PLC school. So, our teachers are collaborating together. I'm in the PLC's every chance that I get. So, I'm able
013to be in there and assist with that. Um, you know, doing walkthroughs are making sure student engagement is happening in the classrooms. who are tracking our student growth on our benchmarks, our attendance, our behavior data, and then also of course getting feedback from our teachers and our parents. So, until we can put again, we don't just want a warm body. We want the best. We want a high quality educator in this classroom and hopefully we will have that by January. So, if y'all know of anyone that wants to be, you know, part of Cohen School District, then have them contact us. I would love to talk to them. So, that's kind of where we are right now. Are there any questions? >> I'll start. Miss Kener, I think you're also on Zoom, so I wanted
014to acknowledge start questions. >> Yes, good morning. Thank you. I am in Pittsburgh for a conference. I'm excited to join um virtually. Um I did have a couple of questions. So, first of all, congratulations on sort of bucking the trend of reduced enrollment. That's huge and exciting to hear. Um, you mentioned that y'all have two second grade classrooms and from what I could tell in the request, both are over 25 at this point. >> Yes, both are two over. Yes, >> both are two over. Okay. So, um the the pair of professionals that you have, I think you had one at um one that's shared and then one that would be in one of the classrooms or >> uh No, she is actually in both classrooms. So, we're able to kind of work it out
015where the one that we share is kind of alternating with the one that's full-time for second grade. So, that during all that core instruction, it's cutting down that student teacher ratio and there is someone in there. And of course, we are very strong in inclusion, too. So, our uh special ed teachers are also pushing in. So, we have at least two to three, you know, licensed educators. Um, you know, they're in the classroom and then also our our paraprofessional that's in there. >> That's great. I I appreciate the um this bed teachers rolling in and working in the natural environment. I I really I love it. >> Yes, me too. I am so pro-incclusion. It's Yes, it's amazing. It's awesome. Well, given um the sort of bucking the trend that you guys are increasing enrollment,
016um I wonder what of course I'm hesitant to do it for more than one year. I want to see that um >> you know I guess that a that the district is working to certify those teachers that are interested in in that. >> Yes. >> Um you mentioned you're interviewing someone today. So, are you considering splitting this into three classrooms? >> Yes. And kind of what we're looking to do and also just on a side note, we are going to start the pre-educator program next year in our district. So, love to grow your own. So, I think that that's going to help as well with that. So what we kind of look to do is looking at our data, looking at that lowest 25% that we have, what we're looking to do is to take
017that lowest 25, which would be probably about eight students and actually make a classroom with them so that that teacher who will be a brand new teacher coming in, but also working with the pair of professionals, they can do a little bit more intensive, you know, breaking into even smaller groups. groups and doing some individual assistance and and stuff like that. So, just uh yeah, just kind of pulling that lowest 25% so it'll make it a smaller classroom. It's less, you know, flipping over the apple cart halfway through the year because that can be challenging for students. But I think that, you know, kind of taking those that need a little bit more intensive instruction in a smaller group setting that through our new teacher and our pair of professionals and our inclusion that we'll
018be able to to do that. And so maybe I'm misunderstanding um I am a big believer in best practices and heterogeneous classrooms being the best place for all students. >> Yes. explain a little bit more about isolating those that are performing at the lowest 25% in their own classroom. That gives me pause maybe. >> Yeah. Would not be isolating. They will still everything else will be part of that. We just want to be able to provide more intensive instruction for them. So, I mean, they're still right there in the building. They're still, you know, lunchtime, their u, you know, activity times, you know, music, PE, all that kind of stuff. everything all the the same, but all we want to be able to do is just to provide more intensive support for those students in
019a setting. So, you know, again, sometimes in the classroom when you have some of your students that are, you know, in that lower percentile and if you have 25 in the classroom and then you've got your students that are kind of, you know, right here in the middle and then you've got your, you know, your higher achieving, your GT students, it's hard to differentiate with everything and teach to every level. So, if we're able to take some of those students that are struggling more, put them in a smaller group setting with that additional staff, that licensed teacher, pair professional, the sped teacher pushing in, then we're able to provide more intensive support for them that we might not be able to do in a classroom of 25 that is all the way across the spectrum
020with, you know, achievement level. so that we can and and no one would know. Parents, you know, we're not saying, "Hey, we're picking your kid because this is where they fail." It would just it would kind of be no different than like pulling out for RTI or something like that where you're just providing that more intensive instruction in a smaller group setting so that we can help those students more and they're not left behind in a classroom of 25 with all the various ability levels. Yeah, I'm I understand the reasoning behind it, but I'm wholeheartedly um against that idea just understanding best practice and the role of the teacher as differentiation being a core piece of that job. And I wonder if you're proving the point for the need for an additional certified teacher to
021split into three heterogeneous um you know mixed delivery sort of um rooms. Um >> that's all I have for now. >> Definitely entertain. We were just trying to look at doing a smaller group setting so that we could provide more intensive services for those students that needed it. >> So we're, you know, we're flexible with that because again, we haven't even hired anyone yet. So, we've not set anything in stone with what will be done. >> Thank you, Miss Woods. I'm going to pause for now and let someone else ask questions. Thank you. >> On my right, Mr. Henderson. Mr. Mr. Wood. >> I'm sorry if I'm just a little confused about the request here. So, we have the second grade class who is large. There's let's say 54 students, right? >> And so you're
022you're asking for this waiver for three years to follow that particular class all the way through. >> I had actually gone back and modified that to just one year. >> Oh, okay. >> All right. Thank you for that. And again, not not to go back to what Miss Kener was saying, but you know, you're you're mindset at least is for this third teacher, whoever he or she may be >> to follow this class. >> Yes. And then at least in your current thinking it is then the lowest 25% would be or the lowest 25% would be kind of >> just for to finish out this year. Just that just our second semester. Yes. >> Oh, just the second semester. So following them into third grade. No, no. This is just for this year to focus
023on those and just in that second semester where we would have that full-time teacher in and hired just to assist more intensive with those students in the second grade because again the next year is third grade and we're looking at you know what happens with third grade promotion. So, you know, trying to provide that additional support next semester, just that one semester, uh, to, you know, for those students that are right there and kind of need that additional push, that smaller group setting and so forth. But when they go into third grade, we will start the year with it just being split between the three teachers like just we normally would, nothing different. >> Okay. Thank you. I just want to make one clarification with my colleague Lee Keenir. Um so when it was clarified
024that this was just for one year, do you still um retain your point of view? >> Thank you. I appreciate that. Um, I still very much disagree with the idea of separating based on achievement. I think yeah, I I don't um I think differentiation is a key role of every certified educator and um I'm it gives me pause. I'm I'm not quite I'm not quite settled on that point yet. I appreciate >> Yeah, I appreciate >> and thank you. I just wanted uh your expertise and knowledge to inform this. Uh and so I was just trying to determine whether it was based on numbers or uh differentiation. You've made that clear and it's very helpful. Thank you. And even in a classroom of students that are in that percentile, there's still going to be differentiation
025because, you know, some of the students are going to be on the lower end of that and some might be right there what we used to call the bubble uh students that would be, you know, right there in that area. So, there's still going to have to be differentiation. It's it's kind of like the way we do RTI because that's what you have to do with you know response to intervention is take those students look what at what their need is and then provide those services in that you know smaller group setting and so you know we're we were kind of looking at taking that same approach to it for that one semester of being able to go in just like RTI and provide that more intensive support before those students went into third grade
026and back into a regular setting. >> All right, there are no more comments and the floor is open for a motion. >> I move we accept the waiver. >> I have a motion by Mr. Brag. Is there a second? >> Second by Mr. >> All in favor say I. >> I. All those hearing none, motion passes. >> Thank you all very much. We plan to keep our A's and keep on teaching our kiddos. So, >> thank you. Have a good day. >> Thank you, too. Bye bye. >> Byebye. All right. Next, we have the um waiver request by Westside Consolidated School District. Another standards of accreditation. >> That is correct. So, this is actually an act 1240 waiver which is is requested for multiple years. The previous one was a one-year request just for standards.
