March 6, 2026 State Board of Education Meeting

001The board meeting will begin in 3 minutes. If board members could take their seats, we'll begin momentarily. I know. >> If board members and members of the public could take a seat, we will begin our meeting. All right. The March 6 state board meeting will now come to order. Good morning and welcome to the March 6, 2026 State Board of Education meeting. Board members, please engage your microphones before speaking and turn them off when you are finished speaking. Please note that board members may be using their cell phones and laptop computers to access the agenda and information related to this meeting. Live streaming is available through the state board of education website with the recording. Secretary, please call the role. Christian Christensen >> here. Maggie Douglas here. >> Lisa Shonhoff here. >> Liz Rener here.

002Kirk Penner, Sher Jones here, Elizabeth Tegmmeer here, Deborah Ner >> here, >> Commissioner Maher >> here. >> Seven present, one absent. Quorum is established. Please rise and join me in the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Information regarding the Open Meetings Act is posted as you enter the room from the main entrance doors. The open meetings act is also posted on the state board of education's website. NDE staff member Derek Epson and guest, please join us at the front of the room for a special presentation. >> Good morning. Uh Derek Epson. I'm the director of accountability and I am pleased to uh welcome these special guests for

003the month of the military child presentation. the director of accountability has introduced us. Accountability is important in every organization. We talk about it on base a lot. So, thank you Derek for introducing us. Uh I'm Colonel Aaron Gray and this is my wingman here, Chief Andrew Small. He is uh um the highest enlisted rank we have in the United States Air Force. He is the senior enlisted leader for the 11,000 men and women of Offit Air Force Base. Uh he's here representing the uh 40,000 plus U dependants, retirees uh and other individuals that are associated with Offit Air Force Base as the senior enlisted leader uh for the installation. And I'm the uh the wing commander of the 55th wing. Uh uh not only do we have a flying mission, but but uh we're also

004in charge of the installation, including the schools. Uh as you know there are two elementary schools on off at Air Force Base. Uh our men and women are uh all over the world executing operations every day. Uh you're familiar with uh United States Strategic Command which is at Offit Air Force Base which is helmed by a fourstar Admiral Richard Carell. Uh they're in charge of u overseeing all the nuclear uh the the basically the nuclear triad for the United States of America. The 55th wing we fly reconnaissance aircraft all over the world. And then we have also on on base the 95th wing which flies the E4 which uh is the plane that looks like Air Force One that's flying around but it's not Air Force One. Um and then we also have the 557th

005weather wing which does all the weather forecasting for the Department of War. Um as you can imagine this has been a busy week for us. Um we have we've sent uh you know a few hundred men and women out the door to support the operations in the Middle East. Um um but this uh opportunity to come and speak to you today uh is one that we could not pass up and so we're very very grateful Dr. Maher for for the invitation to come. Uh thank you so much to the board for your interest in the children and families of off air force base. And with that I'll begin my uh my prepared remarks. Good morning Dr. Maher and members of the Nebraska Department of Education Board educators and dedicated staff. I'm the commander of the

00655th wing at Offet Air Force Base. On behalf of the service members, civilians, and families of team offet, thank you for the honor uh of this invitation. As many of you know, Offet Air Force Base is in Belleview, Nebraska's oldest city. Sorry, Lincoln. We have over 45,000 members and their family supporting the wing and all the organizations on base since 1924. Off has worked with the community to foster a supportive and collaborative environment to ensure success. Our partnership with Nebraska's communities and school districts is one we value immensely. You educators and teachers are on the front lines preparing the next generation of our nation's leaders. Among them are are the children of our nation's defenders. I'm here to today to offer a window into their world and to share their unique challenges and transitions as

007they face uh that they face and to highlight a critical program that serves as a bridge between your schools and our families, the school liaison program, which we have our school leaison office over here, Miss uh Tina Lauderman. Um and uh to understand the need for such a program, I want to touch on what it means to live a military life. For our families, home is often a collection of places, not a single address. If you've ever asked uh you know, a military child where uh where are you from? You get a kind of a long winding answer. You know, it's a complicated road. Our service members go where the mission requires. Whether a deployment, leaving fa family behind, or a move across the country with their families, Chief is about to take his family

008to Japan this summer. Imagine a child who, by the time they reach high school, has attended five or more different schools. With each move, they face the challenge of adapting to a new curriculum, different graduation requirements, and the emotional toll of leaving friends and trying to find their place in a new student body. This can directly impact their academic performance and social integration and this can manifest stress and behavioral changes in the classroom. These is these examples are common. They are characteristics of military family life. Our children learn to be resilient, adaptable, and culturally aware. But that resilience is not is not a given and it's not forged in a vacuum. It is built with the support of a strong community and that is where the over 50 purple star schools in Nebraska and the

009offet school leaison program uh come into play. Purple star schools uh school districts offer a supportive and understanding environment for military children recognizing and addressing the unique challenges of military life. The purple purple star school designation is a symbol of a school's commitment to serving military connected students and their families, ensuring they receive the support they need to succeed academically, socially, and emotionally. And and as you know, the Pilion and Belleview school districts are purple star districts and uh we have a tremendous relationship with them. Uh especially with Dr. Jeff Rippy. Do you guys get his tweets by the way on weather days? Everyone's looking out for the it's too slippy for Rippy tweet. Uh then you know school has been either delayed or canceled for the day. That's right. >> The school liaison program

010is the central point of contact for commanders, military families, and school districts on all matters related to prek through 12th grade education. Our school liaison are the advocates and the problem solvers for all educational needs of military connected students at the local, state, and national levels. When a family arrives at Offit, the school liaison is one of their first calls. They help the family understand the local school systems registration process and academic options. When a child struggles to have their credits from a school in Germany, accepted here in Nebraska, the school liaison steps in to advocate on their behalf. When a family is preparing for a move to their next base in Japan, for example, the liaison provides the resources to make that educational transition as smooth as possible. This program is not just for

011one branch of the service. It proudly serves all active duty DOW civilians, retirees, and members of the Garden Reserve. Here in our operational footprint, which covers Nebraska and Iowa, our school liaison supports 6,300 military connected students spread across more than 175 school districts. They are a small team with a massive impact, addressing every conceivable school age educational question and concern for the thousands of families we serve. Through outreach, advocacy, and vital partnership initiatives, our school liaison work to generate timely solutions for the unique challenges our students face. Family readiness is is mission readiness. When our military families thrive, our service members succeed. When they are deployed, they must be able to focus on the mission, confident that their children are doing well in a supportive and understanding environment. Your commitment to Nebraska's students and by

012extension our military connected children is a critical contribution to our nation's defense. And I'll share a personal experience. We uh moved here from Fairfax County, Virginia, Northern Virginia, uh where the Fairfax County School District has almost 190,000 students in the one district, if you can imagine that. And uh it was a terrific place. Um terrific schools. Uh but then we moved back here. This is our third assignment in uh at Offet. And our children uh got into uh a Belleview Elementary and a Bellev West High School. And uh really I I would say um their experience here has been uh one of you know, we use the I use the word thrive in here. Our children have been thriving here. And so, you know, as you're as you're looking at what experience are children having

013here versus maybe somewhere else somewhere like Fairfax County, Virginia, which has this kind of grand reputation, it's as good or it's it's on par or better than those schools. At least that's been our experience. And so, we're grateful for the uh the the tremendous uh educators and um and uh and care that our children have received here in Belleview. By working together, by understanding these unique challenges and by leveraging the expertise of the military in interstate children's compact commission and school liazison program, we ensure that the children of your military neighbors have every opportunity to succeed. Thank you for inviting me here today and for your enduring partnership. I'd be happy to answer any questions, although I understand that uh that's someone wrote that for me to say, but I don't think we're actually doing

014a Q&A, but I'm always available to talk. Uh my wife uh got her degree in elementary education and uh she has a heart for uh for children and for education and um and so you know it takes it takes all kinds of people to make the world go round and I am I uh you know am very grateful for the the tremendous uh teachers that we have that that raise our our young ones upright who teach them correct values who teach them about what it means to be a citizen who teaches them how to read. We were just talking with uh with Lisa about that. She enjoys teaching children how to read. These are things that uh really at the end of the day ensure that our country continues to be the wonderful place that

015it is. And so thank you all so very much for all that you do for our children, especially for our military children. Thank you. If if you gentlemen can just wait there, we're going to read our resolution and then we'll have some discussion and maybe you'll get some questions. >> We're ready. >> Always the American military, right? Liz, would you please read the resolution? >> Yes. uh resolution to proclaim April 2026 as month of the military child and April 15, 2026 as purple up for military kids day. Whereas more than 8,000 Nebraskans exhibit profound courage and selflessness in serving America's armed forces, whereas Nebraska schools serve over 3,000 military connected students. Whereas military connected children have been found to change schools up to nine times between kindergarten and high school and face other unique challenges

016related to military parental deployment. Whereas the Nebraska Department of Education recognized 57 Purple Star Schools which created or strengthened programs and supports for military connected students. Whereas the Military Interstate Children's Compact Commission, of which Nebraska is a proud member, recognizes April as month of the military child. And whereas the month of the military child provides an opportunity to salute our military connected children and acknowledge the sacrifices made by military families worldwide with an emphasis on the experiences and needs of the children of military members serving at home and overseas. Now therefore be it resolved, the Nebraska State Board of Education extends its profound gratitude for the veterans active duty and reserve members of the armed forces and their families for the sacrifices they make daily. Resolved that the the Nebraska State Board of Education recognizes

017April 2026 as month of the military child. resolved. The Nebraska State Board of Education recognizes April 15th, 2026 as Purple Up for Military Kids Day and encourages students, educators, and the public to wear purple in support of military connected children. and resolved. The state board of education directs the Nebraska Department of Education to continue building coalitions to raise awareness for support and advocate for military connected children and their unique needs. Signed on the behalf of the Nebraska State Board of Education this 6th day of March, 2026. >> Thank you, Liz. Kristen, do you have a motion to adopt the resolution? >> Yes. I move to proclaim April 2026 as the month of the military child and April 15, 2026 as Purple Up for Military Kids Day and to adopt the resolution. >> Second. >> It

018is moved and it is moved and seconded to proclaim April 2026 as the month of the military child in April 15th, 2026 as purple up for military kids day and to adopt the resolution. Is there any discussion on the motion or questions for our guests? >> We've got some purple over here on the left. >> Our our staff is very good about doing that. They are. Um I guess you know we just want to thank you. We know that that your base has recently suffered a loss and so we want to thank each one of you. um extend our gratitude for the sacrifices that everybody within your base is willing to make for us. So with it's just with hearts of gratitude and heavy hearts for the families and friends who have experienced the loss.

