State Board of Education, September 11, 2025

001Okay, that should >> Thank you. I did. >> Oh, >> there you are. Well, I'm gonna go uh I'm gonna go off video and then So standard. internet do when you're not. So Let's see. Not at all. Yeah. Testing. One, two, three. How's that sound? >> Okay. >> 7.3. She's our new assistant for teacher effectiveness. She replaced Carly Sarini. Nice to meet you. So we look at what that acronym stands ISO >> very impressive. Okay. Okay. >> Flexibility. I just seen It's really odd that we have barely today. >> Uh, no. I think I heard the chair say that we that um >> we had to be here in a seat for it to be which is pretty risky. >> Usually they'll zoom in, but they're not on there now. So, do you have to

002do this in every meeting? >> As far as >> a headache, I'm not a big fan of it, >> but it is drag you out of the Yeah. Yeah. It dissipates. I don't have the details. I'll let them know. [Music] Oh, I see I saw the take advantage of it. on time, too. So, this is >> not getting the real deal. Walmart. >> Yeah. >> I'm here. I'm here. I promise. I'm ready. >> Serve. Are you going to get to do the >> wrong? >> Yeah. They fixed it. >> That's something got sharpened. Good morning. >> It is 9:04. We will go ahead and kick off the September 11th, 2025 statewide education meeting. So, welcome. Um, in light of just sort of the heaviness of yesterday as well as the sobering reminder of today, let's

003take a moment of silence before we get started, please. Thank you. If you will stand for the presentation of the colors today. color. >> Please join me. >> I aliance to the flag of United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> We're now going to have the national anthem. >> Good morning, board members. Um, I am pleased to introduce two of our students from the Arkansas School for the Deaf and Blind. Um the first is going to be our singer, Miss Cheyenne Caldwell. She's a seventh grader from Bryant, Arkansas. And um our signer will be Mr. Jonas Comr. Um he is from Bentonville and eighth grade. They said they go ahead. Oh, say can you see by the dawn

004early light what so proudly we held at the twilight last gleaming brought stripes and bright stars through the perilous fight. Or the ramparts we've watched were so gallently streaming and the rockets red glare. The bombs bursting in air gave proof through the night that our flag was still there. Oh, say does that star spangled banner yet wave or the land of the free and the home of the brave. Hard. >> So, wow. Right. Like if you ever um wonder why we do what we do, isn't this just a wonderful reminder that we have the best students in the nation right here in Arkansas and they represent us so well? So, um thank you uh to Kat High School's color guard and the school for the deaf and blind for sharing your scholars with us this

005morning. And um as as we were planning this agenda and noticed that the date fell on September 11th, um we decided to say this is this is an important day because we're supporting schools all across the the nation in making sure that history isn't forgotten, right? This this is an important day as the nation commemorates and honors the thousands of people that have lost their lives in 9/11. And it's our job as educators to teach students about the events and actions that took place that day, but it's hard to remember that this was 24 years ago, right? So, I think for a lot of the adults in this room, you you have vivid memories of that day and it it just seems so recent and real, but a lot of our students in our schools

006weren't even born yet. So, this is important uh for us to take some time out and make sure we get it right and and take an opportunity to hear from our students today about why it's why it's great to be an American and why we teach patriotism each and every single day. So, to the chair, I'll turn it back to you, >> please. >> Good morning. My name is Cadet Kaylee Owens and I am honored to serve as the cadet group commander of Kabat High School's Air Force Junior ROC program. Since I was 10 years old, I have dreamed of becoming a pilot and serving in the armed forces. Joining AFJOTC was a natural step towards that goal. But I didn't realize then was how much this program would shape me. Looking back as a

007senior, I know it's prepared me for f my future in many ways I've never expected. Over the past three years, I've gained leadership experience, learned the importance of service, and developed discipline and standards expected by Air Force members. AFJOTC is not just about military training. It's about building citizens of character who live in live with integrity and give back to their communities and strive for excellence. Our program offers incredible opportunities. Cadets often complete over 100 hours of community service in one year. While our curriculum includes robotics, rocketry, drones, leadership, and physical fitness, these experiences challenge us, inspire us, and prepare us to succeed. Most importantly, AFJOC has given me a community of young men and women who push one another to grow and lead. I am proud to be a part of the core that

008is building leaders of tomorrow. Thank you. [Applause] >> If I could, I'd also like to just recognize uh Major Sean Gibson before he leaves. somebody that doesn't want any credit, but if you've never had an opportunity to visit the ROC program right there at Keva High School, it it's a premier standout program and um it's a lot to your your leadership and dedication. So, thank you for what you do. [Applause] >> Well, I was going to turn it over to Stacy Smith, but she walked out. So, >> Brigadier General >> Oh, I'm sorry. Brigadier General >> Frig General Bridges if you'd like to come. So I'll introduce General Bridges. Um he he oversees our National Guard. He's been a a great partner um with us here at the Department of Education and um making sure

009that uh we're we're uh in lock step and making in ensuring that our students know that if they have a passion to serve, there's a pathway for them. >> That's right. and um big supporter of the work we're doing and and he's very visible and active across our schools um in the state of Arkansas. We're really lucky for for his leadership and guidance and we asked him to come in and share a little bit today about what it means to remember 911 in in the state of Arkansas and maybe give an update about some of the wonderful initiatives that you're helping us implement across the state. >> Uh as you said earlier, thank you Jacob for the opportunity. Thank you for what you do for our state and our and our students and their parents

010uh for being on this board. Uh and I think uh many of us can remember where we were on that day 911. Uh and I was a lieutenant uh at Camp Robinson, Amber. Uh and so I was a lieutenant at Camp Robinson. And uh and so I I was this conference planner for this national conference that was happening uh at Camp Robinson. And we had these leaders from all over the every state uh 50 states, three territories, one District of Columbia and the conference was starting at 8 that morning. It was a Tuesday morning and and I'm running around getting things ready to go and there's these TVs in the back and if you remember back then the TVs weren't flat. uh they were very thick uh tube TVs and it's the Today Show and

011you know you see this one plane going to the building and I saw that I'm running around and I said that's a terrible accident. Uh, and then we these information briefings keep going in this conference and the second plane hits and it's not an accident and then the information briefs stop and and then the FAA doesn't allow any air air traffic over the country and there's the National Guard operations officer that has to get back to DC. uh and FAA had and he's here at Camp Robinson and he has to get clearance to fly back to DC from the FAA and these other officers in their state national guards have to get back to their states u but there's no planes uh and so they get rental cars if they can and they drive back

012from Alas to Alaska to Florida to California and all those things and we set up uh we set up this operation center there for the a number of days and we were working things out there. And I was talking, incidentally, I was talking with Amber right before this. And before this day, 24 years ago, you could drive through Camp Robinson and it was often a cutthrough where you would cut through and you would save five or 10 minutes. Uh you can't cut through anymore. Uh and so we have a TSA because of this day. Uh we have uh more security because of this day. Uh and I think it's a great remembrance uh that uh we we need to do whatever it takes to secure uh our ability to make our own choices. >> Um

013and so uh let us not forget um the importance of providing security for our citizens and the necessary uh the the necessary sacrifices that many uh have made to make that possible. Uh, I'm a fan of education. Uh, I'm a fan of Jacob Oliva. Uh, and, uh, I believe that the most decisive thing that's going to increase the the prosperity of our state is an educated and skilled workforce. Uh, and and so I'm so thrilled about the great things that are happening in Arkansas as it relates to education. And when I talk to people, I often say that Arkansas punches above its weight. Uh and we are punching above our weight in many uh in many ways. And so I am excited to work with Jacob and the education professionals uh to provide opportunities for

014young men and women uh young students in Arkansas to achieve their dreams. I want them to achieve their dreams. We need them to achieve their dreams and those dreams need to be successful in the in the areas that we need that for our for our state and I believe uh we are uh we're partnering in unique and powerful ways uh more so than ever before. Uh we we know the three E uh I say the three o three E all the time. And we were in a cabinet meeting uh we were in a cabinet meeting back in the spring and the governor said if uh she she I think she stole your quote here or something but she said if we have students that are unable to enlist, enroll or employ something and and so

015I want our students to have the opportunity to choose their future. Uh and and I think enlistment can be a powerful pathway for a future and that's full-time and it's part-time. I'm biased, but I'm in the Arkansas National Guard. Uh, and 80% of our 9,000 members are part-time and they have careers uh in industry. Uh, and and so we are contributing uh to every community in in the state, all 75 counties. Uh and what I want our organization to be is a pathway uh working with school districts and the department of education uh to enable a student uh to achieve their educational aspirations. 50 to 80% of the members that join our our organization do do so for educational reasons. And then I want to educate them, have them complete their educational aspirations, train them

016in a military skill. We have over 300. Uh and and then get them into a thriving career, ideally in Arkansas business in the state of Arkansas. And and so uh we have much to be proud of. Uh but we have much work to do. Uh we're working specifically on uh increasing ASVAB testing and and the scores of ASVAB. I just want to share this real quick. Uh I say this uh you will not enlist in the military unless you pass the ASVAB. You will not pass the ASVAB unless you take the ASVAB. And so uh that's a pretty good statistic. Uh and and so we are we're renewing our emphasis on the ASVAB. Let me tell you something. Uh the ASVAB gives a student two unique things. It tells them what am I good at?

017It tells them what I would like to do and then it gives that two pieces of important information to a counselor. I've got a I've got a daughter who's a sophomore and I ask her what does she want to do in the future and she gives me this. You know, I don't know what that sign language is yet. Uh and so I'm trying to figure that out. And so I think these two important pieces of information is is critical for a counselor to be able to have an informed conversation with a student. And what's also exciting is that information then can be passed to a parent like me trying to guide my uh my child to their future. And here's another exciting part of that. What how much do that does that ASVAB cost? Zero.