027Uh this is a request for two standards which is class size and teaching load for the Westside Consolidated School District. Um they have put on here uh 2526 school year and going forward if approved. Typically we would approve these for three years but that is a board discretion. Um and so uh the Mr. George is here to speak to the school. Um, this waiver request is to allow for some flexibility um in their scheduling at their high school. I'm gonna hand it over to Mr. George to provide the information from the district. >> Uh, thank you for having me once again. Uh, my name is Chris George. I'm the superintendent at Westside Consolidated in Jonesboro. Uh, my high school principal is unable to join us. She's been placed on medical leave. So, um I have
028I have been here the last two previous years for this same exact thing. So, I am uh more than happy to discuss this. Um so, the what what we're looking for and I'll I'll kind of explain our scheduling. Uh but what we're looking for is a piece of the overall process of our uh professional learning community um scheduling to make sure that we have additional opportunities for students to get enrichment and uh oh um interventions. Uh so Miss Dean actually made this and I I will try to follow some of that but I have some of my my own things. So, uh, again, it's a 1240 waiver, uh, looking at, uh, Arkansas Connections Academy, the ability to do this. It would apply to our 8th through 12th grade students. And again, 25 26 year going
029forward. The last two previous years, you've uh, approved a one-year waiver and asked me to come back. Uh, I had hoped to have done this in July of this year. Uh, we had some miscommunication on whether or not I would need this waiver anymore. uh once the accreditation hit showing that I had my two teachers that we'll discuss later uh that they were flagging we went ahead and set this up to come back to you. So again it's uh to enhance student learning it's to uh have this innovative schedule that we've had running for the last three years and as I said this is um a part of the bigger piece. So, uh, a few years ago, uh, I guess in 2023, uh, like a lot of schools, we jumped off head first into the
030PLC processes. Uh, we we took a group, uh, which I was principal at the time. We took a group to White River uh, school in Seattle. Uh, actually Sunday morning, we're leaving again. I'll be going, uh, with another group of of our teachers. So, this will be our third group that we've sent through. Um when we went to that, we really started to try to figure out how we could get more time for our kids. Uh probably you would considered a tier 2 level support uh for our students to have more more intervention or enrichment time. Uh so our our school our high school has used a AB block schedule uh going on 10 years now. part of the change that we made um prior to the to uh us going into this PLC process,
031we had AB AB AB AB and it just flowed. So our teachers essentially saw their classes five times over two weeks, 90 minute periods. Fourth and fifth block is uh 45 to 50 minutes. Uh once we started looking at uh trying to make sure that each teacher saw each kid um a similar time each week we move to where our Fridays we have what we call fast Friday. Every class meets for 45 minutes. So and this is this is where we have the problem with the class load. Uh so Mondays and Wednesday are A days. Tuesday and Thursdays are Bday. Friday every one of those classes meet. Uh so as as you can see here is our our schedule how that lines out. Uh again 90 minute blocks for one through three on the AB
032schedule. Fourth and fifth are 45 minute blocks. So each each teacher sees each kid three times a week. And again that that took away the the u the opportunity to see one kid more than the other uh during those during that two week span. Uh on our fast Fridays a lot of our teachers and this is kind of modified over the last few years. The original intent was on the Fridays that our teachers would give common formative assessments. Um that way they could have time to meet on Monday, have Tuesday and Wednesday, and the original plan was intervention days. Um last year, listening to our teachers, we slowed that process down because it was moving a little bit fast. Um most of them still do the common formative assessments. They all have their scheduled meeting
033team time throughout the week. uh but the we kind of let them pace out when the common formative assessment would be more naturally for them. Uh so the um the the um time that that the teachers have with the interventions we actually added a day last year. So we went from two days of interventions enrichments to three days intervention enrichment. We also had capturing kids hearts. We've moved away from that this year uh because we're pouring all of our resources into the interventions and and such. So currently on Monday they have home room uh during a a 30 minute block 9:30 to 10:00. In those they will get scheduled up on RTI. The RTIR is the program that we use. Uh teachers can talk about grades. we can uh send people to specific classes if
034they're uh not if they've got some zeros or not handed in type things. But then on Tuesday, Wednesday, Thursday, we have the intervention blocks, the enrichment blocks, and then on Friday, we do not have those. Every class meets, so we lose that 30 minutes of block time. Um my teachers, the class load. Uh I do have two teachers and this has been the same two teachers for the last couple of years. Uh they they are well aware of them being over. Um but they have this year uh my art teacher, senior high art teacher, uh is 42 students over on Fridays only. Uh and my computer science teacher is 19 students over the 150 cap on Fridays only. Important to note, they never have more than 30 students in a class. So, we're we're working
035with that baseline, but because we are meeting two different schedules on Friday, they bleed over a little bit. Um, this waiver gives us the flexibility to continue on with the the innovative schedule that we've tried to put together to continue to have our kids get this extra time. um the the blocks again 90 minutes, fourth and fifth or 45 minutes um on wherever their team meeting is throughout the week. They're using the data from the CFAs. They're using the data from um their formative assessments in class to make decisions on who needs to come to these intervention times. Now, I I don't believe it got in your packet, but over over the course of three years, let me find my packet. Over the course of three years, uh we've tracked how many sessions that we've
036had from our RTI scheduler. Um this particular year, of course, we're only in October. We've had 827 sessions that have been made by teachers that students have the ability to a enroll themselves in or b the teacher pulls them in. There's open and closed sessions that they can kind of run with that. Uh last year there was 3,710 sessions created and the first year we did this there was 2721 sessions. So, a total of over 7,000 chances for students to get into places they needed to be at uh to help with uh some things. Of course, in our in our time intervention time, say the math teacher, she may pull five kids in there. We don't want a large environment. Uh our non-core people, they're going to have more kids. Say my art teacher, he
037may pull in 25 people because number one, he's popular. Kids want to flock to him. But number two, they may have things that they're working on that's a a longer uh paced assignment that they're able to get some extra time. Uh so we've had we've had great success with that. Uh as far as our school district data, uh high school, we're a C school. We uh before COVID, we had two years at a B. Uh when we came back from COVID, we've been uh up until this year when some point values changed and stuff, we were a C. We were increasing each year. Um this year, we still fall in that middle level C uh situation. We believe there are some coding things on our end that will help our score. I know there was