019So thank you. >> Thank you very much. The motion is to proclaim April 2026 as month of the military child and April 15, 2026 as purple up for Military Kids Day and to adopt the resolution. Would the recording secretary please call the role? Christensen, >> yes. >> Ner, yes. Jones, >> yes. >> Rener, >> yes. >> Douglas, >> yes. Shonhof, yes. Tegmire, yes. Penner, seven, yes, one absent. The affirmative has it and the motion is adopted. We are now going to pause our meeting, take a brief recess. Um, so for presentation of the proclamation and some pictures, uh, we will plan to resume at about 9:30. Okay. Well, we didn't need as long of a break as I thought to do that. So, we will begin. Um, we still have quorum, so we'll resume the

020meeting. The next item of business is the commissioner's report. Commissioner Maher, please provide your report. >> Thank you, President Taggy. and that's a tough act to follow. Uh there are two items that have been identified or excuse me, there are zero items that have been identified to be removed from the consent agenda. If board members wish to remove items from the consent agenda, please fill out the form at this time. If any items are removed uh from the consent agenda, those items will be taken up under additional business. Well, good morning and welcome to the March meeting of the state board of education. As I walked into the meeting this morning, I thought it was a a day that would be like a state track meet day, but actually it's state girls basketball going on

021in Lincoln right now. There's a a lot of activity taking place and a reminder of the many activities that our students are involved in throughout the year. also a reminder of the many benefits of active students. And in that regard, I want to follow up on an item I mentioned a few months ago. The president's physical fitness program is an option again for schools in our state and schools around the country. All schools in Nebraska have the option to participate in this program. I asked my team within the department to develop a plan so that schools know that that they have this option and as mentioned all schools may choose to participate in this program. Our team will be communicating ways to local school districts to let them know how they can participate in the

022president's physical fitness program. Another item to report on this month is the announcement of a single screener for schools in Nebraska. The screener is necessary for schools to engage in the Nebraska Reading Improvement Act, an act passed in 2018. And the selection and proper use of a screener is crucial if we're to accomplish our statewide goal of having at least 75% of our third graders reading at a proficient level. At one point, very early on, but at one point as a state, um, we approved over 20 screeners for our schools, and our thought, this old math guy thought they can't all be created equal. How do we how do we whittle that down? And I worked with Allison Denbsty, and positive she's tired of me needling her, saying, "How do we how do we get

023that um smaller and more manageable?" So we we looked at best practices across the nation narrowing that number of screeners has been a goal for well over a year. I would tell you that I I think it started with Allison Denbi and myself but then went to Jamie Cook as she came on and uh really I would say carried across the finish line uh by Dr. Stavum. All of that over the last probably year and a half or so. How did we get here? We conducted a study with the National Center for Intensive Interventions and the Burough Center for Testing at the University of Nebraska Lincoln. The analysis examined technical adequacy, classification, accuracy, content coverage, and usability. We believe and advocate for local control at the department. However, our work in looking at best practices

024and looking at what's best for the kids in the state of Nebraska led us to believe that greater uniformity will strengthen student identification, will improve clarity for families, and better position the state to meet its literacy goals. The Dibbles 8th edition is the selection of the Nebraska Department of Education to be used as a single statewide screener. So we not only narrowed it down a bit, we narrowed it down as far as we can narrow it. The strengths of the Dibbles 8th edition include its short administration time, a a key for schools and the number of things that that occupy time in schools, the ability to administer dyslexia specific subtests. And I would tell you that I'm really proud of the the path that we're on and not not being afraid to talk about dyslexia

025as a department and recognizing that it is an issue that we must address moving forward. Uh that that is also a significant part of this screener. And um in in add in addition to that, there is built-in progress monitoring in the screener. So currently more than 60 Nebraska students or about a quarter of Nebraska districts, about a quarter of our districts are using the Dibbles 8th edition. Schools will need to use the Dibbles 8th edition for the 2728 school year, giving schools a year plus to make this transition. We knew that um we sent this information out last week to school districts. We knew that telling schools in late February, early March to be ready to have a transition to go in August, um it just didn't seem wise. So we said let's give them

026a year plus for planning purposes not only in the training of the use of the screener but also from a budgetary and a contractual component for those districts who are in contracts um currently. We truly believe this is a step in the right direction to help Nebraska become um not only better but a national leader in achieving early literacy proficiency. I think this may be one of the biggest steps we've taken as a department um in in my time here to really say we are indeed serious about improving literacy rates across the state. Finally, as mentioned last month, Dr. Deb Fryzen is leaving the Nebraska Department of Education on April 17th. Between February and today, I've had no luck in talking her out of that. She seems certain that she is leading. April 17th is

027not long from now. We wish Dr. Fryzen the best on her next adventures. We'll miss her and her considerable abilities and contributions to the Department of Education over the last 11 years. not only including her time as a deputy commissioner, but her time as the deputy commissioner who is acting at the com acting as the commissioner at a at a crucial time in my opinion for the department of education. So, Dr. Fryzen, we will miss you. To fill the void that she will leave, I'll be moving Dr. Ryan for into the deputy commissioner role vacated by Dr. Fryzen. I'm asking you to vote on that um later in this agenda in the consent agenda item as a consent agenda item. The deputy commissioner role will carry out most of the same duties that it currently

028has with Dr. Fryzen um at the helm largely responsible for the operations side of the Nebraska Department of Education House. Dr. though will remain the one question I've heard from almost every board member was well who will be the parliamentarian Dr. four will remain at the parliamentarian as the parliamentarian. I thought he could sit here during board meetings as easily as he could sit over there. So, um there are some nuances and some context that we still have to to figure out in terms of a transition, but in terms of the parliamentary procedure piece, we shouldn't skip a beat. Um we will uh look we look forward to Dr. for um assuming that role and we'll begin for the the search for his replacement very soon. That concludes my report. >> Thank you, Commissioner Maher.

029NDE staff member David Jpersonson, please make your way to the front of the room for an update on the teacher of the year program. Good. Good morning. David Jesperson, uh, office administrator of the office of public information and communications, but sitting in front of you today as the coordinator of the teacher of the year program here in Nebraska. Believe it or not, we're we're a quarter of the way through the year, but that means it's time for us to look ahead to selecting the 2027 Nebraska Teacher of the Year. Um, and I wanted to give everyone a brief history and background on the Teacher of the Year program for folks who may uh need a refresher or um don't know much about this program. So it's described uh uh the CCSSO runs the national teacher

030of the year program. Uh it's known as the most prestigious teacher recognition program in the country. Each year CCSSO provides state teachers of the year with a year-long one-of-a-kind professional learning and development experience designed to increase each educator's leadership skills while celebrating their talents and commitment as extraordinary teachers. One teacher is selected to be the national teacher of the year. that teacher brings the national public attention to the importance of excellence in teaching. There are 56 representatives of the teachers of the year. And you're like, "Wait a minute, there's only 50 states." Um, there are territories that are represented and uh with our military friends that were here today, the Department of Defense also has a teacher. That teacher was from o uh serving in Okinawa this year uh who was chosen as their teacher

031of the year. Um so that program is uh very prestigious and up and running. we take part in that. And of course uh you have all met Sarah Harden. Sarah is um the 2026 uh teacher of the year. She's a science teacher uh in Mullen High School and she has been extremely busy already. Um she has visited several different um classrooms already, several different schools. She's visited a couple of teacher colleges already and she was a keynote speaker at the Ed Rising conference. Um, we also just got back from uh our teacher of the year orientation um where she uh took part in in the teacher of the year orientation process which is a really neat event out in California where the teachers uh get to visit Google. Um they have assistance developing a potential

032TED ed talk um and they also get to learn what it is to be a a teacher of the year uh and and raise their voices. I always find it's really interesting uh every year when we do this um because uh all of the teachers of the year, one of the biggest things that they always talk about at this orientation is uh the imposttor syndrome. Every single teacher that is there uh questions why they're there and should they be there and isn't there someone better uh to represent our state and represent our country? And by the end of that orientation, at least most of their fears uh have been relieved. um and and they're they're taught how to embrace who they are, what they represent, and how they're a great representation of teachers here in

033Nebraska. So, it's a really really great event. Um we have highlights for the teacher of the year uh every year. They they do visit Google. Um they'll be visiting NASA's space camp uh in the spring. Next fall they'll be heading to Washington DC uh for a visit where they meet um all sorts of dignitaries uh in DC. And then they actually wrap their uh annual year at the end of January uh with the college football uh football championship game where they get to uh uh take part in that. New this year, um our facility staff did an amazing job. If you're up in the commissioner's area, uh we do have a new teacher of the year display uh adorning the wall. There's a shot of it uh with my camera there. Um, but we have

034the last 10 previous teachers of the year uh that we're celebrating upstairs and we'll continue doing this tradition uh and rotate the teachers out as we go. So, what's next? Next up is uh our search for the 2027 teacher of the year. Uh nominations are now currently open. We have those nominations on our main website education.n.gov. Uh this is a screenshot of that website, but that's exactly how it looks if you go to go there right now. It's the third item on the page. We also have a teacher of the year page um that that links to with more information on who the teacher of the year is, what kind of qualifications they would need to apply, but the nomination process is about as easy as it possibly could be. Uh we have a link

035there on our website. Um there's about five questions. Uh it asks you who you are nominating. It asks you who you are. Um and it has a section uh for you to detail why you're nominating that teacher of the year. In Nebraska, our uh nominations are an open nomination process. What that means is that we allow anyone to nominate their favorite teacher uh and who they believe uh should be teacher of the year. That means students can nominate their teachers, teachers can nominate colleagues, principles and superintendents can nominate their teachers. All of you could nominate a teacher uh in your district as well. Anybody can nominate a teacher. From the nomination process, what we do is we invite the teacher to then apply for the teacher of the year program. It's a rather extensive application

036process that they uh will look at and be able to determine whether or not they want to move forward uh for contention of the Nebraska teacher with your um so one of the things that uh um I would ask of all of you is to help spread the word. Um we did really nice last year. We had more than 100 nominations from across the state. And when I say across the state, I really mean it. Obviously, our teacher is from Mullen, Nebraska. Um but we had nominations from Scotsluff. We had nominations from uh Nebraska City and Fall City. We had Nebraska, we had Sous City, uh we had Makook. So, it really was every corner of the state was covered last year with nominations. Uh we had very strong candidates apply last year as well.