018Uh, and so the ASVAB is a career exploration program that gives the student these two things and it can be used for military interests. I think that's important. Uh, and then uh, so we're we're working uh, with Jacob on that. Uh, we've worked with Ross White on uh, I think merit and distinction uh, C categorizations that and so we're excited about that. Uh, one more point here and I just want to close. People think that joining the military is like your last resort before jail. Okay, that's so far from the truth. Okay, 31 on the ASVAB is a minimum score of entrance. The average score in Arkansas is 34.7. That's equivalent to an ACT score of 15. Okay. Uh we have over 300 jobs in the Arkansas National Guard. uh many of them our students

019are not uh scoring high enough to qualify for those jobs in the military. Uh and so we want to increase the number of students taking this test. Did I tell you it's free? Uh and and then we want to increase their score uh to give them options. Uh, you can be an aircraft mechanic in the Air National Guard at Little Rock Air Force Base and get a $50,000 enlistment bonus and then go to work for Dan and Falcon in Little Rock, $65,000 salary at 19 years of age, 2185,000 to be a mechanic. Okay. So, we have a range of opportunities where we can take these young men and women, give them values, leadership, discipline, and catapult them into life. I'll close with this. I feel like I want to be I want to be an

020extension of this coach, teach teacher, parent uh framework where we can take these young young men and women into adulthood and help help shepherd and structure into a structured environment. Uh so look forward to part partnering with Jacob. Uh open to any and all ideas and we want our students to be successful. Thank you. >> We salute you. >> Please let us know what we can do. >> Thank you, >> General Bridges. Uh I met you u at a capital day event in Pocahontas. I'm just just as impressed now as I was then with your leadership and the things that you're doing for education and also the state of Arkansas. You spoke on a few things that are true and dear to my heart. number one, safety. >> Yeah. >> Number two, workforce. And number

021three, teaching our kids. So, I salute you as well. >> Thank you. >> And and I'll just say in closing, thank you, General Bridges, for being here. Um, it was important to us when we were looking at how we built on the momentum of Arkansas Learns and tying in to expanded pathway opportunities for students in access and combating the reality that not everybody's on a highway from 12th grade to university. Look, while that may be a highway from sub students, it's not the highway for all students. And we know that students need different pathways. A one-sizefits-all approach doesn't meet the need of all. And when we say the three E around enlistment, enrollment, employment, we started having questions like, do we really have pathways for students that want to be enlisted? We heard from a

022a fine young scholar today at Caba High School. So, we're we're look we're going through those um pathways to make sure that they align with merit and distinction and we can recognize those students and and uh and elevate them to the same level that we would for a student that may be on a pathway to university. This is just as prestigious. It's just as important and it's just as right as it is for that child in that moment. So, your team has been phenomenal partners and we're we're really really fortunate to have the relationship that we have. So, thank you as well. >> Thank you very much. >> All right, Stacy Smith, >> welcome back. >> I was telling her I was taking it a little personally. She hasn't been here for my first two

023meetings as chair, so Good morning, Safy Smith, Deputy Commissioner. Um, I don't know if you guys ever noticed, but usually after students per perform, I always get to sneak out the back door and see them in the lobby. And what you guys don't get to see, and what you didn't get to see today was when I walked out those, but you know, the Cabat High School OTC team was in here. They were poised. They were serious. out there in the hallway. It was absolute excitement and pride at what they just did in here. Right. I then got to go around the corner and see the two students who so proudly represented us today by singing the national anthem. The excitement and the pride was just over the top. And so these moments are important. And

024these moments when these kids 10 years from now, 15 years now, 20 years from now, they'll talk about the moment that they got to come before the state board of education and present the colors or sing the anthem. So, thank you for giving them the opportunity to do that. Um, because this is putting what they're practicing and what they're doing and what they're instilling into reality, right? And instilling something deeper. So, thank you for giving them the opportunity. um and the the the place to do that. So, this next bit, while I'm proud that my name is on this list for Arkansas 250, I'm not the one who's done the work. >> All right. Um there's >> Yeah. Yeah. Yeah. It's been hard. I mean, you wouldn't believe how many late night hours that I've

025been up here. Um what I get to do though is I get the honor and privilege to introduce you to um some folks who have been really deep into this work. The first person I want to introduce to you is our new assistant commissioner for educator effectiveness and lure, Dr. Brandy Benton. Brandy, come on up, please. I want to tell you a little bit about Brandy. First off, what a still to have her with us at the Department of Education. She is a recognized leader in education across the state. Prior to coming to the department, she was the deputy superintendent of curriculum instruction at our partner, Virtual Arkansas. Um, Virtual Arkansas actually started as a virtual school throughout the state to be able to provide effective educators, quality educators, access to courses all throughout the

026state um that couldn't get those classes. And so that was a state-f funded project. and land and Brandy in the last few years has been a part of that team actually created um helped create a military pathway through that program again reaching schools that don't have the opportunity to have those pathways on their own. So we are excited to have her here. She also was the associate provost at Henderson State University. So not only does she has this vast experience in curriculum instruction um on the virtual side, but she also has higher ed experience. but she started off as a middle school teacher, right? Um, so she is a national presence plus a state presence. So we are very excited to have her here. Um, also want to recognize Amber Pranique. Amber, stand up. She

027is our director that works in learning services, director of humanities, and she has a team with her today, Rhonda, Isaac, Trey, and Kevin, who have all been working on this project. And so, not to steal any more of their thunder or lightning, I'm going to turn it over to them. Um, but they have spent many hours working on this cross agency collaboration. Dr. Benton, >> man, she made me sound like I'm somebody, but I feel really humbled to get to stand before you guys today. And I know at some point in the future, maybe the presentation won't be as exciting as what we're getting to share today. But again, I'm Brandy Benton. It was nice to meet everyone earlier and, you know, making a personal um, acquaintance there. I have Amber Pren with me, my

028colleague from learning services who's really spearheading this project. But about a year ago, I called Amber and said, "I've got an idea. I hear there's this new Arkansas Commission to help celebrate the America 250. I think we could collaborate. Virtual Arkansas had the resources, the systems, the subject matter experts to help Desi build a d a digital curriculum that we could push out across the state. Um, and so she said, "Let's talk about that." And we worked together to develop a charter for the project and to build out the framework for a series of thematic curriculum resources that schools, students, and families could access throughout the year. And so we've had so much fun. My role has changed. I'm no longer with Virtual Arkansas. I do want to give them a shout out in the

029back. Our executive director, John Ashworth, is here and Paula McDougall is actually the project manager on the Virtual Arkansas side. So they came today to hear about how we're going to share with you all these resources. Um I want to give a little bit of background on this project for those of you who who may not be familiar. Yeah, >> thank you. Um, so if you're not familiar, um, in 2016, the US semiquincentennial, and I challenge you to say that five times fast, commission was created by Congress to coordinate and plan events leading to next year's 250th anniversary of our Declaration of Independence. Um, and then in 2024, Governor Sanders appointed the Arkansas 250 Commission, and that's chaired by Sher by Secretary Sheay Lewis with parks, recreation, and tourism. And underneath Arkansas's commission umbrella, there

030are several subcommittees, including the education subcommittee to which Amber and I serve. Um, Dr. Ken Warden, um, Department of Higher Ed is actually is actually our lead for that project. What we're going to share with you all today, there are lots of projects going on underneath the education subcommittee. We're going to share the projects that Desi and Virtual Arkansas and some other partners have worked on together. Click um we have created like I said a series of thematic curriculum resources, highquality instructional materials that are going to be available to again those schools, educators, families and students across the state. When we created really this charter and this vision for this, we wanted to ensure that it was aligned with the Arkansas Department of Education's um vision that whatever we would create would position our students

031to engage in 250 years of America's story by preparing, supporting, and and inspiring their future successes as future leaders in our state and nation. But I really want to give Amber the opportunity to really showcase the materials that we've created. And at present, we have the full framework um that that is mapped out, but you're going to be able to preview August and September's resources that are already publicly available to our students in our state. So, Amber, at this time, I'll turn it over to you. >> Thank you. >> Do you want me to click for you? >> I would love it. Thank you so much. >> Well, good morning. My name is Amber Pernique in the office of learning services. Thank you for the opportunity to talk about this amazing work. Um, you know,

032we talk about the charter. We live by that charter. It is it is our daily work. But I think what is more important is it's we we are putting out a phenomenal product. But what you're what you don't see behind the scenes is the work and the dedication and the discipline of our teams. like they are doing brilliant work and we are so proud to just get to be a part of it. So yeah >> and I have to brag on because our no other state has created a resource >> to the extent that Arkansas has and that includes states like Virginia. >> No pressure. No pressure. All right. All right. So, let's talk first about our student experience arc. Uh, this really defines how our learners will engage with ACA250, moving from the past

033into the future in a very purposeful way. First, our students are going to connect with our nation's history by exploring the people, places, and industries in Arkansas that shaped America's story and preserved its shared heritage. Next, they celebrate Arkansas's unique story through the time-honored traditions, enduring values, and artistic expressions that reflect the strength and spirit of our state and our nation. And finally, contribute to our state's future success, whether through enrollment in post-secary education, pursuit of high wage, high demand employment, or enlistment and service to community and country. To make this student experience arc tangible, we've designed monthly themes that bring Arkansas's story to life through STEM in the humanities. So in August, we started with the natural state wonders, highlighting our geography and biodiversity. And then in September, which content was released just last

034week, it features resources about Arkansas's journey to statehood and also includes a founders museum with guidance for commemorating Constitution Day and Celebrate Freedom Week. In October, we are going to focus on Arkansas's indigenous heritage, including the Quapa, Osage, and Katau tribes and the region's role in early exploration. And in November, we honor the duty, sacrifice, and enduring contributions to our communities of Arkansas's military legacy and heroes. Each theme provides readytouse, standards aligned, highquality materials that are designed to open doors to community and family engagement. And these resources are going to be organized by gradeband, K4, 58, and 916. So each month, students will take part in thematic expeditions to connect, celebrate, and contribute to Arkansas's story. But our expeditions aren't just lesson plans. The MAP expedition will provide readytouse, flexible learning experiences designed for classrooms,

035community settings, and even at home. So teachers can lead them directly or students across all learning systems can drive their own exploration whether in person, hybrid or virtual settings. Our compass expedition is built on highquality learning and resources that includes teacher guidance for seamless integration into existing highquality instructional materials that are already being used in the classroom. The navigator the navigator expedition is a partnership between Desi and schools uh where they are given opportunities to enrich learning and celebrate um our heritage whether it is through curated materials, unique projects or student recognitions. Um you might already know about the ornament project. Right now we h we are inviting every district across the state to participate and send us an ornament and we are going to display that at the capitol during the holidays. And so

036just different ways for our schools to engage with one another and celebrate this milestone. This ensures that learning is not an extra but is directly aligned to what is already happening in our schools. For students grades 6 through 12, the Express Pass extends into community service. So these are opportunities for civic engagement and real impact in their local communities. For kindergarten through fifth grade students, the Passport Expedition encourages families to explore Arkansas heritage together through visiting museums, historic sites, and parks, many of which are found within their own counties. This makes the learning accessible no matter where our families live. Arkansas has a unique opportunity, not just to commemorate history, but to shape how the next generation understands it and carries it forward. This work is only possible because of our strategic partners along with

037districts, families, and community organizations across the state who are already helping us bring Arkansas's story to life. To all of you, we say thank you. Together, we will ensure that students don't just learn about history, but they live it, they celebrate it, and they help shape the next 250 years. What we have created for Arkansas, we truly are transforming our state to lead the nation in student focused education. This work would not have been possible without these partners on the screen. And again, a huge thank you to the humanities team for their vision and dedication to bringing Arkansas celebrates America 250 to life and to the de design and development team at Virtual Arkansas for making that vision come to life through the interactive curriculum dashboard. All right. So, we are inviting you, the leaders

038across our state, to help amplify this historic moment. Celebrate by lifting up local stories, traditions, and events. Share them widely using hashaca250 so every community sees themsself in this journey. Connect by celebrating and collaborating with schools on expeditions and civic projects that bring history off the page and into life. contribute by ensuring that every Arkansas student has a chance to take part. Whether that's through access, opportunities, or encouragement to follow our progress, explore resources, or get involved, visit america250.ad.archkansas.gov, or you can scan that QR code. Uh, thank you for your leadership and support in making this once in a generation celebration a reality. We welcome any questions you have at this time. Well, we certainly want to fan this flame. >> Absolutely. >> Uh can you share with us how the uh superintendent have been

039invited in and how they've been motivated to push this opportunity through their district? >> Sure. So, our our main mode of communication is through the commissioner's memo. And so right now since this is we really are in the early stages of launching this program um the word is getting out and it is getting out very quickly. Um but through commissioners memos through press releases we are doing our best to spread the word and um monthly we are releasing content and so we invite our superintendent to be watching for those commissioners memos and the resources are going to be onto on the website loaded in the dashboard ready to use. Um, most of these templates are pretty turnkey. >> We're also doing social media. There's a Facebook page, Instagram page over. >> That's right. It does.