038uh the update uh last week that that came out. Uh I believe we went up uh a state average was like five points. our score went up nine or 10 points in that. So we are we are really have the focus on student achievement. Um again we are offering enrichment sessions here. So, I want to point out that our AP scores over the last five years, um, this past year, we had 54% of our students that took an AP uh AP test qualified with a three or higher on that. Uh, which is last year was 39%, the year before was 28%. So, we are seeing some gains in our AP scores as well. So it's not just in that area but that is a a visible place that we can look that we do see
039that there's some success that is coming with this um everything that we have done is data driven in this process and I will say that last year when I was here uh one of the questions not necessarily particular to the waiver um we have we have seniors uh who are on campus they get what they need they may leave school uh They uh the board asked, "Do I have data for that?" At the time, I didn't. And I wish I had this year's data, but as I said, my my principal did not get that before she left. But um my data for seniors, and this is in the 24 25 school year, asking, "Do you have a modified schedule?" essentially, can you leave early? Do you have to be here each block of the day?
04081% said they had a modified schedule. 18% said they did not. Did you arrive late or early on A days? 31% 46% said they arrive later or early on A days. B days was 25% and 44%. And then currently, what a days do you tend? 80 uh 84% was both A and B days. So we don't have kids that are just not coming one day a week. uh and 9% was one day or or or other. And what are you doing on those days? And 43% go to work. We are a workingclass community. They a lot of our kids have to help their parents pay for different things that they need. Uh 64% they have the credits that they need. But there's also the vast majority of these kids, they're either going to work, as
041I said, or they're going and taking college classes on site at Arkansas State or they are going home and doing it's not a concurrent class. My son, for instance, takes college concurrent classes sitting at school in the computer lab. But if it's not a concurrent situation, they're on their own time and they're building college credit virtually at home. So they've got that option of how they want to build things. So we're not just not having people there. There's 18% or so of our people who are just I don't know what they do. But again, that that was last year's data. So with with all of that, uh I appreciate your time. I'm happy to take any kind of questions. Um but again, this is this is two teachers. they they understand uh that they've they've
042been notified three years that they have a few students over. These are not core classes that are over. And uh again, this this has really worked for us to be able to ensure that every student sees their teacher an equal amount during the week. >> Thank you. >> Yes, ma'am. >> I'll start on my left this time. Mr. Park, do you have any questions? Sorry, that's the first time I've asked questions sent here. >> That's okay. Welcome to the board. >> And I apologize. I had feedback somehow through my system, so I'll fix that going forward. Um, first off, u I'm very familiar with Westside. It's a great school. Y'all do a great job. So, congratulations on that. Um, is there an alternate path instead of a waiver that would allow you to the the
043the teachers to have 15 to exceed the 150 students a day? >> There is. There is a there's a small amount. Uh we've got I've got some guidance on how to figure uh that out. I believe one teacher would be $2500, maybe the other teacher would be about $1,500. Uh and again, um that that is something that we've come here the last couple of years. U that that question has been asked uh answered. Um it's it's a piece of our larger our larger thing. Uh, and I will say as I as I mentioned, I I tried to get here in July, June, July of this year. Um, and if the board uh your position is not to approve this at that time, we could try to make small adjustments and that time we can do
044a financial adjustment at this point. Um, but it is it is something that that I know that these teachers have have had the conversation before and they're not over their 30. So that seat still has a rear end in it. The same amount of time over 90 and 45 minutes over those two classes that come in. Just on Fridays, it happens to have two rear ends twice on the fourth and fifth block. And that's kind of where we get put over at. >> So does the the additional compensation present an undue hardship on the school district that that that would that would lead you not to want to do that for the teachers? Um, not necessarily. >> No. And again, just as this is your first time on the board, my first time as superintendent,
045>> so I'm I'm getting that picture this year as we go. Uh, again, we are we have been very financially lean uh throughout the years. We um we are just starting a $15.2 2 million um building addition to our high school that we had to put off a few years ago because we didn't have the money to do. Uh we thought it was going to cost one thing, it was going to cost another. Uh however, we are doing that with our money. We're not asking patrons to kick in at this point and that that will come down the road for other additions. But uh we've just as a district, we've really tried to be financially lean uh so we can do things for our students. And again, um, this this is a possibility that that
046we could do. Um, and you know, as as the waiver asked, I wish we could do this without having to come back next year. I'm happy to keep coming back. I'm happy to go another route if we knew to, and that would have been really easy in July, but this way to do it, we could still do at this point. >> Okay. Thank you. >> Yes, sir. >> Dr. Abbott, Dr. So the the issue is that the community really endears fast Friday and the uh I understand the the >> 30 count. >> Tell me again the exact count on Friday. What is it? >> So on on Fridays our art teacher um I guess 42 students over. So, uh, 192 and again, that's that's never more than 30 in the class. Uh, we just mix
047the time up to where two different classes come in there. So, he gets overloaded. Again, popular teacher, everybody wants him. It's an elective. So, quite often, sometimes, we have to push kids that direction because we have nowhere else in the schedule. The computer science teacher was at 19 students over. Uh, now this was actually before the October one numbers. Um, I I did this a few days before that just so we could get this presentation turned into the board and I had my information set. Uh, so it um, you know, the basketball coach, nobody worries about how many students or the football team, nobody worries about the number of students. They want more students. Football team needs more students. Same thing with with Art. He wants more students. He wants to expose the the kids
048to this thing that he has going. Uh computer science, you know, that's everything is pushing towards computers at this point. So that's why from 8th grade to 12th grade and we only have one computer science teacher. So again, this this we bleed over just a little bit. There was uh the first year that we came there was an opportunity. There were a couple of core teachers. We self adjusted on some things to make that not happen. But again, these are these are places kids want to be at. >> Okay. So, and I'm just gaining information, so thank you for your transparency. So, one teacher has 192, the other 169. >> Yes, sir. >> All right. Um, and so, how do the teachers feel about this? >> Uh, in the past, like I said, they've I've