037So, we're hoping to continue that tradition. And any help that you can provide um spreading the word that now is the time to nominate those teachers, we'll start that process. Um and I'd be open to any questions if you have any on the teacher of the year program. Thank you, David. >> Thank you. >> Um, traditionally we don't have a president's report. I am just going to pause for a moment. Um, I do want to give my personal thanks to Dr. Fryzen for her, um, leadership in the department. She was the acting commissioner when uh, Sherry and I uh, took our seats. Deb was reelected. Kirk was reelected at that time in 2023 and um just want to publicly express my appreciation for her steady uh wise advice over the years and you will be

038missed but will also be um happy for you that Monday morning when you can have a long cup of coffee. So thank you. Um, if anybody else wants to, I don't feel like you have to, but I also don't want to always just be the only one. So, thank you, Deb. >> Sure. I don't have anything prepared, but I just smile at the thought that I I have a microphone to speak about you, Dr. Fryzen. we've had fun together and I adore you. And uh from the first time I met her years before I became on the state board of education, I met her at a nail salon and she was giving me parental advice then. So, it's been fun to work with her over the years and she has uh been an amazing leader

039for the Department of Education and it's truly been noticed and appreciated. And now that you're not an employee anymore, I look forward to beating you in uh what is it? What is we pickle ball? Thank you. Okay. All right. Thank you for your service, Dr. Fryson. All right, we'll Okay, we will now move to our public comment period. This period may be available to any person who wishes to address the board on any matter that is on the agenda or within the board's authority to act. Up to 90 minutes will be allowed for the public comment period. A majority of members present in voting may take action to extend the total amount of time allowed for the public comment period. A majority of members present in voting may also take action to allow or terminate

040public comment at any time during a meeting. If you are not signed in and wish to speak, please sign in at this time. Those wishing to speak must be signed in at the table outside of the meeting room. Each individual speaking to the board will be required to complete a sign-in card for identification of oneself. Individuals are required to include on the sign-in card their name, address, name of any organization represented and agenda item or topic that is within the board's authority to act. Individuals may be prohibited to speak in public comment if the signing card does not include the required information. Persons speaking to the board during their public comment should state their name, city, and state at the beginning of their allotted time and may submit printed materials for the board, but may

041not use any other form of media. Anyone refusing to be identified will be prohibited from speaking. Each person may address the board for up to five minutes. A majority of members present in voting may take action to reduce or extend the amount of individual time allotted to all speakers. If at any time persons appearing before the board exceed the time limitations set forth in the policy or on the agenda or become abusive or threatening in language or behavior, it shall be the responsibility of the president to refuse permission to continue to address the board. Do we have we have two public comment cards submitted. Vice Chair Liz Rener will announce the names of the speakers. Good morning. Our first speaker is James McGowan. So I invite you to come come forward and approach the mic.

042>> I'm James McGawan. I represent ESU 16. and I reside uh 1353 SL56D Brady, Nebraska. Um first of all uh I would like to thank um uh the board of education for all the work that they do. I know being on a public board is not an easy task. And then I'd also like to personally thank Elizabeth Techmire for all the conversations uh that she's had with me leading up to um me being here today. And also Maggie Douglas for the same thing. I appreciate your time and commitment in responding in a timely manner. I'd also like to thank uh Dr. Mahar for his leadership in uh guiding education across the state of Nebraska. It's been a breath of fresh air. And then also um probably more importantly, I'd like to thank um Amber Hartsock

043for uh her abilities in writing um the schoolbased mental health grant. And I don't know if you guys do an employee of the month, but she gets my uh nod for employee of the month. um she was uh fantastic in making me aware of this uh grant and I want to thank her. Um ESU16 represents uh 16 school districts and then four private school districts. Uh Ogalala North Plat we have offices there and we cover um two time zones nine counties 12,000 square miles and we also had the teacher of the year 7,200 students. Currently, we have three school cycle school sites and case loads warrant a fourth. Of the three, we have one that has yet to sign a contract and one that is very close to retiring. Funds provided that by um the

044school-based mental health grant would allow us to recruit and retain individuals to provide testing services and um verify students with learning disabilities. A fully staffed team would allow us to create dis dyslexia teams, behavior support teams that would assist classroom teachers, and support NDE's literacy and attendance schools. A win for students, parents, districts, and the state of Nebraska. In listening to the governor speak, he touts the fact that when he took office, Nebraska ranked 49th in federal grants dollars received, and that that was not good enough. He also states, "We need to quit quitting on kids." The acceptance of item 8.3, schoolbased mental health grants, assists in changing this narrative. A NA vote gives federal grant dollars back, which more than likely would be divided amongst the other states that were awarded those funds. Our

045agency competes nationally to recruit and retain school sites. Our ESU has been designated as high need. Not accepting the funds strengthens other states financial position in recruiting this valuable resource. There's currently a school psych that resides in our ESU. Providing online school psych services to students and districts in South Carolina, Georgia, Georgia, and Texas. Being able to match that salary would allow us to compete financially. Handing dollars back just sharpens the knife that cuts us off at the knees. Some could see the grant as a short-term solution, and I ask and ask, how would it be sustained? The grant addresses the immediate needs while buying time. This board, Brad Dirkson, and others have a proven track record of being creative to sol to solve educator shortages. When we work together, long-term solutions can be found.

046This grant allows us to meet current needs and buys time for sustainable solutions. Voting yes on this illustrates your actions and not quitting on the Department of Education, ESUs, parents, and most importantly kids of the state of Nebraska. um how this would look in our agency. Let's say hypothetically um the uh teacher shortage has been addressed and maybe we have uh a teacher that has gone through that program currently looking for a position at an elementary school in our ESU and that individual doesn't have a job. there isn't something available, maybe married to a rancher, they're not going to leave. Maybe that ESU has reached out to them and say, "Hey, would you possibly be willing to continue your education and become a school psych?" Without this funding, we can't provide the financial burden to

047cover their educational cost. With it, we can attempt to solve a solve a need in our area. Um, I see I have 10 seconds left. um and driving as far as I did, I don't want to waste any of that time. So, uh I was using some of that time, but please, uh think of us and vote yes on item 8.3. Okay. Uh our next public commenter is Linda Vermutin. So, I invite you to come up and share your thoughts. >> Good morning. I'm Dr. Linda Vermutin. I reside in Belleview, Nebraska. And as the colonel said, he apologized for all the noise overhead. I said, "No, we're very grateful for it because every plane we hear, we know we safe and we pray because that affects our community." There's a joke in Belleview, once you

048get on off it, you can't get off it. And so, a lot of families come and be a part of our community. But I wanted to address the concerns of mental health. As a clinical psychologist, I'm deeply concerned about our children. Particularly in this day and age, they face things that we never had to face when we grew up. The pressures are tremendous. They have all the social media bombarding them. They have all the news. They have all their peers. And where I live, we have all the planes overhead. So that makes us astutely aware of the situation that's going on in our nation. A lot of their parents are deployed. We know that there's escalating rates of depression and suicide. Unfortunately, we lose a lot of our young people to suicide because they are

049totally overwhelmed by what is happening in their environment. I want to strongly urge us to make sure that when we plan and evaluate and consider who we place in these positions, however, that we're extremely cautious and make sure that we do a good job in ensuring that we are providing safe people in these places of high regard. understanding when that door closes nobody knows what we are discussing because of confidentiality you can ask me till you're blew in the face I don't remember a word that was said so I can't even tell you what was said and so we have to ensure that we have competent people in these roles we have to ensure that as a school board as a state board we are looking to the individual needs of the students. We have

050to make sure that our educators in the schools are also looking to the individual needs of our students that our students are not somehow being used as a porn to increase their opinions upon our students. Particularly where I live, not too far from Fremont, we are all well aware of what happened there recently when the students were encouraged to go out on a walk out and the dangers that that took place. I want to urge us to make sure that when people are doing these things that the board is holding them accountable because now we added an additional layer of stress to those students because do I do do I go do I stay? um does my dad know what I'm doing? um so we need to think about all the multilevels that may be

051put on those students also additionally in the life of one student was endangered in that particular case. OPS did the same thing the next week. So that is another level of concern that our students are not being utilized in this way and I don't know the position on the board on this. I do agree with local control but on the other hand there has to be some level of accountability somewhere. So all of these things need to be considered a lot of things to consider as you thinking about the well-being and the level of the children. Please understand if we place too much pressure on the little ones what happens they act out. That is a natural reaction to stress. What happens to the adolescents is they become more aggressive. and that does not help

052their learning ability within the classroom. So you know as many mental health services as we are able to provide is good but a word of caution that we are careful because where I live I'm also very close to Le Vista schools and most recently we've had a very tragic situation there with a psychologist that was placed and allowed access to four schools where I live who recently was convicted which is public knowledge for sexual impropriy with a minor. Prior to that was listed on the Bradley list which was a public document available to all of our officials including Dr. Ripley who serves as a superintendent. My concern in the reporting process is if we report that to the board, it takes a long term to investigate that while such individuals still have access to our