040Yes. A lot of followers in just the last few weeks and we are keeping that as well. >> Well, thank you for this and thank you for putting it together behind the scenes. I will say that the chambers of commerce should really hear about this if they haven't already. I think they could be a good partner in this. >> Okay. So, in that same vein, tagging on to the uh chamber of commerce, you know, how do you see industry kind of adding content to this? Because I think about a lot of the industries that we have in our state, they have a lot of rich history. to contribute and whenever I read on the you know host events and collaborate on the journey I mean I I I work at a I'll say I'll call

041it a historic institution Simmons Bank we've been in in Arkansas for a very long time and you know so I think we've contributed to the history of the state uh as do so many other uh companies >> so how do you see them partnering or on this program >> the chambers have their own committee that they're engaged in. So, they're planning events throughout the state of Arkansas. They have their own calendar, they have their own events, and they have their own activities planned. And all of that work is being compiled into um a resource set list that will be on one website that's already out there and published. Remind me who is managing that website. >> Um the Department of Heritage. Katie, the Department of Heritage. Yes. posting it and all of the other subcommittes

042are sending content to them. So, there's one primary hub that anyone in Arkansas or beyond can go to to see all of the events and all of the resources that we're going to be rolling out throughout the course of the year leading up to fourth of July next summer. So, if if I could um one, thank you for that update. And I think when when you're asking about how do we make sure industry knows, school districts know, this is one of the goals of today is is to keep raising awareness because this is phenomenal work. And um we're going to hear from our educational cooperatives a little bit later today. That that's probably another pathway we want to tap into and make sure that um we get it right because this is I think you

043said once in a generational uh lifetime experience. But but I I can tell you when Governor Sanders signed the executive order to put in the America 250 Arkansas Commission and education was named part of that, right? Like that we want to do that. when we went back to the team and said, "Hey, let's let's think of some things that we could do to make sure we'reware raising awareness to celebrating 250 years, right?" I mean, my thoughts were like, "Okay, maybe we'll have a coloring contest or like the work that they came up with secretarian, >> but but when I tell like an essay writing contest, like that's that's what other states are thinking and the vision and imagination that this team came up with to really make this come alive is extraordinary." And um there

044there was a famous educator for a while named Bill Daget that used to always talk about you have to have rigor, relevance and relationships in your lessons. And they have embraced that like it's aligned with the standards. So it's not a burden to the teachers. This is content and history we know we should be teaching and it's relevant. Kids are going to be able to see how Arkansas contributed to the nation and how their community is part of the action that shapes that story. And um it it's just so phenomenal and and students are going to build those relationships not only with their peers and and their schools but with their community. And that is so important that students are connected to um our history as we're honoring the past and looking at where they

045are and shaping our future in the present. So I I I can't um thank this team enough. this this has far exceeded I think anybody's um vision or ideas and it just keeps getting better every time they meet. So I actually told them earlier I was like once this is done you're we're you're now going to be the department's like coordinator of all special projects or all crazy ideas. So we're going to keep this going. No no no pressure. >> Absolutely. >> Will you keep us posted on events and things? >> Absolutely. Thank you so much. Thank you guys. >> Wow. Mr. Secretary, I wanted to say since you're good friends with Secretary McMahon that I'm sure she would be interested in learning what Arkansas's leading in this endeavor for the other states. >> We

046will definitely be able to share that with our federal partners. >> This is this is by far a best practice that can be shared. >> I think so too. >> Great work. Okay, before we Is there anything else that I'm missing? I was going to introduce our new sport. >> Yeah, I was gonna say I know. No, I was going to ask. We had a lot of introductions, but there's a new face on the board before we get into action. I think um we should give them the proper welcome. >> I was going to say for sure. So, for those of you that have not had the chance, Dr. Erin Abbott is our newest board member. He is with me representing the fourth congressional district. So, he is from Springdale. He replaces Mrs. Rollins. Um

047and we are so excited to have you here. If you've not read his background, I would encourage you to do so >> or you can share it. I don't want to put you on the spot. Um, >> it's his first meeting. We have to put him on the spot. >> But I just wanted to make sure that we welcomed you. And also Diane Zuk was the chair when I first came on and she was like, there are no stupid questions. So please, you are the only one that is responsible for your vote. So feel free to ask whatever questions you need to feel comfortable with whatever you do. And your first day is just as important as your last. And you will be here for seven years. So get very comfortable. >> Any words from

048you? I'll just say thank you. I do consider it a incredible privilege to be able to serve the state uh in this way and I'm just I'm excited to be here for seven years. >> Well, and and we want to say thank you and for having the courage to serve, right? I mean, it takes leadership to be out and and and I may be biased in thinking that the decisions we make are for me the most important decisions we can make as a governing body for students. and it's real impact and it's um real purposeful and um to Chair Woods's point is we want to get it right and this isn't um a board that we want to be just kind of passive. We want to be engaged and there's going to be times where

049we have meetings. There's going to be times we have workshops. We're going to seek input because you are a reflection of your region of the state and as well as um all of the state, but a voice for our students and a champion. And um whenever we can welcome new board members, it's it's a privilege to have you and we're we're really blessed that you're here and we look forward to getting to know you and work with you better. >> I appreciate it. Thank you. >> Okay. With that, does anyone have any changes to the agenda? No. Okay, we will move on to our action agenda. First thing we have is Miss Stacy Smith with the Education Service Cooperative annual reports. Just a little light reading. >> Just a little light reading. >> That's right.

050See, I knew you'd been missing me, so I just had my name on the agenda like several times this morning. >> That's right. Um, good morning. So these are the educational service cooperatives annual reports. Um they're really compliance reports. All right. They are dictated in law. What exactly has to be in the report. Um I do want to kind of just outline some of the things that are required. The policies and the procedures for the educational cooperatives. Um as far as overseeing the administrative program expenditures. um a record of employment pro policies and practices. They have to provide data on the race and sex of each person who is employed there. They have to provide um information on who sought employment there. They have to say who's related. So you can see there's a lot

051of things about hiring and funding and administrative pieces. Um a report of receipts and expenditures. Um, so those are the compliance pieces that have to be within the report. Then they also have the ability to add additional information within their reports to talk about more of their supports and their services that they provided. Um, all 15 of the educational regional coop regional service cooperatives um submitted the reports in time and those have been added to um the agenda just for approval that those reports have been submitted. Um, we do have three um of the cooperative directors here with us today. Um, and I'm gonna ask um Karen, I think they they sacrificed you. Is that correct? Come on down. Um but I do want to note over especially this last year um with the intense

052focus on discussion around what is the role and responsibility of the cooperatives and in this era of how we are transforming education in our state. How does their role change and what does that look like? Um they have been great partners to walk alongside of us. Um especially in areas and districts in which concerns have been raised. Um they have played an intricral role coming to the table assisting us with like getting into details on the books, the records. Um they have assisted now in providing the superintendent and administrative mentoring for the state and again having very specific conversations with Secretary Oliva, myself on what is the expectation, what's the future, what does that look like going forward. um they have been um a key partner in us rolling out our new Arkansas app which

053we are getting national attention for. Um this is something that we have both served on panels for nationally about people wanting to know how did Arkansas take 17 state and federal applications and roll them into one that provides a district strategic plan. our cooperative partners have been walking handinhand with us on that and assisting their school districts in actually creating a real district plan that aligns with the priorities that we have for our state. So, I'm going to ask Karen Kay if she would give a little bit more of an overview and Matt, I know you've been a part of this, but I'm going to let Karen Kay talk about their role in that today and kind of how they've walked districts through that. >> Thank you for that, Stacy. I'm Karen K. McMahon. I'm

054the director at the uh South Central Service Cooperative located in Camden. Um there are 15 cooperatives around the state and this is a big year for us because this is our 40th year in existence. And some people forget that that we've been in existence for 40 years. And I can tell you this is my 13th year at the co-op and it's my 35th year in education. And now more than ever we feel like we're a value partner with the department and all of our department all of our >> I'm sorry to interrupt you. They just want you to pull the microphone closer. I just didn't >> I didn't want to be too loud. >> Okay. >> I didn't want to be on I didn't want to be too loud. >> No, you have the teacher

055voice. The teacher >> your teacher your mom voice. Either one. >> Yes. Either one. So, like I was saying, it's our 40th year. It's my 13th year as a a co-op employee. I've served as a teacher center coordinator and now as a director for five years. And I can tell you now more than ever, we feel like we're more of a valued partner. And several years ago, we just made a a commitment as cooperatives to be the yes. Yes, we're going to say yes. So when the department comes and asks, will you partner with us? Yes, we're going to partner with you. We need you to do this. Yes, we're going to partner with you. Um and so the AR app was one of those decisions that was made just last October. Uh the DESIE

056leadership team came to our retreat where we're working on the work and they asked, "We need some help. We need some support with that." and we said yes. And it was building the plane as we were flying the plane. But we did it and we've had a very successful year and um Matt can attest to that because Matt and I have been um the leaders on this committee. But let me tell you just a little bit about that. So we said yes, we formed a committee. I was the chairperson for that committee. Um, our cooperatives have developed modules to train, bring in the school districts and uh, train them and help them be critical thinking partners to ask the hard questions to push them to not just the AR be a um, compliance piece, but

057actually to truly drive the work in the district. So that started in January and each month we had a different module or a different piece of that AR app that we tackled. we would um communicate with our districts and say, "Hey, this month we're working on um state grants, right? Uh this month we're working on um the leadership part and the and the learning services part. These are the people that you need to bring to your team." And so every month a different team from that district would come and engage in the work. And then there would be work time that would be allowed for them to just sit and work quietly. Sometimes it's very busy in the district and they just need a good quiet place to sit and work and think with their

058team, right? And so in May, May was like cleanup month and we were trying to make sure everybody had all their eyes dotted and their tees crossed and they were able to submit. Now Matt and I talked quite a bit. Matt, how'd it go? You know, we are ahead of schedule. Uh he and I talked, I think it was last week, we're ahead of schedule. Um these have to be on their website by October the 1st. and we're way ahead of schedule. Like last week or so, we had like six or seven that we were just trying to finalize. And uh we're not compliance, we're not the hammer, but we are the critical friend and we are the thinking partner. And we spend a lot of time providing feedback back to the district. you know,