049had the personal conversation with them uh two previous years just saying, "Hey, you understand you're you're over the the limit." Um, and again, they were they were fine with that. I did not have that conversation this year. Uh, quite honestly, I I'm not sure that my high school principal did. Um, but I don't have that information. >> Wow. I really appreciate your there. >> And then lastly, um, I think the intent of Friday is personalization, you know, with the uh, >> how it's why it's structured that way and and the catchall purposes of the day. So, I'm not trying to squeeze you at all, but It just uh stretches my imagination to see more personalization with these high numbers. >> But how what's your impression of the superintendent? Are those personalization objectives accomplished or accomplishable
050with these numbers? >> So the the personalization comes more in the intervention enrichment. So that's Monday through Thursday. The the Fridays is to get to make sure that every teacher sees their students an equal amount of time throughout that week. So You talked about community. Yes, our community likes that. Um, I honestly I don't care if my kids go to college. I don't care if they go into the workforce. I don't care if they go into the military. Uh, if they're going to work at McDonald's, I want them to be the best hamburger flipper McDonald's has and then go be the manager. I have preached that to my students my entire time as high school principal. Um and in in some of these sessions that we have, we have community members who come in and
051they're providing work-related sessions. We have colleges that come in and provide those workrelated sessions um to give kids exposure to the things that they may not know that are out there for them. The Fridays where that really helps us at previous we have a snow day on a random day during the week. You don't know what day is your next day when you come back because it's like do we pause it? Do we say it's a B day? Do we say it's now you know Mondays and Wednesdays are A days? You know Thursday and Tuesday are B days. And you know if you come on Friday you have every single class. So that that has really helped parents out. That has helped students out being able to figure their schedules out especially new students into
052the district. >> Dr. George, thank you for your frankness. >> I wish I was a doctor, but I I don't ever foresee that I ever go back to school again. >> So, I I I'm there every day and never say never, but I do appreciate that. >> I'll go with Chris. >> Yes, that that works. I've heard much worse. >> Yeah. So, you know, I remember you, you know, so and I remember this whole conversation. So, the way it's a throughput issue on Fridays for these I understand that. That really doesn't bother me because, you know, they're not like you said the classrooms individually are not oversized. You know, I I am I do consider continue to like how how are we really measuring this kind of non-traditional approach that you're taking? I mean, I
053know there's a lot of schools that do the block But this kind of it's kind of a hybrid in a way >> and you know are we seeing you know you said you were a C school and I mean are we seeing real growth in your students? >> So we as I said previous to this year and now we're on a a new scoring uh rubric and I was actually push pushed into duty. I was in Hopes uh standard settings in Little Rock uh last spring. Um my assistant principal was supposed to be there with medical issues that she had that is related to this. Um she could not attend. So I was I was there to be able to see how that was built and to see the the wide variety of thoughts that
054were in the room. Um but we have been progressing each and every year and then now we have a new ball game that we're that we're playing. Uh we have some miss coding things ROC. Uh love the ROC kids that were here. Air Force ROC. That's what we have. Uh they had their first two uh pilot people. We have we've had five that have been able to to get that designation over the last several years. Um and it's amazing. Um, but some miscoding when we start talking about the merit and distinction on the diplomas, you know, there's some things there to clean up that's going to bring our grade up. But all these interventions and all these enrichments and enrichments, as I said, it's it's you can see some of the scores that we're having
055in our upper level kids that they're getting more exposure to. You know, it's not just we're bringing in the kids that need help. We're trying to push kids further ahead as well. So we catch that in our AP scores and and I I will go on record here. I do not believe that a score is an indicative of the students that we have. Our teachers work hard. Our students work hard. Our parents are great. It is what it is. We will continue to try to increase that score because we're competitive. We don't like seeing a C. If my son brings home a C, you can do better than that. We're at the bottom of a mountain. We're continuing to try to find ways to climb up that mountain and this avenue helps. And again, all
056of our resources we're throwing into PLC. I'm I'm about to go to the Solution Tree building to be with some of my teachers there. Uh and again, we're going to White River. We're trying to get as much exposure to different levels of our teaching population as we can so they can start bringing that magic into their grade level classrooms. >> And so this begins in eighth grade, right? this this particular thing. Yes, we're we're an 8 through 12 building at our high school and so when eighth graders come to us, they fall under this block schedule with a fast Friday >> and they and I know the question was does the community like it? Do students like it? >> Students like it and of course some don't know any difference because they've they as I
057said this has been going for like 10 years. So it was before I was assistant principal. I think this is my ninth year of administration. Um I I will say that through the course of the last three years I've been here with you, as I said, we try to run a really lean operation. Uh so we if we tried to go back to the standard seven period a day like like what we had, we're going to fall under this situation because what we essentially have here is an eight period day on Fridays. So we would have to hire more teachers. We would have to do the thing. So this block schedule, I don't know the reason it was originally built, but it it is something that our our students, you don't like math, then guess
058what? You might only see that math teacher every other day, but you also have, if you're not doing so well in that, you also have the opportunity to go to that math teacher during those other intervention times, and you not quite get it from that teacher. We've we've selectively uh especially in our eighth grade and algebra one, you can we've got two teachers that kind of split the load. You don't get it from this one. You can get pulled an intervention to this one and maybe hear it a little bit differently. >> Thank you. >> Yes, ma'am. >> Mr. Wood, >> Mr. George, welcome back. Um I tell you I too remember you and I like you a lot. I appreciate you coming down here. you're very competent and you're a great representative of your
059school district and you present good information. I am a little critical of block schedulings. Um there are two things that I've grown to hate and that is AB block scheduling and 4day school weeks. >> Yes, sir. >> Uh I think they're both of the devil. >> I I completely agree with the 4-day. I don't understand how anybody can look at performance and say we can get better coming one day less a week. >> Yeah. Uh a few years ago we one motivation us choicing our student from one school to another was because the school that we left was uh had a AB block schedule. You can imagine my annoyance when the school we got to adopted an AB block schedule and the school we left went back to a traditional seven or eight period day.