053students. So, please help us protect our students and help them through their stresses. Thank you so much for all you do. Very grateful to each of you. Thank you for your time. Thank you to our public commenters. There is no written public comment submitted this month. Is there a motion to adopt the consent agenda? >> I move to adopt the consent agenda. Second. It has been moved and seconded to adopt the consent agenda. Per board policy, there is no discussion on the motion to adopt the consent agenda. Would the recording secretary please call the role? Rener? >> Yes. >> Douglas, >> yes. >> Christensen, >> yes. >> Jones, >> yes. >> Tegmire, >> yes. Penner, >> yes. >> Neri, >> yes. >> Shonhoff, >> yes. A yes. The affirmative has it and the consent agenda

054is adopted. The next item of business are the reports of the standing committees. I will report on behalf of the executive committee meeting. The executive committee reports on its March 5th, 2026 meeting. Members present were chair Elizabeth Tgmire, vice chair Liz Rener, Sherry Jones, and Deborah Ner. On a weekly basis, the committee has reviewed and advised the commissioner on 2026 proposed state legislation, NDE's position, and associated actions. The committee reviewed two action items. First, the committee reviewed the board position on LB1050. Second, the committee reviewed the board position on LB 1224 and received an update from NDE staff. Both items appear on today's agenda with no recommendation from the committee. The committee had one discussion item. The committee received information regarding proposed revisions to the Nebraska Council on Teacher Education NCTTE organizational policies. NDE staff

055provided information on the proposed revisions. This item will appear on the May meeting agenda as an action item. Finally, the committee reviewed six information items. First, the committee received an update on legislative activity. Second, the committee received an update from NDE staff on implementation of the strategic plan. Third, the committee received notification of vacancy on the special education advisory council. Fourth, the committee had discussion on state provided cell phones for official board member use. The president has emailed board members with information on how to obtain a state provided cell phone. Fifth, the committee reviewed the current meeting schedule of the state board due to multiple member conflicts with the December meeting. An updated schedule will be published soon. Finally, the committee reviewed the recommendation of an appointment to the Nebraska Assistive Technology Partnership Advisory Council.

056This item appeared on the consent agenda for approval. This concludes the executive committee report. Elizabeth, chair. Are there any questions on the executive committee report? Okay. Is there a motion on item 7.1. A uh I move that the state board of education oppose LB 1050. Um that's it. Second. >> It is moved and seconded that the state board oppose LB1050. Is there any discussion on the motion? >> Deborah. So, I brought two bills back that um I mean the process we've always had is the executive committee will vote uh on the message that we send to the state legislature uh whether we oppose support or neutral or some variation that includes some uh wording that we would like to see. And uh but there were two bills that are still in play in the state

057legislature. And uh I do believe that there is still a chance for us to send a message uh about uh these bills. And so I'm I'm asked for a vote from our board members today on these two matters. And I I might need Lane because I uh I want to make sure I'm explaining the bills and I'll I'll just do them both at the same time. We can Is that all right if we can just or no? >> No. Okay. All right. Uh so for 1050 um it's the Nebraska Reading Improvement Act uh to uh limit advancement to grade four. And based on the town hall I attended and all that I have heard from people in my district, uh there's a lot of parents that feel like this is government o overreach, that it's

058government making decisions that should be up to parents and teachers, that it's so broad uh and that it is actually punishing students instead of focusing on the positive interventions and strategies that could be in place to help those students. students. Uh, and so, uh, I would I'm just I brought this forward so that we could have a board vote, which is common, uh, when we don't have an agreement, uh, or we think that something requires further discussion after the executive committee has looked at it. >> Any other thoughts or questions? No, >> I I would Okay, >> I would share I just I support keeping the neutral stance as was the original position of the executive committee. Although I have several concerns, I also believe there are potential positives that could result from passage of

059this bill. Um, I encourage board members to personally contact their legislator to share their views on this bill. Kirk, >> just a couple things. So that executive committee per your request is a two two executive committee. Correct. That's how we came to two >> two meaning >> two two meaning two on the right and two on the left. Let's just call it what it is. Um and there you said it again. There is no vote in executive committees. There are no votes on that. There are no votes in it. You just disagree. So, if you're going to have a two two committee, you're on occasion going to have this happen. And I can't think of a time that anybody besides yourself has brought something out that you just didn't agree with. And so, the rest

060of us, hey, it's it's two to two. It is what it is. And all really what you're doing is grandstanding here. And it it doesn't make any sense. We've done this for I've been on this board five years. And it's just until recently that we started bringing stuff out of committee because the board is 44. Never happened when it was 71. It never happened when it was 53. And now we're having this waste of time bringing something out that you don't disagree with that the vote is not going to change in the full board. And it's it's just ridiculous. So that's my opinion. Uh, I truly believe that the majority of people here don't vote based on politics. I know I don't. And so, uh, which is, uh, why I call superintendent on a regular

061basis to try to understand what is best for the school districts. Um, all I'm asking for is I mean it's an action item. I'm asking everyone to vote. That's the fair way to do it. And uh that's all I'm asking for. >> President, >> do you mind if I speak? Um I yes I uh spoke on this last month because you brought it last month as well. I have a blog post on it. Um so anything that you're needing you can always go in there. Um I will reiterate that as an educator I don't think that any of us want to hold students back. And as an educator, I have advocated for holding back a first grade student. And the reason why is because I knew that first grade student, actually it was a kindergarten

062student, was not prepared for first grade. I didn't want to burn out the teacher. And I knew it was going to be more detrimental for that student to move on when he wasn't ready. We all have um all of our kids have differing um brain. Everyone has a different brain and they fun they um sorry what am I trying to say? They um advance at different levels. And so while we don't want to hold a kid back, it's actually worse for their mental health to move them on when they're not ready. And if we wait, the longer we wait, the less chances they have of being successful because teachers aren't prepared to teach kids to read as they get older. third grade teachers are not as equipped as a kindergarten and first grade teacher. And

063so this is the accountability piece that is needed to open up those conversations and to get parents involved. There are 23 states that currently have a retention policy in place and 16 of those 23 states are outperforming Nebraska according to the national assessment. And when I went through looking at different schools that could be placed on priority lists, their um graduation rates are not in line with their ACT proficiency rates. We're graduating too many kids that are not proficient on the ACT. So, that's something to keep in mind when looking at this. >> I have a Oh, yes. Um I uh since we're voting on this today, um I'm going to stick well I'm going to vote to oppose 1050 for whatever it's worth in the big picture. But I do want to share um

064I I just don't think it's the solution that we need to address the issues that um present we we're dealing with in terms of literacy. And I do want to just share that uh Mississippi which is touted as an example of um you know the miracle uh example of literacy advancement and they did a third grade retention program and as of their NAPE results from the 2024 assessment they show Mississippi ranked 49th in percent of fourth grader uh fourth grade students reading at proficient or above and 50th% proficient or above in reading for 8th grade students out of 50 states. Nebraska ranks 23rd and 16th respectively. So I I know that there are great things happening all around the country and I don't want to take away from the success of these other states because

065we have a lot to learn. Um but I don't think this is the lesson that we should be taking away from them um or anyone else. So, uh, yeah, for that reason, I'm opposed to this bill. >> Um, so I have some compilation from a constituent that I won't read the entire letter, but I I do want to pull these things out. um Nebraska statute and its revised statute 79-2602, 2603, 2604, 2605, 2606, and 2607 already establish the early grade framework evidence-based instruction, early identification, intervention, and reporting. If those duties are implemented with fidelity, LB1050 is not a shift away from prevention. It is a guard rail that ensures the system delivers results when provision has when prevention hasn't worked. These same statutes recognize that time matters. Students must be identified early, supported early, and

066monitored for progress. The most predictable long-term harm is letting students move on unable to read. By fourth grade, every subject becomes harder, gaps widen, and remediation becomes more costly and less effective. LB 1050 sets a clear statewide expectation at the end of third grade because that's the point when students must be ready to read in order to learn. Um, also the state statute uh 79-1156 defines dyslexia and requires evidence-based structured responses for students with characteristics of dyslexia without requiring a medical diagnosis. LB1050 aligns with that framework by reinforcing that when reading outcomes aren't improving, the response must be more consistent, more transparent, and more effective. She closes by saying, LB1050 is not about punishing schools or families. It's about honoring what Nebraska has already promised in statute. That children will get the instruction and intervention

067they need early and that Nebraska will not keep passing them forward when they cannot yet read. Anyone else? Yeah, Maggie. I have a question about the bill. So, I might need lane for this if that would be okay. >> Okay. go ahead and ask your question >> first. Sorry. Um, I want to know if the bill addresses impacts of how it's enacted because I imagine like we've been talking about OPS scores that there's not a lot of passing grades necessarily what that would do to how that's connected to like the teacher shortage. I'm imagining all of the sudden our third grade classrooms would be gigantic and I'm wondering if any of that is addressed in the bill. >> Okay. I think the commissioner can address that. >> Okay. >> Yeah. In in terms I would

068say Maggie maybe I'll try to answer your question but it might be more of a dialogue that's needed in terms of the bill addressing specifically impact on potential increase in third grade instructors. The bill does not address that but that that might be that might be an issue. >> Thank you. I'd like to ask a question. >> Anybody else want to go before me? >> Go ahead and ask. So, generally, I try to follow what the education leaders and the education the school boards associations across the state uh think about this. I know we've all campaigned on local control, but so many times we don't vote that way. And this is another one of those examples where we're not supporting the local control piece of this. And I just want to verify in case I'm

069wrong, but my understanding is that uh the established school associations like the school board association and others uh are against this. Am I correct about that, Lane or Brian? >> I believe the school board association is, but honestly, I'm not positive. I know it won't change anybody's vote, so I'm not going to look it up, but I'm just saying that that I believe because I attended the legislative conference and this was uh discussed and so I I do believe that to be the case, but I'm not trying to change anyone's vote. I just wanted us to have the discussion and vote on it. So, I appreciate the discussion. Thank you. Okay, I guess my final thought would be um it is the governing body's responsibility to ensure that our systems deliver results and when we're