059when you're at the cooperative and we have all these employees that are in all facets of um district leadership, we know sometimes um more of what they're doing and how to word it and how to tell their story about their strategic plan than sometimes some of the team members do depending on if they're new employees, new principles, new federal programs coordinators and such. And so we provided that feedback. Um Matt can attest to how many hours we've saved them as far as phone calls and how much easier the process of the state actually uh approving those plans so that we're way ahead of schedule in order to um get those back to the district so that they have their public facing strategic plan and it can be uploaded to their website so that their community

060and their stakeholders know more about that plan. >> Any questions? Well, let me if before you get in questions, if I could, I just want to paint the picture of what what this really means. So, it if you think about the way we get different um categoricals and state budgets or different revenue streams and pots of money that comes from the federal program, oftent times those dollars are associated with a program. So you might see an allocation say for title one students that are in lower soio economic status or a title three allocation that's for students that are earning English as a second language. Well, we had 17 of those different programs. Each district had to fill out a different application for every one of those programs and then every one of those programs had

061to write their own strategic goals and plans on how they're going to meet the expectations of that program. And then this is what would always um drove me nuts especially like if I was in a district we would require a needs assessment on the data that we would get from the state right like so we have to tell you what the data you gave us is and what it means and how we're going to improve it. So it was just levels of bureaucracy and red tape that never once asked questions on how can we better support students. So when we went to the team and said this is so much work and it created silos because what happened is the person that was over their one program and their grant never talked to the person

062next door to them about hey what are you writing in your program in your own grant and then you wonder why we have competing priorities happening in schools and in districts and we're not seeing rapid improvement in student performance. So when we went to the team and said, "We're going to change all of this and we're going to say you're gonna fill out a district strategic plan and when you write those goals based on the data on what methods or which students you want to target, um which levels of subject area, which grade levels, we have all that information. You can write one plan and we're going to have one needs assessment and we're going to allow you to braid funding to support that plan." And then we said to the cooperatives to help us

063get this across the finish line. So one that districts understand we're going to reimagine a new way of work that's going to be focused on moving the metric and needle on student outcomes. And we're going to support them with thinking differently, but two have a conversation about their specific role in helping them achieve that goal. Because we know that a one-sizefits-all approach doesn't meet the needs of our students and families. for a co-op that's serving multiple districts, they can't have a one-sizefits-all approach as well. So, this gives them a seat at the table with planning with data on how they're going to individually support a district. So when you talk about how we're really moving the needle across the state and having different levels of conversations that we've ever had before, the educational cooperatives being

064invited to have a seat at that table and be part of that planning process is making sure that we're efficient. It's making sure that we're purposeful and then there's somebody that's going to help make sure that there's follow-th through happening on behalf of the district. And um uh when when we say it's easy to say you know we consolidated all these applications right it it sounds great we we have a one app and it creates efficiency but this was a lot of work and this is a big deal and I feel like we are really as we've laid the foundation through Arkansas Learns getting the systems aligned and early learning through K12 building out access and pathways the unified coordinated progress moning system and data they're now able to take this snapshot of data that

065we're I I don't know if the window is still open, but our first round of progress monitoring data. We're able to give them access to that data now, which they didn't have before, so that they can go back with their districts and say, "Okay, this is what we planned in the summer. We've got real-time decisions to make. We're not going to wait till the end of the year and figure out what we should have done. We're we're not playing defense anymore. We're on offense. And this is better support for teachers. this is better support for students and this is a better support for families. So, um I know we just shared like a highle overview, but our way of work and the role of a co-op has um been strengthened and um we're really grateful

066for their willingness to be that partner and say yes like let's reimagine our role. Let's make these right investments. Let's be coordinated in our approach. I think stay >> I'm I'm so glad you brought up the real- time data piece, right? And so you have boots on the ground real time. They can see what would have their So if the district isn't looking at their data, they can look at the data and call and say, "Hey, we need to have a conversation. We just saw what your results are. Let's go back to the plan. Are you implementing? Are you doing what you said you were going to do? Do we need to adjust something?" Another thing from the state, um, it allows us to ask very specific questions to districts in the plan that make

067sure and push districts towards the direction we're going. For example, um you've heard a lot this morning about the pathways, the career pathways and and enlistment is one of those, right? This last year on the um our app, we asked districts to tell us what is your high wage, high demand or high growth, I'm not sure which is the the words, your H2 pathways. What what are you offering in your district and what are your outcomes? Right? So it allows us to come back and say what are what are the districts offering and are they having outcomes? I anticipate next year you're going to see a question on how are you providing the opportunity for enlistment opportunities in your district and then districts have to thoughtfully think about that and if they don't have a

068path our co-op partners will be ready to help them say okay you're not offering something now let's talk about what you could do let's talk about who we can connect you with so the individual school district doesn't have to know everything about everyone but our co-op partners are strategically um aware of what the questions are where we're trying to lead people and then can point them to the adequate and necessary resources they need to be able to implement. Okay. So, I'm going to stop there on the AR app and go back to the cooperative annual reports and see if you guys have any questions for them on their annual reports >> or the >> I don't have the app on my phone. Should I have my the app on my phone? So, it's not an

069app like you would have on your phone. It's an application. When we say AR app, it's really the Arkansas application. >> Okay. >> Thank you. >> But if you want me to make you an app, I one. >> Dr. Arnold, if you ask for it, we could probably come up with something. >> I'm still learning here. So, thank you. >> Dr. Abbott, you're new. Don't ask. >> No, never. Never. >> Okay. So, I I I need some education here also. So when I look at the way the co-ops are organized, right? So it seems like there's board of directors who is made up of the districts who they serve. So I mean this can kind of create does it create like a circular accountability issue? >> So how do they how can the co-op say

070like in your example, hey, I see you're missing the on this, but then their board can say it's okay. I mean, like, does that happen? >> Absolutely, it happens. And that is one of the conversations we've been having with co-ops this year. Okay. So, their board and the organization of how educational cooperatives are set up throughout the state is legislated. >> Okay. Um, that is in legislation of how that's done. We actually there was a a a bill that ran late in session about reorganizing some of the structure piece. It did not um it was late in the session and it did not make it through. Um but those have been real conversations. And when we've talked about, for example, this strategic application, we've actually had emails saying, "Hey, why are they telling us what

071to do?" >> Right? Um what's their role in this? How does that look? Um but on the flip side, we've also heard from superintendents at time who say we're not getting what we need from our co-op, right? Um and so our role in this conversation of being very um direct both ways with our cooperative partners and with our school district partners about what is their role and we are having changing conversations right now about what is the role of these service cooperatives. Right? And the word service was very intentionally put in legislation. And when you read legislation about what their role is, it is to support their their school districts. And the law says that districts can make an option of whether or not they participate. Like that's in there. The law that did pass

072this last year was around the district strategic plan, the RA app, that says that co-ops will be involved in providing oversight, guidance, and monitoring of that plan. So, that's the first time you're actually seeing a little bit of accountability written into law about their role. Um these folks um most of your directors and folks you see at the cooperative level are a lot of them are previous superintendents administrators in that region right so most of them when they're going through the interview process for that role they're interviewing with their peers right being selected and so there is pressure there right but I believe that the majority of our school districts and superintendents in our They want to be good. >> I believe that. And I believe if our co-op directors um are are good and

073valuable, they know how to provide constructive criticism and support and direct conversation to their leaders. And we're trying to create opportunities and avenues for them to do that. They now have access for the first time ever of that local data. I would hope a superintendent would be like, "Thank you for calling me. I haven't had a chance to look at my second grade data to that level. I didn't realize we had a problem. Thank you for bringing this to my attention. Great. You're going to help me organize a meeting to bring people to the table." I think most people are going to appreciate that when they get resistance, which we get resistance when we get called in as well, right? Um that's our role sometimes to push a little bit harder. Um you've seen us

074do that with Bllyville, you've seen us do that with Watson Chapel. There are times when the state is the one walking in making those changes. Um but as in Bllyville, we have pulled the co-op alongside with us and they have spent more hours probably than some of our team members right there with us helping us clean it up. and they've established now deeper relationships, deeper mutual respect about what's happening in the district and at the co-op and how they can support than I think we've seen before. So, I think we're on the right path, but we still have a long ways to go. >> So, it's a good question >> and and I and I just to add to some of Stacey's comments on your question, it's it's the right question. And when your governing

075body um dictates the future of your co-op, you tend to be more customer service focused, right? Like when when we're when we're supporting districts, it was about customer service. And I know when I got here, I got asked a lot by legislators, by this board, by community stakeholders, what's the purpose of a co-op, right? Like why do we need them? Why do we have them? So I I I always want to make sure that I'm clear. I believe in the co-ops. We have a lot of districts, especially some of our smaller districts, our isolated districts. They need the support, the direct support from the co-ops because there there's a there's a you hate to use like a business side of the school, but there's an economy of scale on the services and support that you

076can provide at the district level and they have to rely on a network of their peers to to make them better. But the conversations that I had with the cos because I'm not afraid to have honest conversations and I'm sure they'll tell you that I came into some of those meetings and I didn't make a whole lot of friends is like I'm all about supporting y'all in the co-ops but we're going to hold you accountable because we're not going to just have co-ops that have co-ops to exist right the co-ops need to be able to prove that they're providing value and input into their testament from day one and we didn't just arrive this has been a two-year conversation and journey from day one they're like we would love to be held held accountable. We

077want to better support districts, but there's some things that really do prevent us from doing that. We don't have access. We don't have authority. We we need to make sure we have your support. They're not afraid to have those tough conversations, but they're not going to just do them if there's no support. And so, we've built a system and structure and and and it was codified in law that says that they're going to help have some oversight and compliance. that that is part of their role and we're going to be standing with them um to make sure that those barriers are removed and if they are getting push back then I get that call and I don't think superintendents want me showing up saying why are you not playing nice in the sand the same

078sandbox this is not an us for them this is about a community and a state being efficient with resources to serve students and if we're doing that we're going to keep moving the needle if there's places where they refuse to do that because we have adults that want to protect the system and not work with a co-op and not work with a state. Y'all are going to be having a meeting in their school district really soon. >> Well, and and another thing that um access Arkansas access that just passed did letter grades for districts but also did letter grades for co-ops, >> right? And so as a region school districts now as a whole, as a board, they have to look at what their letter grade is as a board. It is going to be

079based on student performance >> from their districts. >> From their district. >> So it's a regional kind of >> view. >> So if your district, how are you performing versus your district? And now that's the whole like where do we need to provide support and how are we thinking about this as a local board for our regional cooperative, >> right? So it's a all votes rise. >> Thank you. Great. >> Hey, Madam Chair, I just like to add uh the secretary's point. You know, when I think about uh rural school areas and smaller districts, I think uh co-ops are critical. >> They are >> uh you know, obviously because of you know, lack of resources and things like that in those areas, I think it's necessary and I think that co-ops uh presence is u