060Um I'm curious what what like evidence do you have that AB block scheduling is effective academically for students? I will tell you like I told you last year when you asked me how many students go home and play Xbox. I don't have that. I can I can try to get that. Uh and and as as I did, I was prepared last year getting those numbers. Uh and y'all had also mentioned coming into my district and walking around and seeing the things that we've done. Yes. And we would always welcome you. Um, I wanted that information to be able to give to you specifically and say, "Hey, this is this is where our kids are at, what our kids were doing." Um, and you know, and as I said, that that block schedule, especially for the
061senior, um, graduation requirements, um, we we require as a district two additional credits over the top of what the state requires. Uh but in this block scheduling, we have the opportunity to gain credits a little bit quicker. Uh so when you have a senior who gets there again, they can start these college credits, they can start going to work. It allows a little bit more flexibility on that. Uh, back in the day we did a seven period schedule, you had um I guess it was seventh block that was work study that students could go uh out to go get a job at that point. But this offers a little bit more flexibility down the line to our 11th grade student who we can still offer that work study to, but we know that we're going
062to be able to get their credits by the time they're a senior. Um, so that's studies on which is best. No, we've not done that. We've just seen that this has worked in our school district. >> And Mr. Wood, the uh just because it's educational jargon, uh, as Lisa pointed out, it's a hybrid block schedule that's being presented here. And so there is such a thing as AB ABA on Friday. >> And that and that's what that's what we had before this whole process started was it just went into infinity. A ab >> and we were we were missing a class. So the math kid on um one week is only going to see their teacher twice. The next week they would see three times. So that's that has you know the minutes that that
063our students are seeing their teachers. They're equal. We're we're above the number of minutes that we that we need to uh have districtwide on our calendars and and all that kind of stuff. But again, uh, our our middle school, they've got they're starting to go to a version to be able to work in some of their intervention stuff. It allows some flexibility in that as well. >> Are they is your middle school on an AB block as well? >> Uh, their their fifth and sixth grade have not been. Um, Mr. Allen, my my principal, is looking at possibly seventh grade. Uh and of course we're also trying to look at bringing um all the acceleration pieces to to our students. So right now high school level we've we've only had algebra 1 available to 9th
064graders. Next year we're pushing it back down to eighth grade. Uh that's you know credits for eighth graders traditionally for us. I don't know about other schools. We we would have a kid take a credit in eighth grade. they're not mature enough and then it blew an honor graduate thing four years down the line, five years down the line. So, but that that is something with the new standards of scoring and things that we've got to look at and everything is data driven and we're we're trying to make best decision everything we do for our kids and this one has worked. >> Yeah. Well, I'll push back just a little bit. It doesn't sound like it's data driven because you don't >> I I understand what you're saying. Yes, sir. But I welcome it and
065I'm I'm not picking on you at all. You're not the only person to come and not be able to provide evidence AB blocks >> are better academically for students. I truly just wonder what is the purpose of this phenomenon. And you said you don't know why they adopted it >> nine or 10 years ago. U I suspect it's budgeting. I I don't know. But you're here asking, you know, because you've got 42 kids on on Friday. You got 40 42 too many kids on Friday and it's going to cost a little more money >> if if if that teacher were to be paid for those. And so I I suspect that it's financial. I don't know. >> It very well very well could have been. And I was middle school dean of students at the
066time. I did not have a seat at that table. So I don't know the conversations that went into it. >> I just maintain that I don't think that kids certainly middle school students but even high school students can maintain good focus for 90 minutes in math or science or you know uh dense topics and I think I think we're expecting a lot of kids to succeed in that environment. I think college kids struggle with that on Tuesdays and Thursdays. >> And I would say science specifically there is there is a great opportunity and and our teachers do a pretty good job at it that they've got 45 minutes say of direct instruction and then they've got 45 minutes of lab or whatever it is. So you're able you're able to get that in. This is
067not intended to be double the amount of time to give out more worksheets. Um so that that uh 45minute class that they have uh so in the modified block that we do fourth and the fourth period math class that teacher is teaching the same material over two days as they are teaching that same level on the other day. I completely understand what you're saying >> and I just um go ahead sir. No. >> Well, I would just want to make sure that also the intent of this isn't really to vote on block scheduling or not. It's to vote on fast Fridays and the overload and the considering the alternatives of either more pay or or um whether it's fair or not to the teachers, how they feel. And so, but because they're we could have
068a forum on blocks schedule versus the the seven period Uh, so I just wanted to make sure before I vote I know what the issue is. And for me it still comes back down to numbers on Friday. >> And I and I will say, Mr. Wood, I completely respect what you're asking me and I don't have it and like I've tried you asked the question last year and you were you were the one that threw the most questions at me the first year. I'm happy with that and I understand that. Um, I try to find what I'm asked of uh going going forward. that I I would welcome anything that enlightens me on the value of block scheduling. I I know that we're not voting on block scheduling and this is about Friday, but block
069scheduling is a critical reason why you're here. That's why I bring it up in this discussion. So, let's talk about Friday and the waiver request and the alternative that was mentioned a minute ago. $4,000 it sound a year >> it would cost you to pay these two teachers. Uh, under the other alternative, um, you can't, you don't have $4,000 to pay the teachers extra. >> Yes, I do. And I am in more of a position to know that now more than ever. Um, as I as I was previous. U, and again, this is not devaluing the teacher. This is this is putting value to the process that we are trying to get more kids quite honestly into their classrooms on these days because I want these teachers to see their kids the same amount that
070the other teacher gets to see them and and it's um again I go back to the to the coaches and the the those type of classes the art is is not the English. Now, that's not saying that the art can't do something to help with reading. That's that is saying that these kinds of classes should draw more people to them. And it's just we don't have the staff to take on that load uh at this point. But yes, we uh we could feasibly do that. >> All right. I'm gonna I'm gonna vote no on the waiver request because I would prefer you to take the route that pays the teachers a little more money for the extra work that they're doing. Um it's not a rejection of your fast Friday. >> I like your fast
071Friday. I uh I like the the tweaks you've made to it this year. I feel like you've you've given it a little more uh a little more stake >> and um So, I like what you're doing. I'm just I'm going to vote no >> honestly for the teachers and I completely respect that >> a little more. >> Yes, sir. >> For the world. >> That's all I >> And that was good. Thank you. Because I I I was hoping that we could get to that point as well. Then that does relate then to the question of overload and what the recompense for that is. And that seems to really take care of it short term and then these broader issues for later on. So thank you for narrowing our discussion to that. Jeff, >> well
072I mean just kind of we are not here to debate block scheduling or anything like that but my question to Smith is I mean and we study four days four day five day. Do we have there been studies around scheduling? >> There's a mix of studies out there. Um but we'd be happy to pull some of the most recent data and see what we see on that. I think the clarification that I wanted was when we were talking about the art teacher and that she has 192 students they're or he is giving currently 192 students grades throughout the week they have 192 it's not just on Friday right they have 192 students assigned to them for AB or is it just on Friday >> he has 192 students assigned to him >> on and I
073I don't have that number with me but on uh say Monday and Wednesday he may have 142 two and on Thursday and Friday he may have 140 whatever he's never going to hit that number on Monday, Tuesday, Wednesday, Thursday, Friday because he is essentially seeing more classes 45 minutes as opposed to the 90 and again back to the seat >> but it's personal case load for grading giving feedback is 192 >> the Yes. And and as I as I said at whatever point, it was the the intent was originally common formative assessments, not really doing new teaching during those days. Get your students in, be able to map out a plan for the next week of what was going to happen. U now we've listened to our teachers and some of them would rather have
074that 45 minute time to do some things and more naturally place the assessments elsewhere. >> Right. Thank you. Thank you for that. I've just seen it where they had fast Fridays or something like that and your arts and your computer science and things were used as enrichment and additional kids were being placed. But these are these this is their >> this is the actual class. >> This is his case load. >> Yes. Yes, ma'am. >> Okay. M >> the uh extra class um is is this a curriculum that they've already taught that day or does it require extra prep? Are we we talking about >> The Friday. Well, the Friday is is they're continuing with curriculum that they've already taught. >> They can give unit tests. They can give formative quick shot snapshots of things.