070not seeing the results and then then we at the state level have to do that. So I am a supporter for local control but we are also that accountability mechanism that was established by the state legislature when they established this board of education. Any final comments or questions on LB 1050. Okay. The motion is that the state board oppose LB 1050. Would the recording secretary please call the role? >> Christensen. >> Yes. Ner, >> yes. >> Jones, >> no. >> Rener, >> yes. >> Douglas, >> yes. >> Shonhoff, >> no. >> Tegmire, no. >> Penner, >> no. >> Four. Yes. Four. No. The opposition has it and the motion is lost. Is there a motion on item 7.1B? >> Yes. I move that the state board of education support LB 1224 as amended by AM228,

071which prohibits children from transferring to an exempt school during certain child abuse or neglect investigations and prohibit persons convicted of certain crimes from monitoring or providing instruction at such schools. Second is moved and seconded that the state board support LB 1224 as amended by AM 2228. Is there any discussion on the motion? Okay. Uh yeah, I brought this again to a full vote because this was 22 in committee uh in the original bill and this is still in play and it's a priority bill. So us changing if we want to uh is very appropriate at this point. when the executive committee discussed it, uh, it didn't have the amendment on it. And so if I recall from discussions, some of our board members uh were not in support of the bill even though it included

072like if a parent gets a misdemeanor that is related to child abuse or neglect. Oftentimes that child does want to that parent does want to take their kid out of the school and homeschool it so the school people aren't in their business. and we went in neutral on that, but they've taken out the misdemeanor part of this. So, this amendment has not been discussed or voted on by the executive committee. Now, it's just saying if a parent has been charged with a felony related to child abuse or ne neglect, then they should not be allowed to take their kids out of a public school and put it in a home school just so they can have privacy. I guess this one is uh speaks to me. I've had eight foster kids and I've just seen

073what happens uh a lot of times and I I do believe this is about the safety of the child that should be our first priority especially now that it has taken out the misdemeanor piece and it is if there's a felony involved. So, not uh trying to persuade persuade anyone anywhere. Just wanted to have a vote about whether we want to change our board position since the bill itself has changed. >> I I do want to clarify for for non-executive committee members, uh the executive committee was was not we weren't neutral on this. We had no stance at all. uh we had requested a neutral stance I had um with concerns um but that was not uh we didn't reach consensus on that and so so we currently have no stance that has gone to

074um any senator on this um first wanted to say that I've read the amendment and support the amendment how it limits the scope to the subject of a substantiated report rather than just an investigation. Um, as well as removing the misdemeanor part and um, limiting that to those that have felony convictions, but also wanted to read part of an email that I got from a constituent on this. Um, not going to read the whole thing and and not going to say who it's from, but just a portion of the email. Uh, I want to encourage you to support LB1224. I am a survivor of se severe childhood abuse and one of the worst things that happened to me was being pulled out of public school when I was 15. Abusive parents like mine use things

075like homeschooling as a method of control. I know that is not every parent who homeschools, but I cannot tell you in enough words how damaging being isolated from my friends, my extracurriculars, and my escape was. School was my everything, my only way to get away from the abuse, at least for a little bit. My mother kept me home from school after beating me in the face and telling me how much she hated me when I was just 7 years old. I was too bruised and beaten to be seen at school. These are some of the people who need to be held accountable. Please, I am begging of you, vote in support of this bill." And it goes on from there. Um, it's it's kids like that. stories like that that uh urge me to support

076this bill. Okay. The motion Okay. The motion that is that the state board support LB 1224 as amended by AM 2228. Would the recording secretary please call the role? Rener, yes. >> Shonhoff, >> no. Jones, >> no. >> Christensen, >> yes. >> Douglas, >> yes. Ner, >> yes. >> Penner, >> no. >> Tagmire, no. Four. Yes. Four. No. The opposition has it and the motion is lost. Item 7.1. C. Board members, are there any questions or discussion on this item? Item 7.2. Chair Kristen Christensen will report on behalf of the budget and finance committee meeting. The budget and finance committee reports that at its Thursday, March 5th meeting, members present were Kristen Christensen, Maggie Douglas, Kirk Penner, and Lisa Shonhoff. The committee reviewed one action item for a contract to provide the comprehensive English language

077proficiency assessment testing. The committee recommends approval of this item. The committee then reviewed one discussion item for the board member travel expenses, noting no concerns. Last, the committee reviewed nine information items, including a grant for rural health transformation project funds, a contract for the Safe to Help Nebraska hotline, the teacher apprentichip program funding to be approved in May, new and expanded early childhood grants, a contract for professional learning for leaders grounded in the science of reading, a contract for the career and technical education state model programs of study and standards revision project, a contract for the Nebraska Alaska technology initiative, an update on the comprehensive literacy state development grant expenditures, and an update on the annual comprehensive audit report. This concludes the budget and finance committee report. Are there any questions on the budget and

078finance committee report? Are there any questions on the reports in item 7.2? Is there a motion on item 7.2B? >> Yes. I move to authorize the commissioner to contract for a comprehensive English language proficiency assessment. >> Second. It is moved and seconded to authorize the commissioner to contract for a comprehensive English language proficiency assessment. Is there any discussion on the motion? >> Did this come with support from the committee? And if not, why not? >> The committee recommends approval of this item. >> Thank you. Any other questions? >> The motion is to authorize the commissioner to contract for a comprehensive English language proficiency assessment. Would the recording secretary please call the role? Christensen? >> Yes. >> Ner, >> yes. Jones, >> yes. >> Rener, >> yes. Douglas, >> yes. >> Shonhoff, >> yes. >> Tegmire,

079>> yes. >> Penner, >> yes. >> A yes. >> The affirmative has it and the motion to authorize the commissioner to contract for a comprehensive English language proficiency assessment is adopted. Chair Lisa Shonhoff will report on behalf of the planning and evaluation committee meeting. the planning and evaluation committee reports on their committee meeting on March 5th, 2026. The members present were Lisa Shonhoff, Sherry Jones, Deborah Neri, and Kristen Christensen. The committee reviewed discussion items with NDE staff providing summaries and answering questions related to the rule 11 waiver requests from Hyannis public schools. Approval of plans of corrections for rules 10,4 and 18 school systems. Approval of non-public schools for the 2627 school year. Approval of interim program schools for 2026 to 2027 school year. and the priority school designation process. The committee reviewedformational items related

080to the approval of Ron Kelly Catholic High School waiver request, the accreditation of public and non-public rule 10 school systems for 2627 and the accreditation of Nebraska educational service units for 2627. NDE staff will bringformational items to a future meeting for discussion and subsequent approval where appropriate. And then this is what I want to draw attention to. The committee also reviewed anformational item related to a revision for the youth rehabilitation treatment center special purpose agreement. The committee recommends other board members to review the materials and should reach out to Brad Dirkson with questions as the committee plans to bring this item forward for action at the next board meeting. Um, this concludes the planning and evaluation report. Are there any questions on the planning evaluation committee report? Yes, I have one. Um, I actually have

081two questions for Brad. Can I ask him to come forward? >> Are they Are they agenda items that we would >> Yep. Um, it's why this will be an action item next meeting if it was an info item this month and um what particularly in this item he feels are is important for us to draw our attention to. >> So, can the chair answer those questions? Um, so there's um time constraints with the budget for DHS and so they're needing to push it through quickly and some of the concerns is that um uh DHS is worried about um staffing all of the coursework and so they're planning to cut out things like career education and the arts and physical education. And so, um, in order to be accredited, it is we're supposed to have those

082things. However, in dealing with these demographics and with, um, staffing and budget issues, there's just some questions about whether or not um, it should be accredited or not, the program itself. And so as a committee, we discussed it and we were um trying to just stress the importance of looking through it and getting all the information before we have it as an action item next month or actually it would be May. So, Lisa, can I just ask you a follow-up question on our It's a an official procedure that we do where we do have a three-month process for agenda items. Is the the impetus of speeding this up because of DHS or was it a delay within our own procedure? I believe that what he was saying was it was DHS was needing it for

083their budget purposes. Did you want to add to that? >> So, so you're saying that they they had just kind of come to us. Hey, we need this real quick. >> The commissioner says he can. He's got it. >> Thank you. >> Maybe I can't. Oh, there it's green. the uh yes, I I think uh that Lisa did a nice job of summarizing the the situation. If you'll allow me to, I'll address a couple of things and maybe say the same thing Lisa said in a different manner after I directly address the question that you asked, Chair Tegmire. The question came to us from DHS and largely I think they were more than willing to follow our three-month process except we don't have an April board meeting and and they have a I believe a

084continuing contract law issue which makes this um I wouldn't say expedited but they would have needed that that April month. So it's something that if the board can take action in May, it will it will it will help the timing of the process. Um so that was a request of DHHS and um quite frankly I told uh Dr. Corsy that I would do my best to to get that through. So I would I would if if we can I would love to see that decision made by May. The second thing that I would say is the in in terms of board member Shonoff saying really take a look at the information that you have in order to be able to make a decision by May. I would remind a couple of things that that Lisa

085said. one, there's a a programming issue that DHH DHS has in terms of how do we best serve the kids who are in the YRTC program. No doubt about it. That's that's one issue. I I don't know that that's your issue to solve, but it is the DHS issue to solve. The question that comes before you is with reduced programming rigor, can they still be an accredited school? That's the question. As you look through the information that you have, there is a reduction in programming rigor um in and in content that Lisa described. So the question isn't is that the best way to serve kids. The question is can you have that reduced rigor and be accredited? That's really what this boils down to for May. So, thanks for allowing me to >> weigh in.