080certainly needed. So the motion. >> So I would ask for a motion to accept the reports. >> All right. Move to accept. Motion was made by Miss Hunter to accept the co-op report. Second by Dr. Arnold. All in favor say I. >> I. >> Any opposed? >> Hearing none. Motion passes. >> Thank you so much. >> And I still think you're on my agenda. I am. I didn't want to leave you today. >> It's fine. >> All right. Next item on the agenda is update to the ABC Arkansas better chance program renewal grants. We have two. So, you've seen the comprehensive list before, but we have two changes on that list. One is the um Truman School District. We're going to add 10 slots. Four slots were returned from another program. This puts Truman at

081an even number of aundred ABC slots. Um if if you'll remember this last year we started doing this um where we went out and looked really at collecting numbers through our local leads getting an accurate child count of where were there deserts in our state who really needed um more support. Um that is what informs where we place our our slots. So there is we have a list created. The next one um is the Biola Little Longhorns preschool um is going to be added and we're going to have 20 new slots there. What happened there is you had a Head Start program close and there are no other programs and so this is a brand new program that's being added and they're going to get the additional 20 slots there. So those are the two

082changes that I would ask for um a motion to accept those two changes on the ABC program. questions. >> This is where we rely on Miss Kener usually. >> She's reviewing. Okay. >> Do you know what her take is? >> No. I mean, I think she she recognizes especially when you look at the areas themselves. Um when we have like in um Truman um we looked at the total area like how many total programs are there in Truman? is really only five programs. Of those five programs, um, two of them are EIDT centers which focus more on students with disabilities, right? And so those are not open accessible for all kids. There is a lack of the number of spots or slots available to them. So again, we're adding 10 seats, right? They have a

083program. Um, you know, most of your classrooms have about 20 kids with a certain ratio of adults in there, right? So, this allows them to kind of even that out and they're in need of those spots. The second place, again, that is an area that a Head Start program just closed. All right, there is a need for slots in that area. And so, again, being able to open and place a new center there um to be able to fill in that hole. Again, looking at our data and that's determining where slots are being placed. So, in in in whole when we look at um and I have a spreadsheet back there that I didn't bring up here, but we we are handing out 22,000 ABC slots, right? So, right now I'm talking to you about

08430 of those 22,000. You've already approved where most of the slots in the state are. Okay? But every time we have a change where a school district, not a school district, but any program gives up slots or we look at the data and say we've given you slots, you haven't filled them, we pull them back and we give them to someone else. All right. The way these are set up though is every time we make a change, we have to bring this to that board to the board. Okay. So today we're talking about 30 slots. Um um and I believe Miss Kener's in support, but at the same time I don't want to say >> Sure. >> Yeah. >> So, are we going from 90 to 100 in Truman or from 100 to 110? >>

085No, they're they're moving up to 100 slots. So, they've got they've had 90 now. They're getting an additional 10. >> Okay. To go up to the 100. >> Yes. And the other one is getting 20, which is pretty much a classroom. >> Okay. Well, I would move that the office of early childhood um make the uh requested changes for Truman and Viola. >> Right. I have a motion by Dr. Arnold. Do I have a second? >> Second. Seconded by Miss Hunter. All in favor say I. >> I. Any opposed? >> Hearing none. Motion passes. Thank you. Okay, then that is all from our action agenda, right? Okay. Um, anybody have any changes to consent? Anything we want to pull? None. Then I need a motion to accept the consent agenda. >> Motion to accept consent

086agenda. >> I have a first by Mr. Henderson. Do I have a second? >> Second by Dr. Abbott. All in favor say I. Had a big motion right there. >> My first. >> First by Mr. Henderson, a second by Dr. Abbott. All in favor say I. >> I. >> Any opposed? Hearing none. Motion passes. And that will take us to new business. Any business? >> Okay. >> Do you want a break? Keep going. >> Well, let's take let's take like a five minute break. She can ver stuff. We'll come right back about 10:20. did not. But thank you I know. >> What did I just say? Nice cliffhanger. >> Cliffhanger. I don't like it. [Music] making her Miss Miss Arkansas teacher tour. Okay, [Music] This is good. Yeah, I saw it. Next time. Wonderful. Okay.

087Okay. We'll go ahead and reconvene. >> He did teach two rules. >> We're going to go ahead and call it back. Um I'm going to go ahead. I'm going to move public comment up so that you don't We have a lot of reports today. Are y'all available to talk now? Does that work? I know she's on the phone. We'll we'll start with you. Hey, we're going to move public comments up so you don't have to sit through all of our reports. Is that okay? All right, Julius, you're listed first. Would you like to come? >> Good morning, Arkansas State Board members, Secretary Olivia, Chairperson Adine Woods, all others present. I am Julius Ry Pine Bluff school district stakeholder who has been afforded the opportunity to present public comments for the past almost three plus years

088at the state board of education. We have always prepared my comments prior to the meeting to enable me to respectfully within the protocol that was established. I at times I feel that my words were not taken into consideration. But this springs into the recent legislation session. I feel that some of my comments were engrafted in the laws that were passed. We were pleased to review Senate Bill 90 that would enable me as well as others to be afforded the opportunity to present public comments on any matter that is within the powers and duties of the board of directors as provided at each of our district boards of directors meetings. At the recent recent August Pinear School District board of directors meeting, we felt that this was not the case. The opportunity to present public comments

089was met with prior comments that went beyond the scope of Senate Bill 90. We feel that the comments were to deter open comments, to censor and to incite hostility, and to prevent future comments. We have petitioned you for our democratically elected board and the election of all seven board members since our return to local control. And we feel that our public comments would have been handled differently. Thank you for allowing me to have public comments. >> Thank you, Mr. Right. >> Thank you, >> Mr. Right. >> Boy, this is I see all these smiling faces. Wow. Good morning, Arkansas State Board members, Secretary Oliva, Chairperson Adrien Woods, and all others present. I am Charlene Wright, a Pine School District stakeholder who has also been afforded the opportunity to present public comment for the past almost

090three plus years at the state board of education. We have reviewed and accepted Act 503 that would enable us, as Secretary Oliver said previously, to play in the sandbox, as well as others to be afforded the opportunity to elect four board of directors in spring 2026, reviewing your transcript from September 2023 when the district was released to local control. Board member Cedric Rice wanted them to do a five-year term for continuity and you granted their desire despointed limited board and act 633. Act 503 allows the appointed limited board. The five-year which they desired means that their expirations would end at 2028 in conjunction with act 503 and the Arkansas school boards association act 503 of 2025 board election guidance. The Pinlo School District board and administration is denying us transparency in which they will not

091voluntarily communicate the zoning maps, publish dates of zones that would be elected in March 2026. Again, that would enable us, as Secretary Aliva say, to play in the sandbox. We were told it is a courtesy for the district to publish on our website current election information and the administration does not have time to address the website being current to afford our stakeholders to play in the sandbox. The opportunity to prepare and consider a campaign in the same manner as other districts fairly elected board according to act 503. We have petitioned you for our democratically elected board in the election of all seven since our return to local control. And we feel that our election in spring 2026 would be handled differently and would be a timely process if we had a democratically elected board. Thank

092you for allowing me to have public comment and to see the smiling faces. May you all have a blessed day. Now, this is something I think I need to get this secretary. This is according to act 503. Nothing that we're we're not asking for any special favors. We're just asking for a compliance to the law act 503 the board transcript. I went back and reviewed it. They asked for five years. And what they have come up with is that they would they would expire. And so therefore, we're just asking you to support us playing in the sandbox according to law. Thank you. I don't know what you have to comprehend the sandbox. Okay, with that we will move on to reports. Does anybody have a board report? If not, I do. Okay. Um, I just

093wanted to talk about an event I got to go to last week. It was at the NLM's Dyslexia Center in Fville. I don't know. Everybody is familiar, but Don Nelms and Millie Nelms are the founders of the board and they have set up a dyslexia center for kids to be able to come get dyslexia tutoring. But their main goal is to actually help teachers, individuals, whomever become Calp. So, it's the certified academic language therapist to be able to basically tutor kids with reading disabilities. Um, one in five kids in our state has dyslexia. Um, so the quick math that was given is about there's 95,000 students in the state of Arkansas that struggle. Um, their goal is to help produce a thousand teachers so that every single school in the state of Arkansas can have

094a CAL certified language therapist in their school. So they're partnering with the UOVA to be able to make um just that possible. The requirements to become CA certified, are you familiar? It's like 200 academic hours plus 700 practicum hours. like it's it's pretty significant to be able to be certified. Um and so they're trying to help offset cost and then also provide resources for them to be able to do that. So it was really neat and I was really um impressed with the work that they're doing. So that was my favorite part. >> Earlier this week I was granted an opportunity uh to be on the call with industry leaders. The discussion was a stakeholders discussion for the state of Louisiana and you had about 16 uh career technical uh representatives on there as well.

095And uh it was a really good event because I was I was granted an opportunity to brag about Arkansas, some of the things that we're doing here with CTE um Arkansas lunch. Um I think I brought up Ross White name a couple times, Dr. Ken Ward name and some of the things that we put in place uh with uh credentials of value and the work that was done done leading to that to where we are now. Um very good meeting. Um very complimentary >> Wilson. I think maybe I do. >> Okay. Um the I was just uh in Washington DC to celebrate the 100th anniversary of Pierce versus the Society of Sisters which was an enormous Supreme Court decision out of Oregon uh that originated in Oregon, excuse me. And in that case, it was

096declared that children are not just mere property of the state. And it was a transformative principle that recognized parental rights in education and it was uh hosted by Catholic University. And I thought it was just a wonderful uh reminder of all of citizens participating in the educational system in America and of course in our state. Um Dr. Smith will correct me if I'm wrong, but you know, in the United States, 9 to 10% of students uh come from religious and independent schools. And I think that's mirrored if homeschoolers are included in our state. Uh and so it's it's just a reminder that uh uh 90 + 10 equals 100. >> Okay. Want to share? No. Okay. All right. >> Can I Good morning everyone. So, I've got several exciting things um to present over the

097past couple of months. Um so, So, in July, um, I attended Space Camp, which was in Huntsville, Alabama. Um, all of the cohort teachers that I'm a group of, we all attended If you're not sure what that is, it's all the teachers from all the states who uh were named teacher of the year. Um they divided us up into groups and we competed in teams and it was kind of different. I felt like I was on the flip side of reality because for once I felt like a kid again instead of being the teacher in the classroom and um there was tons of professional, you know, growth and learning but as well as a lot of fun. Um my team was team Morgan. I believe that was team that Bo actually was on last year.