075Uh they could give, you know, the summit of stuff, but uh and again, that was the original intent, but the pacing of different things was not conducive to how the teachers were doing it. And we we've really listened to our teachers throughout this process of of we know we want to grow in this direction. I need your help to make this beneficial to you. So that's teacher input, but but yes, this is this is could be considered an additional class throughout that day, but it's the same. You just see the student for 45 minutes. >> So it's not really requiring additional prep. >> Not necessarily. No. No, sir. I guess I'm a little confused over the over the pay part. The the waiver is is strictly to allow the student numbers >> to go over
076150 and it would be for that Friday only. >> The pay is not relevant to the waiver. >> Uh the pay to my understanding is a way around asking for the waiver. And and there's a there's a formula uh Brooke uh Brooke has sent me that that I've kind of plugged in that we would look at 30 I think there's 36 or 37 Fridays in the year that we would plug this formula in and that's kind of where I got my my numbers on the on the pay. >> There's legislation out there that allows a teacher and secondary to have a case load of 150 if the district provides additional compensation. >> Okay. And so if they get the waiver from having 150, they don't have to compensate. >> And the waiver, the 1240 waiver
077is based on the charter school that is able to do that without the additional. >> So whether you paid them or not, the curriculum, the time would all still be the same. >> We could keep it the same. And and honestly, going going forward to next year, if we're allowed to do this, we can make some changes on our end. And it may be kind of how we did the the um core classes that we selectively tried to limit maybe some numbers that that got placed in there so we didn't get this. We could look at it on these two particular classes. Again, it's these two teachers every single year. and the uh but again I hate to limit the kid that wants to go be Bob Ross in make you know do art but
078you would have to cut down however many students per class to be able to make fast Friday work without it. >> So if you didn't have the waiver today you would have to start paying them. >> I would I would get the approval from I'd need to get the approval from my board to to do that. >> Thank you. >> Yes. Is it fair to say that if you begin the compensation, if you go the compensation route, then you don't have to come back here? >> Uh, I believe so. >> I think that's my biggest issue with this whole thing is we keep coming back for the same issue and there's an easy solve for it. >> Mr. Henderson, though, ask your question. >> Yeah, obviously a very popular topic this morning. Um, Mr. George,
079appreciate your presentation. Um, I too have been here the last couple of years when you presented. Um, one thing that particularly was hoping to hear more of is the data. I mean, weekly the department teams are meeting with principles, assistant principles. monthly there's a PLC meeting on the district level and I was hoping to see obviously more data or hear more data information and uh when you think about that when you're voting you want to vote on the tangibles and it's hard to phandomly vote on what you can't see or hear >> right and and I'll say so weekly are K12 prek12 I mean prek does it as well they have they have their team meetings where they're talking about the things that they've went through through that week and where they want to assess
080and that type of thing. Uh every other week are um or as needed are district level. We meet and we bring uh some good things that are going on. Our principles bring the things that are going on in those our principles, assistant principles, they try to be in as many of these meetings as they can be in. Uh I was at two yesterday. Uh I'm I'm as first year superintendent. uh my high school people know me, but I want to be in those rooms and hearing the conversations that our K through uh seven are having. So, I I'm showing the value that we're placing on this as well. And again, we're building. We know it's not perfect. Uh and and we keep trying to take steps to make it as best we can. >> Miss
081Kener, do you have questions? >> No. Okay. I'd like to call the question >> for a motion, >> please. All right. So, having no further comments, then I need a motion. >> I'll move to deny the waiver request. >> I have a motion to deny the request by Mr. Ward. Do I have a second? >> Second. Second by Miss Hunter. All in favor of denying the motion say I. >> I. >> Any opposed? >> Hearing none, the motion is uh the waiver is denied. And and just to be clear, >> the concept is good. The delivery of how we make that concept happen is >> right. We're not moving on your schedule. So, we're just saying you don't get the waiver. That's all we're saying. >> Great. I can I can live with you. >>
082Go back and do that. >> And truly last three years, I appreciate your time and you hearing us out as we've tried to go through this process. >> Well, we appreciate you. I would actually like to come see you in your school. >> You're always welcome. Um again, it's um it's not perfect. We have our things that we could do better, but again, every decision that we're trying to make is for our students. >> Miss Mr. George, I hope that um today you said several times that your art teacher is very popular and students want to be in their class and I hope this is opportunity to present that to your local board as this is a great teacher who is in demand by lots of students and make the case for them to get
083the additional stipen um for the case load that they carry. It's not a it's not a opportunity to remove students from, but it's an opportunity to actually recognize that teacher and allow him to continue to do great things. So, thank you. >> Yeah. I hope I was clear in my vote that the purpose was to my hope was not that you would reduce the students in the class, but you would just pay the teacher. >> Correct. A great job. >> Yes, sir. >> Thank you so much. >> At this time, Courtney, have they started over capital? How long does it take to walk over? >> 10 minutes. >> So, they're they are getting started like right now. >> I mean, if it's my decision, I say keep going. But, all right, let's keep going. All
084right. So, then our next is going to be the petition for the Ozark Mountain School District to close its Bruno Payatt campus. Miss Ford, I think you're presenting. We're actually going to have our legal team present if that's okay. So, yeah, Mr. Schultz will be coming up. >> Good morning. Thank you, ladies and gentlemen of the board. Uh, this is pretty simple. I know we took care of one of these not too long ago, but this is a situation where there are certain school districts classified as isolated school districts or isolated schools within a school district. Uh that district has voted the district board of directors has voted to close with that isolated campus and by statute because there was one dissenting vote this board has to ratify that decision has to be filed 30
085days prior uh to the board meeting which it was. That's why it's on this agenda rather than the prior one. Uh and the standard um well two standards. One it it can't negatively impact disegregation was it which is not an issue here. Uh number two uh the state board shall only approve a motion to close an isolated school district or part thereof. Uh if the closure is in the best interest of the students is of the school district as a whole. So u there are no questions of me. I'll turn it over to the district and they'll present to you. Good morning. >> Thank you all for allowing us this time today. I'm Jess Knap and I am to a firstear superintendent of Ozark Mountain School District. Accompanying me today are a couple of our