086>> No, I think it was great clarification. Um, so any other questions? >> Just one uh real quick. The the materials to review are those just the materials that we got in the original agenda. Okay. Thank you, >> Deb. I guess um it was a pretty easy decision for me uh as we were talking yesterday and I know uh Dr. Maher has said that uh if we can even if it isn't a vote today maybe give some feedback about the direction that we might be moving. Uh but I mean if we just look at our strategic plan first of all um and use that as our guiding principle it's a pretty simple matter. It's not our as Dr. Maher said it's not our job to help the department of health and human services uh do

087their budget cuts. What they are trying to do is on the backs of these youth who are just on the edge and with the right kind of supports can be turned into very productive taxpaying citizens. And so do we want to water down what it means to be accredited? I know that DHS is under a lot of pressure by the state legislature to have an accredited offering for these students, but they're asking us to water down what that means and to take away from kids who reading and writing might not be uh one of their strengths. Like maybe they learn in other ways. And so to take away some of the more fun things there's art and physical education and especially for these kids to take away some career advancement opportunity information uh it just

088concerns me greatly and so if I was to give Dr. Mahers some direction even though this isn't our vote. It would be that um you know I I support that accreditation means something and uh I couldn't call that vote to call that accreditated accreditation um status anyway. >> Okay. >> Did I misunderstand something? >> Nope. Nope. We were just we are that was just our chair report and so we'll continue this YRTC um at our next board meeting when it's on the agenda. >> Can we continue the discussion now? >> We're not supposed to. >> Oh, we're not. Okay. >> So, nope. That's fine. We'll have we'll have a more in-depth discussion on it next month. Um All right. So, we are on agenda item 7.3.8. This is a discussion item to approve the rule

08911 teacher waiver request from or public schools. Are there any questions or discussion on this item? Seeing none, item 7.3, discussion item, approval of Hyannis Public Schools waiver request. Any questions or discussion on this? Item 7.3.C is a discussion item. Approval of plans of corrections for rules 10,4 and 18 school system and interim program schools. Any questions or discussion on this item? Agenda item 7.3.D. Approval of non-public schools for the school year. Are there any questions or discussion on this item? Item 7.3.E approval of interimm program schools for 2026 2027 school year. Any questions or discussion on this? Item 7.3F, priority school designation. Board members, are there any questions or discussion on this item? I would like to um just reiterate I I spoke with some of the nonplanning and evaluation committee members. Have not

090spoken with you, Mr. Penner. Um, if you would like to know more about the priority school designation process that the committee went in depth with yesterday, uh, Dr. Vargas has a file that you can get and take with you. This will be an action item next month. So, some board members um would like to have that information to read before our next meeting. So, you have that option. Maggie and Liz were made aware of it and so were all of the committee members. Okay. Item 7.4. Chair Maggie Douglas will report on behalf of the rules and regulations committee meeting. Thank you. The rules and regulations committee reports on March 5th, 2026 meeting of the committee. Members present were chair Maggie Douglas, vice chair Liz Rener, Elizabeth Techmeer, and Kirk Penner. Committee members reviewed the report

091on rules. Committee members reviewed revisions to rule 24 regulations for certification endorsements. The public hearing was held on February 20th 26. The comm the committee recommends approval. NDE staff provided information on revisions to rule six regulations and standards for uniform sharing of student data records and information. NDE staff provided information on revisions to rule 55, rules of practice and procedure for due process hearings and special education contested cases. This concludes the rules and regulations committee report. Are there any questions on the rules and regulations committee report? Is there a motion on item 7.4B? I move to adopt the proposed revisions to rule 24. >> Second. It is moved and seconded to adopt the proposed revisions to rule 24. Is there any discussion on the motion? >> I might have missed this, but what was the

092committee recommendation? >> Committee recommends approval. So, I I think that one of the um the key re revisions um to rule 24 was reinstating the um speech and theater endorsement as a standalone endorsement so teachers um can get that as their primary endorsed area which I was talking to Mr. Dirkson this morning and it was actually um removed from rule in 2014. So just a little history there. It was taken out of rule in 2014. Um and then the UNK uh college had removed that theater endorsement and so we are reinstating that into our rule and hopefully uh University of Nebraska Carney will choose to reinstate their program. Any other comments yet Kristen? Um just one really small comment. Uh I noticed earlier this week it was theater in our schools day. So feel like

093it's a little fun that um in the same week we get to vote to reinstate this into rule. >> Yeah. >> Okay. The motion is to adopt the proposed revisions to rule 24 with the recording. Secretary, please call the role. Jones, >> yes. >> Ner, >> yes. >> Rener, >> yes. >> Douglas, >> yes. >> Penner, >> yes. Christensen, >> yes. >> Shonhoff, >> yes. Tegmire, >> yes. Eight, yes. The affirmative has it and the motion to adopt the proposed revisions to rule 24 is adopted. We're now on additional business. Item 8.1 is accept preschool development grant funds and subcontract to fulfill grant requirements. This was a motion on this was a motion that was made at the February 6th meeting. The motion was postponed to this meeting. So the motion on the floor is

094to accept preschool development grant funds and authorize the commissioner to subcontract to fulfill grant requirements. Is there any discussion on the motion? Lisa, um I'll just reiterate what I've said the last two months on it. Um I've asked a great deal of questions on this one. Um, so basically we are paying a company that's based in California to subcontract with um to look at our data here in Nebraska to to determine needs in our state. And I have to believe that we have the people in our state capable of doing that especially in a time when if you're watching the unicame roll and looking at budgets for the state. Um, I I believe there's better ways and more efficient ways that we can analyze our data here in Nebraska. I actually have questions. I don't

095know if if someone from the committee could answer this or if we need a staff to come up, but my question is um so we've been authorizing ekids for several years I I think ever since I've been on the board. And so my question is what have we been doing with the data that now we need this other program? So, I can I don't know if a fellow board member knows or if we need to call Melody Hobson. Nobody's meeting my eyes. So, I think it's Melody. I think it's you. I need your help. Yep. I'm Melody Hobson. I'm the administrator of the Office of Early Childhood Education. U and I think your question was >> Do you want me to restate? >> Yes, please. >> Yeah. Okay. So, so we've been authorizing um ekids

096for for more years than just now. It's been a while. So, my question is what have we been doing with the data all this time? So the data is um is within every agency or entity that that has the data. What has been happening with the EKIDS um right now and up to this time is is a lot of planning discussing with different entities. There's been a lot of discussion with health and human services because some of the data would come from them. H and and designing how we maintain the the safeguards so that the data is is never um personally identifiable um so that it is protected. So I'm not sure that that I understand. So, so we've been collecting EKIDS data. >> E-kids data um in one sense there is no such thing

097as EKIDS data because it's the data that we already collect for different purposes >> uh either federally or state required data. So the e-kids data is is not it would it would only become e-kids data if it if the full system were um implemented and somebody wanted like say a dashboard of something wanted wanted an overview of some things that would include multiple people's data. The aggregated information would come together but then it would still reside within um within each entity's own stuff. So it would still be our data >> and we would not um we wouldn't we would never lose the um we would never lose the ownership of that data. >> Okay. So then um so I have I have this. >> Do you recognize that? >> Yeah. >> Okay. So my question

098that I jotted at the top was can you explain how the grant integrates with these priority use cases that you list? I help me understand the connection between the priority use cases and what the grant work would do. So the grant work would um essentially um take us a little bit farther in planning out how could we how could we design the system to um be able to get the um a unique count or to um you know be able to look meaningfully at the Head Start data. And um we have a lot of Head Start programs that are both um that are within the school districts or that are partnering with. So it'd be a better look at a better um it would provide a better story of these things. And so it would

099be this is still this is still planning to make sure that the anything that goes live would be appropriate and protected and get us to some of these use cases that that people have been asking about. >> So with so without the this grant then you're not doing these things. the Department of Education would not be. >> Okay. Thank you. >> While we have you, could I just ask one clarification question? looking at the rationale, it it uh puts the estimated costs um from DHS and then what will subcontract out to participate uh in this cohort, but the actual funding source is the federal government. >> So, this isn't coming out of Nebraska's budget or the Department of Education's budget. >> No, this was a grant that the um Health and Human Services um wrote.

100they are the lead agency. We were partners with them because we partner with on with a lot of things. Um and it made sense for NDE to be doing this this part. Um there's a lot of other stuff with this PDG grant not related to Ekids and um because we have that history. Um the grant has already been given to to Health and Human Services. If um this is not approved, then um NDE will not be doing it or getting the money for it, but um HHS will still have to find somebody who can do that. >> Thank you. So, so I do have another question. Can you just give me maybe like three decisions of what will change in our in the EKIDS EC data lab outputs in the next 12 months? like what

101what would be three things that you would see measurably? >> So with the EC EC data labs um I'm not sure that I would be the best person to answer that because I'm not the technical person. Um I um they there there are technical I'm trying to I'm trying to they are technical assistance that would help us think through our work. what strategies that maybe other states have used um for either you know um data sharing agreements um what should be included what how to make sure that things are safeguarded um looking at if there are certain um technology solutions that I am not qualified to answer because I do not know the technology Um but what would be the most efficient way to do that and the most effective way to do that using

102um technology the latest technology that that is available. >> Okay. >> I don't I I'm not the technical person. I'm sorry. >> Deborah, do you have a question? >> No. >> Oh, okay. >> Okay. >> Yeah. >> Can we discuss? >> Yeah, we we're having days up here. >> I mean, does anybody else have a question for Melody? I know it always feels like a hot seat sitting there. >> All right. So, so if if nobody Oh, >> question. >> So, my understanding is this is federal funding, our taxpayer dollars, that if we turn this down, we just lose out on these taxpayer dollars that could be helping all of our early childhood uh educators to make better informed decisions. Am I correct? I mean, at some point in the educational process, is this going