098Um, and in the middle you'll see the picture of the group of us. That was our team. And um, Hale, astronaut Haley Arseno is in that picture. I'm not sure if you're familiar with her. I'll tell you just a little bit about her story. So at age 10, she was diagnosed with bone cancer in her leg. She received treatment at St. Jude and went on to become a physician assistant and she's actually currently works there now. She went back to St. Jude who um helped her and now she's giving back to the kids and working with kids there. But um at age 29 she was the uh first ever um astronaut to be the youngest American to orbit the earth and the first pediatric cancer survivor in and the first astronaut with the prosthetic and

099she spoke with us and of course um all we weren't just there alone there were tons of kids there with us as well and I mean she was she's such an inspiration um just the things that she talked with the kids and and us and she did say that had had she picked any other career she would have wanted to be a teacher >> so and I thought that was inspiring too but um down the bottom you can see our patch so every year group that comes through Space Camp designs our designs a patch and we actually my team won for the best patch. >> So, um that was exciting. Um we got to do missions. We built rockets and my rocket did go off, but unfortunately it floated into the trees. Some people got

100to bring theirs back. I unfortunately did not. I was kind of sad about that. I wanted to be able to bring it back and show it to my kids at school. Um, we did missions there. You can see me sitting there. I was the actual flight director and we did leave two in space. So, yeah. Um, we in the pictures with the eggs, we built like heat shields to be able to protect um an egg from being fully cooked. So, after we um picked our materials, each group, you know, designed it with what they felt was the best materials to use. protect it and yeah, just a lot of fun. So, go back and so now you're looking at my first actual visits to schools. This was the first week of school and so I

101was able to visit several schools around the state and they um allowed me to come in and I read a book to the kids and did some activities with them. Of course, you know, if if you're if you know what it's like to be a teacher on the first day of school, you get zero breaks, you know, none. You're you're even praying you get a chance to go to the restroom. Um and so the teachers were really excited that I come in and you know, I was like, if you need to go to the bathroom or you need to do whatever, go. This is your chance, you know. Um but that was a super super exciting week. my kids at Chanel when I showed up they were like we never thought we were going to

102see you again you know because next year when I come back they'll be in middle school and so this was just a really exciting week um for me to be in the classrooms and be around kids and so and then uh the Arkansas Travelers hosted an event a few weeks ago and it was teacher appreciation night and yes I got to throw the first pitch I was a little nervous about that. That that mound's a lot further when you get out there actually on the field. So I um unlike Bo, you know, he was a coach for baseball and so he got up there and threw it like a champ. I did make it. It skipped once, but it did go straight to the catcher. So I was very pleased with that. >> I did

103tell her right before she went up there, do not embarrass me. So, I don't know if that made any other extra pressure, >> but she did fantastic. >> But this was just a really fun night. Um, they also recognized the legacy of the Little Rock Nine. And so, you can see a picture there of the um the ones that were that were able to come uh for that night. So, yeah. And then also uh you there's a picture up there of all the regional and semi- finalists for the 2026 A toy. And then recently something that I'm really excited to be a part of um Kissa Mormon invited me to come and work alongside her and her math team here at the state. um if you're not sure what she does, she's the ad math

104public school program manager. And just a few things here listed and um that we've kind of been working on was a coherence project for the Atlas classroom tool um developing a beginning of the year diagnostic um for third and fifth grade. There's currently there's one in place for K2 and so they're trying to you know make make um one for the third through fifth grade and eventually expand it even further than that. Math intervention plans and then the coaching lab experiences that's just like a coaching cycle where we go into the schools and work with the administrators, instructional coaches and teachers um in schools that need support. So, I'm excited that um they've allowed me to work alongside them and hopeful that I can go into some of these schools and help. So, >> thank

105you. >> And that's it. >> Sounds like a fun month. What do you have coming up? Where are you going this month in terms of schools? >> So, well, unfortunately, they're going to Watson Chapel, but I am going to be in Washington for that visit. So, the Next one will be Jacksonville Elementary. And I don't have the exact dates for that one. I just she sent me just the first set of dates. So I'm sad to have to miss the first one, but I'll be in uh Washington DC for a week coming up. >> Enjoy that. >> So we have a few updates that we wanted to provide under our report. Some of it was um requested from the board. So, we we've been doing a lot of work, if you remember, around updating our

106assessment system, getting the uh achievement levels across the finish line, able to get student learning gains across the finish line. And then we're looking at um Mr. Wood's not here, but he asked us to look at our testing windows and timelines. What can we do to adjust it to be more efficient? How do we get data back to schools quicker? So, we ask Hope to provide an update an update of kind of where we are with the timeline, when we think we can accomplish some of these objectives and then see if there's any questions that y'all may have from the field. >> Well, good morning. Hope Worsham, uh, direct assistant commissioner of public school accountability. I'm going to steal back that clicker. So, um, like Secretary Leva said, we have been, we've actually been considering

107reducing the testing window for about a year and a half now, just because we are in a place where, um, we implemented a a fiveweek window almost 10 years ago when we moved to online testing. And at that time, you know, online testing was brand new. People didn't have devices. Connectivity was an issue. And so, we we intentionally gave that long window to allow for schools to figure that out. However, um with looking at the data over the past two years, we have seen that most schools over 90% of testing is done within a four-week period. That last week of test testing is typically used for makeup. So, we see less than 1% of students testing in that week. And we do feel like that it is uh we're at a good point where we

108could reduce that window, which would allow us to get state results back quicker, would also allow for um additional instructional time by reducing that window by one week. as well as on the accountability side, it really helps with movement of kids and being able to reduce the amount of time that we have testing going on. So, I just gave you the data at a very high level. Um, like you see the percent, this was last year's data, the percent of testing that's going on in those really in the three-week period is pretty significant. And then by week four and five, we really have dropped down to to minimal amount of testing at that point. And I can get you that chart. Um I believe it got put in your packet. Okay. All right. Um so

109currently the testing window runs for the last two weeks of April and into the first three weeks of May. And this is when every three through actually K through high school student is testing at that time. So in 2627, so it will not be this spring. We've already published the calendar for this spring and everybody has everything in place. But we do plan for the 2627 school year to reduce the testing window to four weeks. I believe um that will it will still cross over April and May. We do have a lot of schools that are getting out miday like because of their calendar. Um but this would allow us to push that window as far back in the school year as possible by um not doing this until 20 26 27 allows schools to

110plan for that. So we do plan to communicate that early so that they can plan their calendars accordingly. And then um we're working with our district testing coord coordinators right now just to determine what roadblocks you know what what may they may they see coming down the pipe that we need to help support with so that we can help set them up for success. There are some things on our side we're doing we need to back off on for example. So um so that is in the works in the plans. Um along with that with the data return we have been working with our vendor Cambium to turn around data quicker and quicker. Secretary Lee I'll give him all the credit. he pushes every day on me about faster faster and I'm like accurate accurate

111and we come to a good place in the middle. So this year um as as a result of that this year an example of turning around data quicker we we released Atlas scores in July which is typical um the state law does require us to release scores by August one. This year it was in July. Um so we just released the growth scores uh for schools to have access to their student growth scores. So they now have those and they're able to use those to to look at how their students did last year. In September we will be releasing school ratings. So that's where we are right now. So we do anticipate this month we'll be able to do that. And then in October >> grades, >> pardon >> which means I'm sorry school grades.

112>> To make sure you understand school what that means. >> Yep. So school grades should come out this month which is about a few weeks earlier almost a month earlier than we have typically done. So, we're trying to pull that timeline back and as much as we can. In October, we are planning to release a whole new revamp of the my school info landing page, which should make those school letter grades much easier for parents and the public to understand and view them and see them. Really reducing kind of the clicks they have to go through there to make that a little bit more transparent. And then the next thing that comes out is the teacher VAM score. So, that's where teachers are directly tied to students and then they know their VAM score which

113is then used in merit pay calculations. So, all of that timeline is actually quicker than what we've done in the past. And then districts will use all that data in the fall to uh review and revise their R app. Starting this spring, in the spring of 26, we are going to be able to release test scores to districts almost immediately once students take them. So, in the past, we have held them until July because we had to have the testing window finished. Um, but we have worked with our vendor and we will be able to within about 48 hours of a student testing, the school will have their score, the student score. They'll still have to wait till all students are finished to have their district scores. We'll still have to wait till everybody's finished

114to have state scores, but we um we feel like releasing that data as as soon as possible allows schools to plan. It allows conversations around third grade grade retention to happen early and they have all the data they need to be making those decisions and having those conversations. So, um, our goal is to get things out as quick as possible, uh, as accurately as possible. We hope as well next year to pull the school letter grades a little bit earlier as well. There's a few things we're looking at trying to do on our side to to make that process quicker. Also, >> out of curiosity, because I've not taken a test in quite some time, um, what's our audit process like? If we're turning it around in 48 hours, what are we doing in the

115subsequent weeks to ensure the accuracy? >> Yeah. So, um, our process normally there's a there's a few things we do with our vendor. Um, so anything that's automated scoring that doesn't require someone to read there. We just watch the statistics on that with our technical advisory committee. We review those every year. The the place where we may have a small delay in scores is for our writing tests. Anything that's handcored, we have it's called a 10% read behind. So the we computer score and have for about 10 years our writing assessment, but there's always 10% of tests that are kicked over and a human actually reads them to make sure everything's staying in line. So that will still happen, which means in a typical school, approximately 10% of students test will be delayed two weeks.

116So you'll get 90% of your kids scores within 48 hours for that writing test. There will be a few that it won't come back for a week or two until we can do that human score. And then when do we communicate those scores to parents? >> Um parent scores can be communicated as soon as they have them. >> Um we now have >> the 10 it would the 10% would be delayed as well. So that would happen. Um we do release the parent scores inside of a parent portal now. So in past you had to get the paper copied and had to get home. That is no longer the case. We actually have a parent portal now. Those scores are in parent portal as soon as kids take them. So that's everything from your interim

117test to your screener. All of that goes live to the parent as soon as it's live to the school. So, there's no delay there. >> So, I'm I'm I'm excited about compressing the testing window. What is like the national norm for how many weeks of testing? Should we expect it to get compressed even further? Is four weeks normal? Um when we look across states that give computer-based testing, similar testing that we do, um they range anywhere from two weeks to four week windows and and depending on where they are in the process of implementing online testing. So like I said, for us, we've been at this for 10 years now. I feel like looking at our data, four weeks is about right. >> I I just have I kind of have this theory about I

118call it the five till like it doesn't matter what time you close. always going to be somebody who like scoots in at 52, right? And so, you know, um and so I wonder, you know, is there an opportunity to compress it >> and and your your data will tell you the answer? >> Yeah. And we'll we'll keep a watch on it. You know, if it seems that four weeks works fine and they get it done in in three weeks, then maybe there's an opportunity to reduce three weeks. >> Just keep pushing. >> Well, what kind of flexibility do we give to each school and how they determine to get their testing? for example, cousin of mine teaches at Turnville in Springdale and they did like testing Tuesdays and they just did a test every single

119Tuesday for the month and I was just curious if we started looking at does that help students if we spread it out if not >> yes so those are the exact questions I've asked my team to work with our district testing coordinators around and start looking at our data basically we give the right now fiveweek window and we give the latitude and freedom to the districts to schedule however they see fit so thing one of the things I know we have um encouraged is one test a day. Well, I don't know that there's any data to support that. So, I've told my team, I'm like, that that doesn't need to that's not something we need to be saying. If schools want to do two tests in a day and get it over with in two