086board members, uh, Mr. Travis Freeman and Mr. Andy McCussen, who are the president and vice president, respectively. So, please allow me to initially provide a general overview of Ozark Mountain School District and some context for this request. Ozark Mountain School District comprises four schools. Western Grove Elementary, which has a population of 166 students. Ozark Mountain High School, which has a population of 241 students. And both of these are located at the same campus in Western Grove, Arkansas. St. Joe Elementary which has a population of 85 students and Bruno Piatt Elementary which has a population that's been reduced to 15 students and the reduction in population is uh the general reason why we're here today. Um just going to kind of summarize here. Uh the consensus among uh a lot of longstanding district employees and stakeholders
087is this has been the result of several events beginning with the consolidation of the schools in 1973 and culminating with the August 6, 2025 school board meeting in which the Ozark Mountain School District Board voted 6 to1 in favor of closing the Berno Payatt Elementary campus. Uh we're here to request this campus be closed and we have a plan to integrate these students into the elementary schools as seamly as po seamlessly as possible. Transport these students in a manner that is as efficient as possible and utilize the staff who are currently serving this campus. Uh we're already taking measures to integrate and acclimate the students to the other elementary school within Ozark Mountain School District primarily the St. Joe Elementary campus and we're prepared to undertake the aforementioned process in a manner that's conducive to
088the holistic well-being of our students and that has our students best interest as our paramount objective. I'll go now to uh kind of a historical overview. In 1973 this the Bruno and Payatt schools consolidated and the current building was constructed. In 2004, Bruno Payet, Western Grove, and St. Joe consolidated to form Ozark Mountain School District. In 2020, the high school basketball teams consolidated within the district. They were combined. In 2022, the pee-wee teams did the same. And in 2023, our high schools combined to form Ozark Mountain High School. In 2024, our Head Start program closed at Bernel Payet. And as I mentioned in at the August 6th board meeting, the MSD school board had voted six to1 to close the Berno Payatt Elementary. We have had an enrollment decline over the last several years. Our
089current enrollment is 15 students and some of the data that we presented uh is a projection of 17 students. So, uh, let me just clarify that in 2022 and 23, we had a total of 158 students. That's when we still had a an elementary and a high school at Berno PayP. In 2023 24, we had uh 57 elementary students in 2425, 27 elementary students, and that's dwindled to a current the current population of 15 students. We serve students in grades first through fourth and we have nine students in of first through I'm sorry first through fifth grade. We serve students in first through fifth grade. We have a combined class of grades one through three where we have nine students and we have a combined class class of grades four through five where we have
090six students. We're staffing two full-time teachers and one part-time sped teacher at this this point as far as certified uh staffing goes. Um in Ozark Mountain School District, we do have letter grades of B across the board except for Western Grove Elementary, which has a letter grade of C. Um the simulated letter grade for Bruno Payatt was a B. These students will also be introduced into a student, I'm sorry, into a an elementary school that has a a a B-grade as well. Um financial realities our expense our expenses above revenue in the year of uh 25 we were $631,541 above revenue and we're projected to be $315,878 above revenue this year due to our the cuts that we've made. Uh we don't have a dean of students there now. We have a principal serving both
091campuses as I mentioned. and we've reduced our staff. Um we do have a mold issue which is primarily contained to the basement. Uh we've made sure that we've taken all of the safety precautions as far as our students go, but this is a uh an area that we use as a safe room. So that is a concern. Um, as far as transportation and safety routes go, uh, we're prepared to transport these students in uh, as uh, as minimal a time as possible. The most that the u time that will be added to the current routes is 20 minutes and that could be reduced a little bit uh, with uh, the paving of a county road. We're already transporting meals there. So, that that's something that that won't change. Um, we are uh prepared to reassign
092our staff. We're actually exceeding maximum capacity and three classes at Western Grove and we've scheduled to accommodate those needs, but we can definitely use these teachers and we have a plan to do so. Um so you know in in some uh you know this isn't really uh financially responsible to continue this campus and u as we indicated it was uh almost a uh uh you know unanimous vote to close and so that's that's why we're here is just to present our case and and petition for uh for the closing of this campus. Mr. Henderson, >> you mentioned uh transportation um 20 minutes. Uh when running those routes, are we talking about the two routes, one bus, or we talking about several buses? I'm just curious to know um >> Yes, sir. logistics look like >>
093our current routes um the first route elementary students are only only on that bus for a duration of 15 minutes. So we would be adding 20 minutes to that time. >> The second route elementary students are only on that route for 32 minutes duration. So it would add 20 minutes to that one as well. We do have um four students, I'm sorry, five students who are transported by parents currently and that arrangement would would continue. We've been very transparent with our our stakeholders about this and they're all privy to the fact that this could be something that is uh is likely to happen. So, we we've communicated with them about everything that we could think of. In regards to uh geographics, how far approximately are the schools? >> Um Bruno Payet is 17 miles from
094St. Joe. Uh after a local uh county road is paved, that's going to take three to four miles off of that um off of that route. >> Sir, is that going to happen the paving of the road? >> Yes, ma'am. They they've indicated to us that it will. Okay. >> Yeah, >> Mr. Frag, Mr. Wood, >> I don't have any questions. These these questions are are difficult for any community, but the the numbers are just overwhelming to me. 14 students costing $630,000 for a campus at $45,000 per student. That's >> Yes, sir. >> That tells the whole story to me. So, all >> support. Miss Kener, do you have any questions? So just one one point of clarity and I think you addressed it. Just >> um this transition is not going to create any