103to tell us that certain strategies are working, not working, working better in other states to help us understand? Yeah, tell me if I'm wrong. >> Well, well, NDE would not be involved with those conversations probably. We would not be getting that information. However, this has already been written into the or at least we would not be spending any of our funds to do that. um the the grant has already been awarded to HHS. So HHS would either have to um not be able to fulfill the grant um and or would have to get some other entity who would do this work with EC data labs and um and other technical roadmap stuff that is already in there. >> Does that help? >> Can I just add a point of clarification? I want to just back

104up a step. Melody is fabulous at our Nebraska preschool work and knows that, but I want to just make sure there's clarity regarding your question, Elizabeth, as I understand it. So, please correct me if need be. >> This is a project that takes our Nebraska level data that we do already collect and use and have at that Nebraska level for determining what's happening across that preschool education profile as a state. This project moves Nebraska into a cohort with a multi-state look. I believe it's 23 states that are part of it currently. >> I think that's what I think. So, yes. and the the additional company that's listed on that grant works in collaboration with the data that's already collected at an EKIDS level for Nebraska and coordinates that now with a multi-state project for a

105multi-state or more national look at the profile of preschool education >> that that is not quite accurate. >> Okay. Well, like I said, I'll need Melody to correct me >> because um the the EKIDS data, the EKIDS system is primarily for Nebraska, right? Each other systems are for their own state. Um this cohort is a technical assistance cohort that helps each state look at their specific context and figure out, okay, what is the best process for this? What has happened better? But the data will not go to EC data labs. it will stay with us. >> Correct. But is but is part of multiple states working to provide data in terms of an aggregate preschool >> and if I could if I could add a bit um one some of the things that um I

106think >> will I don't think they were very well articulated in the use cases but some of the things that we're looking at are federally there's a lot of money going into early childhood. It goes through childcare subsidy. It comes through Head Start. It comes through um early child special education. Uh for example, with health and human services, the child care the child care and development block grant asks I would say e about every year they they ask the states to report on like eight different topics. the Department of Education um because we do the support for the early childhood professional development in the state um and we're the backbone for that. We have to report on a number of different parts to that report. And so one my my fondest hope is that the

107e-kids as when as what is operational will be able to help me aggregate the numbers of kids that are on subsidy that are also in step up to quality do that we'll be able to know the numbers of of um things that that uh the providers that have gotten some some technical assistance and and support and specifically around how how that fits to benefit the numbers of children that are in the state because right now we we really don't have that capacity. Everybody's got other stuff but we don't all talk together. >> Early childhood is very difficult to capture consistent data because there are so many providers versions of it funded streams of different types of care. And so the coherence making of those multifunds to provide a better overall picture of early childhood is

108kind of the effort for the whole project. >> Okay. Any other questions? Deborah, you have a question. >> Go ahead. I just um and this might be I mean this is obvious to my peers but just since there's others listening this um project does uh tie directly into two of our strategic goals. Uh and uh so that tells me that this is a no-brainer from that perspective. and we, you know, because it's federal money, I just know that there's a lot of different requirements in place uh for who can actually receive these funds and apply for these kinds of uh to do this work for us. And so, um I just understand that uh the organization selected to do this uh has already gone through many layers of of review and vetting. And so I

109feel very confident in uh supporting this. So thank you for all the explanations. >> Okay. If there are no other questions for Dr. Stam or Melody Hubson, we will let them leave. Thank you. The motion is to accept the preschool development grant funds and authorize the commissioner to subcontract to fulfill grant requirements. Would the recording secretary please call the rolem? >> No. Neri, yes. Penner, >> no. >> Christensen, >> yes. Rener, >> yes. >> Jones, >> no. >> Shonhoff, >> no. >> Douglas, >> yes. >> Four yes. Four no. >> The opposition has it and the motion is lost. Is there a motion on item 8.2? >> Yes. I move to accept mental health service professional demonstration grant funds and authorize the commissioner to subcontract to fulfill grant requirements. Second. It has been moved and

110seconded to accept mental health service professional demonstration grant funds and authorize the commissioner to subcontract to fulfill grant requirements. Is there any discussion on the motion? Maggie. Thank you. Um, in my opinion, these grants are more about workforce and special education than about mental health. Getting school psychologists into areas where school psychologists are greatly needed. When we were in committee last month, Dr. Rita shared a presentation outlining the jobs of school psychologists and counselor. While there can be some overlap, the duties of a school psychologist cannot be done by a school counselor. A school psychologist can diagnose and is trained in assessments for appropriate diagnosing. A school counselor cannot do either of those. This made me think of our unanimous support of helping our students with dyslexia. If a student doesn't have access to a

111psychologist to administer and interpret assessments, the student cannot receive needed services. The school psychologist is the key. Also for homework, I reached out of my district to reach um to talk to the ESUs that were listed on the grants. And so I spoke with ESUS 11, 13, and 16 and OPS as their names were listed. Through my conversations, I learned that the ESUs truly need this funding for recruitment and retention. One ESU currently contracts school psychologists out of Colorado, and another ESU may end up doing something similar. They shared their struggles of having jobs listed and unfilled, losing local talent to other states that pay higher, and having current employees close to retirement. Expanding the workforce of school psychologists will take work off of teachers plates, not create more. The ESUs are really big into

112grow your own, and that is exactly what this funding does. It supports them in hiring employees to get the training necessary to be a school psychologist. So, those are my comments. Um, I have a question that I about the legalities of school psychology services and I was wondering if Amy ran could come up to talk about that. >> That sounds like that's the right person. >> Awesome. >> According to the commissioner, >> thank you. Good morning, Amy Ran, administrator and state director of the office of special education. >> Morning. Thank you for taking my question. I was wondering if you could speak to overlap, differences, similarities of federal and state requirements of what school psychologists need to provide for students. specifically school psychologists in Nebraska um provide and under uh Nebraska regulation rule 51 and

11352 um which are the special education regulations state statute and then ultimately federal um regulation which is the IDEIDA are required to administer evaluations and assessments to determine eligibility for special education. Beyond that, they also serve as key members of what are uh known as multidisciplinary teams that uh work to identify the instructional strategies uh known as specially designed instruction to support uh the teams in schools in instructing students with disabilities. and then ultimately uh supporting school teams to identify responses to intervention or RTI that may be prior to uh special education eligibility determined or even after if a student isn't determined eligible um or there is no eligibility determination on the table to help school teams identify the appropriate interventions for students to reach their goals in instruction. Thank you. Thank you, Amy. Um,

114Maggie, you did you did make a comment that I do want to address. Um, uh, because you said if we don't have school psychologists that that you know they that they are important in in diagnosing and, um, indicating dyslexia, according to Nebraska state statute, services are triggered by characteristics. It's not a psychologist administered diagnosis. Um, it apply So, our state law applies when a student is identified as exhibiting characteristics of dyslexia and requires evidence-based structured literacy intervention. Um, the statute also states, "A school district shall not require a student who exhibits characteristics of dyslexia to obtain a medical diagnosis to receive intervention." So districts cannot gatekeep those services um for dyslexia intervention behind a diagnosis. They they don't have to have a medical one. Um reading assessment and intervention are obviously we know obligated by

115the districts. We have the one screener now. Um and the districts do that work. That's not assigned to the psychologists. Uh, Dibbles is a great um, Dibbles the ETH is wonderful because it does indicate and and you can see outliers when a student has certain um, understandings and then their phmic awareness is really really low. That that's an indicator right away of dyslexia and that is done um through the district not through a school psychologist. And those reading improvement plans are actually created by the educators and the parents. um they can be created by the teacher, the principal or other pertinent school personnel. So I just want to correct that um that students would still be able to receive dyslexia services. Um whether or not not I'm not discounting the importance of school psychologists. Just

116want to make sure that we have accurate information on that. >> I appreciate that. Thank you. I like learning when I'm wrong. Thank you. >> Anyone else on on this grant. I just have um a question uh for everyone. We worked really hard on our strategic plan and it it's front and center in front of all the staff who have really started to change the culture of the organization based on that plan and it is supposed to be the guiding principles for us. We all voted unanimously to say this is what I'm going to base my decision on these goals regarding our strategic plan. And so we have another um funding item here that meets two of their four strategic plan goals fairly clearly. It's recommended by the team of professionals that work within this.

117There's been no discussion prior to today about ways we can improve or change or do better. So, I do hope that I mean I'm starting to question why we have a strategic plan if we are voting things down that are directly aligned with it. And so, um, I think it would be nice to hear from anyone that is planning to vote against it so we can understand how you how you justify not supporting something that is very clearly part of our strategic plan that you supported. I'm just kind of curious about that. Any more questions or comments on this? Okay. The motion on the floor is to accept mental health service professional demonstration grant funds and authorize the commissioner to subcontract to fulfill grant requirements. Would the recording secretary please call the role? Shonhof, >>

118no. >> Neri, >> yes. >> Christensen, >> yes. >> Rener, >> yes. >> Jones, >> no. >> Douglas, >> yes. >> Penner, >> no. >> Tegmire, >> no. Four, yes. Four, no. The opposition has it and the motion is lost. Is there a motion on item 8.3? >> Yes. I move to accept schoolbased mental health services grant funds and to authorize the commissioner to subcontract to fulfill grant requirements. Second. It is moved and seconded to accept school-based mental health services grant funds and authorize the commissioner to subcontract to fulfill grant requirements. Is there any discussion on the motion? Deborah, I have a question for Dr. Maher. Um, I'd just like to understand um how our school districts across the state will be negatively impacted if we turn this down. I'm not sure I'm prepared to

119answer that. Deborah, I think it's a good question. I don't know that I have a good answer for you. >> Can you answer how they will be positively impacted? >> I don't expect know the detail of every tiny little >> perhaps I feel like a board member would like to answer that question >> if I could. Um through my conversations it's especially this one that the unfilled positions and the paying outofstate talent to fill these jobs. So if they could hire their own, they have workforce, they have local people, and it's better for the ESUs and their students. Did that answer your question? >> Okay. >> Any other questions or comments? I will I'll make a statement because this just this is my response to every mental health grant that will be being brought before