120days, and that's totally up to them. So, there are some places I think we can tighten um and some places that that I've asked them to start working with the coordinators and say, you know, what are some things that are realistic? >> Yeah. >> Thank you. That was great. >> Thank you. Dr. Smith. >> Dr. Smith. Everyone's favorite subject. >> Popular man. >> It is the season. >> Well, good morning everybody. Uh we are now entering our third year of the education freedom uh account program and it is we'll give you some high level information about that today. I thought we'd start off with some really good news. Um, just to let you rec let you know that in the last three years since the learns act is signed, Arkansas has been recognized as one

121of the top states in the country for educational choice. And you can see some of the national organizations and the ratings that they have given. Number two in the Freriedman index which is a very popular and very very respected index. The American Legislative Council next to number three heritage foundation number five and center for education reform number six. So Arkansas is being recognized as a state that is expanding opportunities for parents and for students and really providing those those school options that really are best fit and best for the students that they have. So we're excited about getting that recognition. We're not there yet. We're going to keep pushing to our, you know, to our fearless leaders. Uh >> if I could jump in there, I believe the heritage rankings just were updated this week

122and we moved from number five to number four. >> There you go. So, we're getting better >> and and and you know, and as the as this year continues, I would we we you know, we would anticipate some of those scores even going up as we go into our full universal program. We are only one of like three or four states that have a true universal program where every student regardless of, you know, where you live and what your income level is or anything is eligible for a, you know, if you want to tend to private school or home school is eligible for an education freedom account. And that's a big deal and and not and that everybody gets the same amount. So some students have a universal thing but the homeschooled students get a

123much less you know or or their level is a much less their in money that we give them is much less than they would in a private school. >> Yes, Dr. Smith to build on what Dr. Olivia just said the Ed Choice Freriedman award really or rating is highly regarded by from a more broader base. So that number two ranking is very >> it's a it's an it's a big number and we're very proud of that and you know we want to continue to move up on all those roles. So we continue to let people know that what Arkansas's doing for school choice is a big deal and that we want to you know and that parents are being able to be resourced now to help them find the best option for their children. So,

124just to give you a couple little numbers here, this the year that we just completed, we had over 14,256, which was the max that we could uh have by law. Uh we had 126 participating schools and just over 400 providers. I kind of break that down a little bit and just kind of see how what the demographics of that was. We had a lot of students with disabilities this past year. 36% uh 27% were in kindergarten, 16% were in the military, uh 6% foster care, and you can kind of read the whether to succeed, DNF rated, and law enforcement. What's really fun to talk about is what we do this year, what we've just the year that we just started. Uh we've had 51,231 applications. Of that, 46,634 were approved. That means they met the

125eligibility requirements which basically means you were a resident of Arkansas or uh and you were five by August 1st. You met those two then and you know you wanted to attend a non-public school or in the non-public school option then you had that opportunity. 46,634 students took uh took advantage of that. There's 162 private schools that are now participating in the program. Uh 18,000 I was going to I was going I was going to break that number up the top. the appro approved participants. 18,420 of those are homeschool students. So that's over 50% of the homeschool population in the state are now participating in the education freedom account. That leaves us about 28,200 or so in private schools that are also participating in the education freedom account. You've noticed also that the particip participating providers

126has increased quite a bit, gone from just a little over 400 to now over 21,00. And so we are we are excited to have more opportunities for our families to choose from whether it's curriculum or other things you know supplemental instructional materials that they can choose from. And so we continue to try to uh not only create more providers but a more diverse set of providers so that again that our families have more choice uh in the in the process. Just question. >> Yeah absolutely. Is the increase in providers so substantial because we saw like co-ops and other micro schools >> setting up this year >> a little bit. I mean we only had about I think this year we have just over a hundred registered micro schools. So probably hundred of that though but

127most of that's come from curriculum providers, supplemental instructional providers, some extracurriculars as well, but mostly in the uh instructional services providers. So that's been that's been a really good way to a really good indicator that a lot of people want to be be part of the process that we're providing here in the state. Just kind of a fun fact, our team in the first three weeks of the program uh reviewed 64,487 invoices. Uh as of today, that number has moved up to 72,000. So they are fast and hard at work re trying to review uh all the invoices that have come in over this first quarter. so that they everybody was funded on the 21st of August and so uh we had a lot of people ready to spend some money and get their get

128their uh students ready for school and educate their kids in what they consider to be their best fit environment. Again, just trying to help you out a little bit about the uh eligibility categories here. Um disabilities from a percentage standpoint hasn't changed a lot. 17% of the of those participating this year uh are in the disability uh students with disability. Veterans have moved up the military. It's a almost 11% of that. Uh first responders has jumped up a little bit. That's 6%. Foster care students 4%. Active duty military about 2%. U DNF rated schools about the same as it was last year. Law enforcement and succeed scholarships are down just a touch. Uh but you can kind of get a feel for where uh what eligibility categories or the original eligibility categories that we had

129and where where uh students fit. In addition to that, you we kind of give you a breakdown by grade and you can see that basically that about 55% of the student participating in the EFA program come from a K5. So most it's a lot of elementary students that are participating in the education freedom account. About 23% are in that middle school that sixth to 8th grade uh area and then about 22% in the high school. So heavy, you know, heavy in the elementary which some would expect uh for from an education freedom, you know, program and students choosing because that again that's where we want to get those foundational skills. And so that's why we want to continue to provide good educational options for and high quality options for our students because as you can

130see over half of the students that are in the program are in those foundational years. And so we got to make sure that the schools that they're attending and the places that they're doing are high quality education because that's going to, you know, we'll see the benefits of that throughout the uh as they go through their middle school and high school careers. That's all I have as far as just from a high level perspective for you. Any questions that I can answer for you? >> I don't have a paper copy. Could we go back one slide? >> Yeah, absolutely. >> Yeah, it's not. >> Oh, here you can have mine. >> Which which one would you like to go back to, sir? >> That one. >> Okay. Okay. >> So, while he's looking at that,

131I do have a question about the slide >> and the D and F rated schools. >> And you said there's really not been much change. >> About two about 3% of our students from last year to this year come from two uh come from uh DRF rated schools. Now, that doesn't mean they weren't they didn't come from a public school. They just from a DRF rated school. We'll have we'll have all the official data at the end of the month when we uh produce our annual report which is due by September 30th by law and it will provide some much deeper detail of where students came from and uh where they what the where they what school they participated in in the previous years. >> Yeah, I I'm I am particularly interested in that particular

132group though uh and you know where we do have DNF schools. Do they have alternatives? >> I mean and That's kind of my biggest. >> It's a huge question and one again that we're certainly working on, one very aware of. You know, one of our goals over the next few years is now to make sure that we've got high quality supply and high quality options for all of our students, especially in some of those areas where, you know, high quality options aren't available right now. So, we're continuing to look at those areas throughout the state and through private schools or charter schools or home schools to make sure that we're providing good highquality options for students, you know, throughout the state, especially in some of those areas that are maybe underserved or vulnerable at this

133particular time. Um just a couple of things just with communications that spelling and then um >> okay so spelling come on come spelling >> I know education spelling come on I can read I can't spell the just for because it's first year universal Just again for people that would look at this and lose track of the threeear standard. I'm just thinking of communication because we're all on one team here that that then this isn't this doesn't add up to 100%. So then there's this category of just universal >> correct >> this was yeah basically this graph was to kind of give you an indication compared to last year. Yes. So that you're comparing it to the because last year we did have eligibility categories that were required that you couldn't get into the program unless

134you met. So we were just using this basically this graph as a comparison to show you the difference between last year and this year in these eligibility categories. >> People will know that was very helpful but it's just we continue to message the whole population. >> It'll just be good to even add more clarity. But thank you so much for the statement. Absolutely right. And and in our annual report that will become a little bit more clear. >> Okay. >> That but thank you for that comment. Thank you. >> I would love to know if we are collecting and if it will be shared in the future some success stories from these particular groups. >> We're working on some of those. Yes. Absolutely. Because there's a lot of families who are benefiting greatly from from

135this program that would not have had these options otherwise. >> Absolutely. Have there been any uh any uh studies or anything done to point out the different geographics of this numbers reflect? >> We're looking at that and again trying to figure out where do where do most of our kids come from and where they are throughout the state. Certainly northwest and and central Arkansas because that's where your heavier populations are. So that certainly rep is represented in the numbers. But uh we're we're continuing to look again at the options. So we're looking at where these students are coming from. And that helps us again to the uh to Miss Hunter's comment to make us say where do we need options. You know, if we find some places where there's not a lot of students and

136there maybe there's not a lot of options for them to go to other than maybe a home school, which may or may not be a best fit for them. So we are continuing to look at those look at those numbers and analyze as we uh as we move forward. Well, just talk to her all the time. So, >> well, and I mean I think this is an issue for our legislator friends to deal with, but you know, on your next slide where you you're looking kind of at the pipeline. I mean, I I am excited that, you know, the younger students are taking advantage or their parents believe that they are being put in the best environment for their learning. Um, But, you know, if that trend continues, I mean, they're just I guess we

137don't know if they're going to exit say a private school or something that is not in district school. >> Um, once they get to a certain, you know, are they going to go back? >> Don't know the answer to that yet. But if they don't, I mean, we've got a lot to think about, >> a lot of students moving through. And and it will be interesting to see over the next few years as these students mature and as they kind of progress through, do they start moving to a different option when they get into those middle school and high school option, which also also will tell some of our choice options right now that maybe you need to provide different and probably either higher quality or different services at those upper grades, those 6 through

1388 12 grades that maybe they're not getting right now, which causing them to to leave an option that maybe they would prefer, but because of the options, they don't they don't maybe necessarily provide what they need uh at those upper grades. And so again, I think it helps everybody. It helps not only your private schools and your non-public schools to really analyze this data about what's a good option for you and what may what what can we do to continue to provide that option in the upper grades and also for our non-public you know for our public institutes to say okay it when we get up start moving some of those students start moving up into the upper grades then maybe that you know there's going to be a shift back. So we're not we're

139not totally sure what's going to happen. something we'll continue to look at and uh re advise and review over the coming years as the as the program matures. >> I know a lot of this will be theoretical because this is really our first year universal roll out but I know tuition is a big one and so how are we internally auditing tuition rates? >> Yeah, absolutely. Great question. So every year before a private school is approved. So every even if they've been we started with this in the very first year every year a private school has to submit kind of a packet a renewal packet if you want to do that part of that packet is what's your tuition right and so we're looking longitudinally at what your tuition is. So, not only do we

140do that, but we also look back. So, if you're a new, like for this year, if you were a new thing, we look back at your tuition last year, even before you were in the program, and we look at to see if there's a difference. And so, once we get into that, um, you know, once we kind of do the analysis of that, if we see something that's a little high, then we start investigating. It just kind of goes, it's not a no and it doesn't put up a red flag that, oh my gosh, they're trying to, you know, inflate their their tuition, but it does allow us to just ask some questions. So, we really s really spend some time with that particular school and analyze why did you raise your tuition, right? A

141lot of times what you'll see is um some of these schools were heavily subsidized by an outside source. For example, a lot of our Catholic schools have are heavily subsidized by maybe the parish. And so one of the goals that we want to try to help these schools get to is that they can live on their own because sometimes you don't want to have a school that's totally dependent upon outside sources to provide the education that we need them to provide. So we all we so not only ask them kind of where you know what why did you go up but also what's the cost of educating a child and so we ask them to give us a detailed cost of educating a child. Look at that and see if it aligns kind of with

142you know just typical education you know line items there. And as long as we feel like we're comfortable with that and then feel like these are the things based on kind of your demographic in your areas so so that you can educate a child and support your school and provide, you know, the necessary, you know, highquality teachers and so and the resources that that that those students need, then we're feeling pretty good. So a lot of times like we had a I think we had a Catholic school that charged $3,000 in the past and they raised it to 7,000. Well, that seems like a massive rate. Like you look at that, if you just looked at that on paper, you go, "Well, they're just trying to, you know, they're just trying to get the money."