095kind of overage on the teacher student ratios. >> No ma'am will transition >> the majority of these will be going to St. Joe and we have plenty of of of space and uh teacher uh capacity to accommodate those needs. >> Yes ma'am. clear for me. >> I I kind of agree with Mr. Wood so far. I did one point of clarification. I I haven't heard yet like what the board member who voted against it what his concern was and then I would love to hear I mean just the concerns of the community if you've heard any ve >> very few I mean there there has been some resistance I think mostly out of just loyalty and allegiance to the you know the their alma mater. >> Yes sir. Did the board member live in either
096Bruno or Payatt? >> Yes, sir. >> Yes, he does. >> I have a couple questions. You talked about the integration plan for the students. Could you just elaborate on that a little bit on how you're going to help them be comfortable transitioning to a new school in the middle of the school year? >> We've already taken some measures to do that. uh they've been attending our terrific kid assemblies and our our award ceremonies, pep rallies and such. And um also last week there was a I mean I'm sorry last year there was a week-l long period in which uh there was no water at the Bruno Pay school uh and we experienced a similar situation this year. So they've already they were integrated during that time as well. So uh you know those are some
097measures that have been taken. Um, other than that, you have two pretty small, close-knit, rural communities where everyone kind of knows everyone else and, uh, we're all, you know, pretty well acquainted with each each other, students including. >> Okay, that second question, um, you talked a lot about the cost. Um, what what will be the cost? Is there a plan to to sell this the existing facility uh, take it off the roll so that it's not a financial? >> We know that there are some regulations that we have to follow as far as making it available for a charter school unless we apply for a waiver. Um I've looked into spoken with representatives from NorthArt from um the the uh the hospital association, the North Regional Medical Center um and some other uh non-educational entities.
098There doesn't seem to be a lot of interest in it at this time because of the the proximity the location. It's it's a very rural location, but we're going to continue to look into that. >> Thank you. >> Yes, sir. >> Did you have a question? >> No. >> Oh, okay. Um, my one question, was there any thought to moving over at semester, letting them finish out the semester and moving over? >> That's our plan. >> That is the plan. Okay. Yes, ma'am. >> Excellent. >> Yes. >> I don't have anything else. Okay. Does anybody have a motion? >> I move to approve the petition. >> Okay. I have a motion by Dr. Abbott to approve the petition. Do I have a second? Second >> seconded by Dr. Arnold. All in favor say I. >>
099I. >> Any opposed. >> Hearing none. Motion passes. >> Thank you. >> I I just want to make one comment. I'm so impressed with the approach and the sensitivity that you've taken you and your entire team have taken on this. I know it's it can be kind of uncomfortable in the community, but it seems like y'all taken great care. Um so I appreciate that. >> Thank you, ma'am. I appreciate that. Thank you all. Thanks. >> Okay. And I think our last action item is approving the 2026 State Board of Education meeting dates. >> Not much of a presentation, but as you know, by law, you all are required to set your meeting dates for um the next year. We've stuck with the standard second Thursday of the month, but if you have any questions, I'm
100happy to answer. I have a question just maybe not for this round >> you know like >> is there a requirement that we meet every >> No there's not it is entirely up to you all the frequency um there are some occasions where let's say you met every other month on a regular basis we might have to call a special meeting to meet um certain timelines of things but that would be occasional not necessary to be every month Motion to approve the dates. >> Make a motion to approve. >> Okay. I have a motion by Mr. Henderson. Do I have a second? >> Second by Dr. Abbott. All in favor say I. >> Any opposed? Hearing none. Dates are set. >> Thank you. >> We'll move on to consent, which there are none. No, just
101the minutes. Does anybody have anything to pull from consent? If not, I will need a motion to approve the consent agenda. >> Move to approve the consent agenda. >> I have a motion by Miss Hunter. Do I have a second? >> Seconded by Mr. Bragg. All in favor say I. >> I. >> Any opposed? Hearing none. Consent passes. And I think at this time that is the end of our action agenda. So let's take like a five minute break so we can get packed up and we'll reconnect. I stood in the hall and wanted but as a result I lost some hearing but that's okay. That's okay. No. Good morning, Arkansas State Board members, Deputy Commissioner Stacy Smith, Chairperson Adrien Woods, and all others present. As you know, I am Charlene Wright, a Pineville School
102District stakeholder, and appreciates the opportunity to present public comments. Our district accepted the will of the Arkansas Department of Education to allow the Pine School District to maintain its appointed limited board contrary to act 633 and 2023. We have accepted act 50 act 503 and act 90 in 2025 to mandate Pimla school district to elect four board of directors in spring 2026 and to have public comment at each board meeting. Our belief is that Pimbler school board and administration is intentionally defying and failing to comply with act 503 Senate Bill 1724 to mislead and deny the Pimbler school district residents their lawful rights to elect four board of directors in March 2026. We are being denied transparency by the administration to publish correct election correspondence using the Arkansas School Boards Association guidance for holding elections
103in 2026 and 28 according to act 503. We have been given two different tables that are non-compliant with act 503 and the Arkansas school board association guidance. The last table omitted required us requirements of original appointments, elections, and original term expirations to me mislead the Pineluff residents in their election and opportunity to run and omitted the election of zone 5. We have petitioned for our democratically elected board in the election of all seven board members since our return to local control for an emergency meeting. And we felt that our election in spring 2026 would be a lifeline for our efforts to complete local control with democratically elected board members of a total of six with two elected in 2024 and four elected in 2026. We solicit you to assist the Pinler School District to obtain
104our right to four elections in March 2026 according to act 503, Senate Bill 1724 without residents having only 34 days remaining to circulate and return petitions. Again, thank you for allowing me to have public comment. expect. last week. First I think Good morning everyone. I was invited by system. And so really powerful teams. And so we started our proud to travel. teacher actually watching. She's a sixth grade math teacher at Middle School. We have Ashience is now in the position of facil. teacher I'm not sure And then I spent the whole week in Washington DC. So I was there students of the year. It was such the laughter. learn each other. Unfortunately, the shut down is not able to attend all created all of the state actually. partnered with one other unfortunately not able We
105also I was a little scared at first. She and I met him. Great conversation. You want to talk about politics? Well, I know last year CCS benchmarks. search. He really didn't I will say only. Okay. Second will One more.