120me. Um, having been a school counselor for 14 years, I acknowledge that there are students who have emotional and behavioral needs. And I believe there must be guidelines established to protect our students, provide guidance and support to school staff, and to ensure parental rights. So, that's what I'm needing to see. >> Kirk? >> Yeah. I I think for over a year now at least I have asked anything for mental health that we get some guard rails safeguards make it sustainable data driven parental notification and measurable I've asked for all that for over a year for over a year. In fact, if you go back four years, I've been working to try and get a comprehensive mental health program that we could all agree with in this room coming from NDE and I have failed, worked

121very hard on that. So, understanding the need for the school psychologist, the gentleman from Brady, I get it. I get it. But you can't tell me that a school psychologist is only going to do IEPs. We have to have guard rail guard rails and they will be asked about other issues and we have to have guardrails around that. NDE knew about this and has known of my requirements at least and it looks like Sherry's as well for at least a year probably and they are a prerequisite of me voting yes for any mental health pro programming. If this vote fails, the blame sits squarely on NDE for not addressing the requests that we've had for over a year. We have tried and yet they went and got a grant although they hadn't got their ducks

122in a row knowing it would be a tough cell. Deborah. Um, I just want to point out, I mean, this is to help the school districts across the state, and there's specifically 10 positions that are focused on rural school districts, which I we don't always see that carved out. Um, one I have heard Mr. Penner speak about guard rails, but I haven't heard specifics. So maybe he can specifically tell us he mentioned he thinks that these psychologists are going to talk about more than IEPs. And so maybe you would like to help us understand what else you're worried they'll talk about and what specific guard rails because honestly I've heard you say you want guard rails but I've never heard anything specific about what is needed and this is a lot of money. We know

123there is a huge mental health issue with our kids in schools that got exacerbated by uh electronic communications and the pandemic. And it is hard right now. And so to take away this amount of money when this program aligns so closely with our strategic goals that we unanimously voted on. I guess I need to know what are the specific guard rails and why haven't we been discussing them and why wasn't this discussed in the committee uh that there was that you wanted to bring forward this grant but we wanted to consider these specific changes. I mean I feel like we're not doing our job. we go into committees and we're going to say we're going to pray about things or we're going to make some phone calls and do some checking and look on the

124internet. If any student in school told me they were going to look on the internet as their source for getting information and they're not talking to the experts that are involved, I would I would have very serious concerns about uh what kind of response they would be getting if they're just uh so anyway, back to my question. What specific guard wells have you been requesting and what are your fears that these psychologists are going to do besides talk about IEPs? Thank you. >> So, so last year we >> I I asked a question of Kurt. >> I know. and um he's gonna answer and if he wants to answer he will in a minute but a year ago um we we voted against there were there were four of us who voted against a mental

125health grant and we gave very very detailed and specific reasons during that meeting a year ago. Um I think I I think at your request I'm not finished speaking and during that time the staff Dr. Rita took very careful notes of our concerns. And when I went into Spark the next month, there was a document in there and it was called guiding principles for school mental health services. And this was on the April 2025 agenda. And the idea, the goal of this was to establish a clear framework for delivering mental health training for staff. I read through it. I was impressed. I agreed with it. It was something I thought we were going to go forward with and then suddenly it died. I don't know where. It was not in any of my committees. It

126died and it's not it's no longer on Spark. It's gone. And so I don't know what happened, but I thought that we had the beginnings of a conversation. The four of us who voted against mental health a year ago gave our reasons. I know Kirk has been trying to help people see what he would like to do, what he thinks, what what we have proven measurable results in things that have helped improve students mental health. It's measurable, not just anecdotal. And there has been an earnestness to to move things forward by the four of us who were against last year's mental health, but but it's not gone beyond the four of us. There's been no consensus, Deb. So, I still am not hearing and if they were so clearly spelled out, today might be a

127nice time to refresh us. What are those specific guard rails? The only one I remember that stuck out in my head because it was clearly something that was not evidence-based was that you wanted parent permission before any student could ever talk to any professional about something that might be bothering them which goes against what the education community if but if I'm wrong if I'm cl if I am stating that wrong please let me know that was one of the guardrails that I remember and I remember thinking, well, that's not an evidence-based practice, but if it was that important, why didn't we keep bringing it up in committee and brainstorming? Now, the only plan I've heard from Mr. Penner and I do appreciate that he invited all of us to some small group meetings but what

128he is professing is a specific vendor that he wants used and that's not our job to decide who are the vendors. Our job is to say what is the strategic plan and how do we support that plan and then how do we allow local school districts to decide what needs to be in place because again this is like the fourth or fifth time this meeting we are voting against local school control. We want to set what the pri parameters are rather than letting our local school districts decide. So I I think when we're talking about damaging our school districts by turning down this kind of I believe the public and your peers deserve to know what the reasons are. I have been told several times like there must be shame behind what you believe because

129you can't come forward and say these things publicly. So it's either you don't understand the issues, you're ashamed of them or maybe there's some other reason, but transparency and accountability is part of our job. And if we can't do that, >> then I just Yeah, >> I actually think that there's probably a state statute that governs whe parents are included in the process of their students receiving mental health services. I don't believe that that's just what's experts say. And we always hear about experts, but we never get the research on who these experts are. So, um, that that's my reason. I want I want to make sure that we have a framework around it. I've explained it. I'm sorry if you can't remember it. If it's that big of a deal to you, then maybe

130you should go back and watch the April meeting last month. >> Remember it. Do you remember what the guard >> point of order? >> And if >> Okay, we've had a point of order called >> All right. Thank you. >> What's your point? Interrupting and already spoke twice. Okay. Would anybody else like to speak to this? I would like to, Lisa. Um, I wasn't going to speak today because I feel like I've actually just repeated everything I've already said on every item that I've spoke on so far today, but I will repeat because I do think it's important. And I will, as always, have a blog post out after every meeting in um just for the sake of transparency. Um, things like this are the reason why I'm voting no. It says in here, provide

131professional development to educators to support comprehensive school mental health programming such as screening, referral, consultation, um 500 educators to be developed. And as we said a year ago, and I'm reiterating just because it's already been said that we want to make sure there's clear defined parameters in place because we have a plethora of um people educated in different areas of the state and out of state. And we need to make sure that we're all on the same page because it is these are kids and there is a lot of different research that if we do the wrong things, we could actually be damaging these kids to extreme amounts if we put the wrong practices into place. So when we're voting no on these items, it's not because we care less about kids. It's not because

132we don't think that mental health is extremely important. We actually, it's the opposite. We think it's so important that we need to have policies in place that guard the rights of our kids. Not our kids. Nebraskan kids. They're not ours. They're the parents. And the parents also have rights as well. And so, yes, very much pro parentental rights, also very pro- mental health for kids. and making sure so pro mental health that I am willing to do whatever it takes to make sure we have the right policies in place to ensure that that happens. >> One question. Mhm. >> So, I'm going to ask, what steps So, anybody that votes against this, what steps are you going to take after this meeting to make sure that discussions continue so that we don't keep turning down

133funding that our school districts need? What Thank you. >> I'll answer the question, Dylan. We're already working on it or I am already working on it. And again, it's not the four no votes. This rests squarely on NDE. They knew that these guard rails had to be in place. And they went and got the money. That not that hard. This would pass if we had guard rails. If we could all agree on guard rails, this would pass. Not that hard. >> Do you want to tell us what you're pursuing? Because other than a specific vendor that you want to work with, I haven't heard anything else. >> It's not a specific vendor. >> What is it then? Do you think we should be open to listening? >> Call working on Can we call the vote?

134>> Point of order. Call the vote. >> Any other comments? >> Maggie, >> one last quick one. Um, with the guard rails, I know like I'm semifreshly out of school for mental health, so I learned a lot of guard rails like through my education and just with the oversight of state getting my state license and being nationally certified like I had to go I have to go through a lot of hoops. There are a lot of guard rails for me to meet with a child and I have to like if it's somebody I'm seeing in school, I have to get like clear a background check with the school. I have to talk to I have to get the principal's permission. The school district has to allow it. It's the building. It's the district. It's the

135parent. It's also the state. It's I just I feel like there are a lot of guards. But I wonder if the awareness of what existing guard rails there are if that would be helpful too. >> President Tegmar, something Maggie that you said um made me think back to a call that I received within the past year and I think this is pertinent. I received a call from a superintendent who was hiring an individual from the community to come into his schools to do mental health with students and he saw that what she was practicing was not in line with their school policy. So he discontinued the services from this individual from this community counselor. So that is a perfect example of the need of guidelines. I think I think that's a good example of the

136necessity of having guidelines. I agree with you that that I'm glad that that administrator realized that it was wrong because that is the local level also having control over who's allowed in their buildings. Okay. The motion is to accept school-based mental health service grant funds and authorize the commissioner to subcontract to fulfill grant requirements. Would the recording secretary please call the role? >> Douglas, >> yes. >> Penner, >> no. >> Tagm, >> no. >> Ner, >> yes. >> Christensen, >> yes. >> Rener, >> yes. Jones, >> no. >> Shonhoff, >> no. Four, yes. Four, no. >> The opposition has it and the motion is lost. The next items on the agenda, items 9.1 to 9.2 are information items and written reports for the board. Item agenda 10, good of the order. This section of the

137agenda is intended for board members to offer informal observations of the work of the state board. Board members may make brief announcements about attendance at future events for the purpose of informing other board members. No business or motions or suggested actions of the board may be offered at this point in the agenda. Nor should board members engage in substantive discussion about other agenda items or introduce new agenda items. Maggie. Um, a couple months ago, Lisa and I had talked about going to NCEBVI for a tour. Yeah, I have it pulled up so I wouldn't get the letters wrong. Um, but I want to maybe talk to you about us opening up to the whole board to maybe be able to go, but it's March 27th at 10 o'clock. Thank you. Any other? Okay. Thank you

138to those who attended in person and who tuned in to the broadcast. The next meetings of the state board of education are scheduled for May 7th and 8th in Belleview, Nebraska. The March 6, 2026 state board meeting is adjourned.