143But when they really analyzed it, said, "Well, you know, $3,500 every year was coming from the parish." And so now they're trying to say, "Hey, let's not let's not be dependent upon the parish to run a school because we're in we're in an area where we can really truly provide a good education for this community. And if we can do that and and use the parish money to supplement our education and improve our education beyond what we could do previously, then that's going to benefit everybody. It benefits the community. It benefits the ch that benefits the school that allows you to get a higher potentially a higher quality teacher in in the uh in the program, which again benefits everybody. So we do do a fairly um extensive analysis when a when a school comes

144in and and we and we see maybe a jump that's more than five, six, seven percent. Uh we look at that and we do we do some we just start asking questions like give us some justification, some rationale that you're not just adding a $7,000 on top of what you were already charging, >> right? Because that's what we're trying to guard against. In fact, you know, we are mandated by law that we are to make sure that we there's, you know, that we look at so that we don't have unreasonable uh inflation in tuition and fees. And so we make sure that that there is a legitimate rational reason, strategic reason for you to raise your prices up and does it and it's kind of another piece of that puzzle is we also look at

145the community and that where you're at in the state. You know what what are you if you're charging something that's well above kind of that average income or something of that state, we're going to we're going to question that like are you are you truly providing more options for students? because that's the point of the purp and that's the purpose of the of the program is to provide quality options for students. And so if you outpric your market, then you're, you know, you're reducing the amount of students that have access to the high quality education. And that's another thing that we look at and that we will talk to schools about throughout that through that renewal process. >> That's good. I do know of of a couple of schools that have even refused to go

146up to the um >> uh the the baseline amount. Yeah. >> Uh which is admirable. I mean, they're just on principle just sticking to their their normative tuition. But uh to build on what our chair has asked then are are your is the is our is your office collecting anecdotes or is it true a database of what the schools are doing in this tuition area. >> So we're looking at their published the published tuition. So what they're what they're charging and not just and so we're also looking then at al their any fees or discounts and those types of things that they're providing and how they're providing it who they're providing it to as well. So we're not just kind of taking them at the word a little bit. We're looking at what they charge

147as we go through the year. Then we kind of go back and check their websites and make sure that they didn't all of a sudden submit to us one tuition rate and then all of a sudden, you know, once the school year started, jack it back up. >> So, we have a record of 162 tuitions. Yes, sir. >> And their trend line. >> Correct. >> Great. >> So, what do you see? Because I know the statute basically says the state board is charged with determining what is unreasonable internally. Is there like a line that you're like, "This is no longer ours. let the state board be the bad guy and let them decide or again that it's probably it's not happened yet. So we may not know what that line Well, it's a great question

148and I tell you, we're we're a little hesitant to just throw a number out >> because I think what happens when you throw a number out, everybody says, "Well, I can go up to this number. Nobody's going to check, >> right?" And so, what we want them to do is say, "You you determine your cost of education and then based on that, set your tuition." And so, you know, if we can do that, then we feel like that's a better read on what the school's doing than if we say, "Okay, you can go you can raise your, you know, up to 10% every year." Well, if I know I can raise it up to 10% without you questioning me, I'm going to raise it 10%. And I'm not going to worry about it. But if

149I know that you're going to be checking on me every year and you're going to be, you know, analyzing kind of scrutinizing a little bit of the the increase that I've got, then, you know, then I might think twice when I'm at board meeting and I'm trying to set tuition for the next year, right? And so I think that's another way that we can hold uh private schools accountable to being sure that they're that they're reasonably increasing their tuition or doing what they feel is is best for their schools and and not taking advantage of a program or not taking advantage of families in their uh in their community. >> Well, and I think where my it wasn't a number I was specifically thinking, but like if you guys determine, you know, this 6% seems

150fine, but we still question this the strategy behind it. At what point do you just defer to us versus just I mean I don't want you to ever get to you're looking at a private school and saying you can't increase it that much or you're out of the program. Like I don't know that that has to be your response. >> Yeah. I I think if if we got a lot of push back from a school you know where where you know we were asking them some questions to justify their you know their their increase and they just were just we're not going to tell you or we're not going to give you all the information that you're asking for. I think at that point we would you know say look you got one of two

151choices here. We can either cooperate, we can work on this together and we can try to figure out, you know, what what's the best here or we can take you to the state board and ask for >> Yes. See and see what see what they think about what you're doing. >> And then I had another question on the auditing of all of our providers. Okay. >> Because I know we've got a lot of push back on, you know, we're just >> open-handed. Everybody can apply to be. So what auditing process will we start for all of these new 2100 providers? >> So yeah, and again that's a great question and there's one of what we really work on. So getting in's not necessarily super hard. I mean depending on what depending on what you're doing

152and and I think some of that depends on what you're doing. If you're a curriculum provider, pretty easy to get in, >> right? Because you're providing a curriculum and you're providing another choice for families. That's it. If you're an extracurricular provider, not so much. I mean, you know, you're providing an extra you're providing a service for our students. So there's the, you know, there so there's the the I guess the standard bar is a little bit different for those guys. Right now, if you're going to be an instructor or a therapist or a tutor, you're going to be spending one-on-one time with the student, that bar, that anticipation level. Now we're looking at more we're back looking at background checks and we're looking at certifications and we're looking for reasons you know we're looking for

153do you have the necessary skills to do what it is that you're saying that you're going to do and can you provide a high quality service for these students. Ultimately the auditing comes from parents right because if we if we're looking at you know a um a vendor and we don't see a lot of people pro you know uh choosing them or we see only one or two families choosing them that that kind of puts flag up for us and so we're going to go check you out and we're going to go kind of find out what's going on. uh if we see a lot of families choose I mean we we also uh you know then that's what's one of the one of the things we also do at the end of the year

154starting this year because we're now we've kind of got a full you know full service vendors is that we'll be doing surveys of parents about vendors so they'll be able to tell us in addition that we also have our you know our financial integrity lines so that if people feel like something's not going well or somebody's trying to take advantage of something or then that can be reported and then we investigate that we just had one just the other day that came in and said yeah we think something's just not right here. So, we started our case. We start an investigation to figure out what's that process. Is it really was it just a you know just a miscommunication or was it really something more nefarious that's going on at that point? So, so we

155start that investig if we find something that is a little bit more out of way then we would have you know sent it to the attorney general for further for further investigation. But so I guess the the audit purpose here is really to number one the more time the more the closer you're getting to a child, right? The higher the audit, the higher the standard, right? If you're just providing a service or a product that is an el that meets that's under the eligible expense, then that's that's a little bit easier to get into the program. You know, we'll make sure that we have that we can verify who you are, that you know that you're legitimate, that you're providing a you know, an eligible service, those types of things. All of that's just minimal

156for everybody. But when we get but the the uh criteria increases the closer again that you that you're going to be to a child. >> Yes, sir. >> Smith, how are the mechanics of the wallet going this year >> for the class wallet? >> Um better >> better. >> We'll we'll leave it at that. uh better. I think Class Wallet has has worked with us a little bit and we've we've spent a lot of time over the last six months trying to imp become more efficient in that process. Their their systems not quitly it's not developed quite as well as we'd like it to be yet as far as really providing a really good customer service, a seamless customer service across the board, but they're improving. I will say that they have they have taken

157some of the things that we learned from last year uh that we really really liked and they've incorporated that into into the private school side. So we we we've gotten better at the private school participation and that process. >> Okay. >> Uh so it's not quite as cumbersome as it has been in the past >> for homeschool and reimbursement. Still fairly cumbersome, but I mean some of that's just by the nature of the bees of you having to look at every reimbursement receipt. So in other words, >> their weaknesses fall back on the department. >> Correct. >> Okay. >> Yeah. >> So we still have that and the answer is probably no. There used to be a marketplace that you could go through from the website and use like cleo. >> So there's there's actually

158three ways you can that a parent can uh purchase them or that you can use your EFA funds. So obviously from a private school typically that's tuition. Um but beyond that for services, products, those types of things, there is a marketplace. Marketplace typically is your bigger uh kind of stores, big retailers. Yeah. Right. Like Best Buy, you know, uh Staples, that kind of stuff. >> Then you have direct pay are those vendors that say, you know, that have a product that they're okay with being there and doing this process of creating the invoice, sending the invoice out, you know, parent, it uploads the invoice, we review the invoice, and then we pay the vendor directly. So that's called direct pay. That's where most of that 2100 lives. >> Okay. Okay. Uh I think I think

159there's I think right now there's probably only maybe 150 in the marketplace. So and because the marketplace for class wallet standpoint required they have a again they have some a different standard for the vendors that have to go on there. You know there are certain things that have to fit into their from a technology standpoint. They have to have a you know e-commerce type cart already is built in. So there's certain things that already have to happen uh in order for them to fit into that marketplace with class wallet. Uh then the third area is reimbursement which right now is where a majority of your homesooled students live because that gives them the opportunity to go wherever they want. Shop at Amazon, shop at Walmart, you know, make sure it's an eligible expense, turn in

160the receipt, we review the expense, and then pay the parent back for what they bought. Um so it it really, you know, if you could get everybody to kind of live in a marketplace world where it was kind of an e-commerce kind of Amazon type site, then that would be great. I mean, that would just that would just make the process going. I will say this, so kind of if you're looking a couple years ahead right now, we actually are part of a um a coalition and cohort of states that are working on kind of this debit card private product kind of work like an FSA account like you know like your health savings accounts that do. So basically you go through all the products all the eligible products and they get coded at Amazon

161and Walmart and wherever else and you've got this little card and you can't spend it unless it's one of those eligible expenses. So if that all happens, right? And and we're working through that, that's probably probably couple two two, three, four years down the road before it actually comes to fruition. But there is, you know, uh as more and more states come on and more and more states have these, you know, have education savings accounts, you're going to see a lot more of these efficiencies starting to to pop up because, you know, it just it just makes it just better for everybody. And so we are part of that. We were having discussions, you know, in the planning phases of that with some like Florida and Texas and Iowa and Indiana. Some of those states

162are all part of this just working through to push that through and and pro and create that environment that we can potentially make that process all this other stuff just go away and then it's just a matter of you know you can go anywhere you want as long as it's you're coded correctly at that particular vendor then you're good. Anything else? >> Okay, we're good. >> That's all I have. >> Anybody move to adjourn? >> I make a motion we adjourn. Seconded by Mr. Henderson even though he didn't say it. All in favor say >> I