February 2026 State Board of Education Meeting

001Okay, the board meeting will begin in just about four minutes. Okay, we'll begin in one minute. Okay, the February 6 state board meeting will now come to order. Good morning and welcome to the February 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's website. Would the recording secretary please call the role? Kristen Christensen. Maggie Douglas >> here. >> Lisa Shonhoff >> here. >> Liz Rener >> here. >> Kirk Penner >> present. Sherry Jones >> here. >> Elizabeth Tegmmeer >> here. >> Deborah Ner >> here. >> Commissioner

002Maher >> 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. Agenda item 2.1. Um Dr. for Paul Turman, Chancellor of the Nebraska State College System, please join us at the front of the room for a special presentation. >> President Taggmire, if you don't mind, I'll jump in here and and talk a little bit about why I think this information is important to

003to you as a board and why we invited Dr. Turman and his staff to be with us here today. There is a great deal of synergy that that we have with the state college system. Um, one point I would like to make is that I actually am in your seat when it comes to the state college system. Um, I I'm actually a member of the board of trustees for the state college system. So, I see their work directly. Um, the second thing that I would say is what you're going to see today is directly implicated with what we're doing to increase the teacher pipeline. I think Dr. determine will share with us the the many reasons the for those connections and how this is important to us as a department and how it's important to

004all of us as a state. So, Chancellor Turman, thanks for being here with us today. >> Thank you very much. Appreciate the opportunity to come and visit with you a little bit this morning, kick off your meeting as Dr. >> Whoops. they're going now. Sorry about that. Uh, each one of our institutions started as normal schools here in the state of Nebraska. Um, and as a result of that, I think we're extremely proud of the fact that we continue to prepare uh, teachers for not only the rural parts of the state or the entire state of Nebraska. So, in front of you is a a packet where I'll walk through and those for the audience to be able to see some of the the content that I have. But I think the first thing uh

005very much and one of the things that I'm very proud of is the fact that when you look at our overall enrollment within the state college system right now when you compare the spectrum of different degree programs that we've expanded into after starting out as normal schools and then becoming teachers colleges that we still see a very significant priority in the fact that about 1,600 students um undergraduate students in our system right now are in some way working toward the completion of a degree to then transition into to a district here in Nebraska that ends up being just it's the equivalent about one in in three of our students that are pursuing that particular pathway. So 29% or almost 30% of those students um in addition to the fact that we have business administration a

006wide range of programs. I think as we look at the data that comes from the department of ed and the teacher shortage and the areas where we have significant um backlog for us to be able to fill those gaps um we are trying to think more aggressively and taking the innovations that this uh board has uh implemented and try to make sure that we're continuing to evolve as a state college system. I'll note um one of the things in uh slide number or page number five that's in your booklet uh emphasizes that this would I think represent what back in the early uh turn of the century uh when Purdue State College became the first public institution in the state of Nebraska two years before we became a state uh four years before the University

007of Nebraska uh at Lincoln became the land grant institution um we were serving um kind of local area communities um that had students students that had a desire to go into teacher education. Um, and that then transitioned into both Wayne and then Shadron and at one point uh the University of Nebraska Carney was in our system as well. All starting as normal schools. And I think this uh very brief uh kind of rep infographic represents what that traditional pathway would have looked like back then. Um students come right out of a a local high school. They then transition into one of our institutions. we navigate them through, do student teaching, and then push them back out into the districts. I think one of the things that we've clearly recognized is that's not a model that's

008going to be sustainable into the future, and we need to be thinking about a wide range of pathways. When we go to the next page uh page uh six and seven I would like to say that this is a rep representation of the wide spectrum of the way in which our teacher education programs our education prep programs have expanded over the last uh four to five years. Much of that from the fact that the department um has moved forward in creating far greater flexibility in rule 20, rule 21 and rule 24. Um we put together a task force roughly about uh 36 months ago that brought core representatives from each one of our campuses, three uh representives, our deans, our teacher faculty, our chairs, and we began to have much broader conversation about how we

009can continue to evolve. I was grateful that um Brad Dirkson from your team who was uh integral in bringing these rule changes um participated in those conversations. every time we bring up an idea uh we bounce those things against him and so when you look at this kind of road map um I think it's a reflection of what we see in higher education of needing various uh alternative pathways for students to be able to explore so yes the traditional pathway is still there you're a high school senior um you have an interest in pursuing teacher education you can still follow that same one that's been around for more than a century now we also have expanded into doing what we call roots to teaching and So, a dual credit pathway for students um across each

010one of our institutions. And if we have time, I'll kind of break down some of the more details related to that. But I think what we're seeing is that more students given the opportunity to take three to four courses in their teacher education prep program while they're still in high school, working with teachers in their local school who support, who mentor them is increasing the the pipeline that we're seeing. So that students are starting that long before that traditional model comes to to to play. The department has always also expanded and had the opportunity to do what they call apprenticeship programs. And so moving a paraprofessional teacher into the pipeline. Um so our homegrown Nebraska educator program gives the opportunity for someone to um they stay where they're at. um have uh coursework or their

011experiences at as a PAR professional now count toward um our teacher education program requirements and do that while they're living and working in their respective district um so that at the end of that program that they're fully licensed in the state and we've seen partnerships with a good number of districts around the state across all three of our institutions. One of the ones and I think you gave me the opportunity to have one of my staff members come and talk to you about Nebraska Smart um about a year ago. That's our online uh tutoring program. It started out specifically for rural uh uh uh districts. And this year, and I have Judy Jorgis on my team who serves as the interim director of that program, we expanded to all of Nebraska. And so every district

012in the state, Lincoln, Omaha, Grand Island, the not just rural, not just the schools that are part of Nerksa have the opportunity to participate in that program. But why it fits on this, not only because they're providing instruction to dual or to um K12 students um currently, but it's our teacher education candidates who are doing that work. And so we saw this as a two-fold opportunity to provide a pathway um to help students that are in K12, but also give our K12 candidates the opportunity um to have that engagement point much much earlier in their academic experience. And I we're very pleased that every student who's now come through and been a tutor in our uh Nebraska Smart program is living and teaching in the state of Nebraska as well. So that is very much

013meeting meeting the mark. One of the things that's the the newest um and Dr. Mara I think this is where kind of our conversation point and opportunity to come and visit here with the with the the board. So the higher learning commission just about two years ago along with the many other accredititors around the country are expanding what they call these innovation strategies and right now or previously every degree program to earn a bachelor's degree would require you to have 120 credit hours. They've given the opportunity for pilot programs to lower that to as much as 90 credit hours. And so with the changes that you all made with rule 21 and 20, it created a mechanism where our faculty could go back and basically start from scratch and look at the learning outcomes and

014the requirements that you have and really rebuild those programs so that our board um at our January meeting approved two different programs for Shadron State College um to do a special education degree in 96 credit hours and still meet your exact lensure requirements as well as a 95 credit our uh program for elementary education um and doing that exact same thing. We've now after my board approved those, we've sent those to the higher learning commission and within the next few months we expect that they'll come and do a site visit at Shadron. But also note that Peru and and Wayne both have those two same programs ready to go um for our April meeting. Uh just took them a little bit longer to get that through the pipeline. We see this as an opportunity to

015go back to that homegrown Nebraska educators model. So adult learners who have an intent and an interest of of being a certified teacher in the state of Nebraska have the capacity to do it in a much shorter time frame and not have to build all the additional elective credits that are not necessarily required for them to do their work. And I think that very much aligns with the work that the department is doing around registered apprenticeships programs as well. The last one that I'll emphasize is what we it's our master of arts and teaching. This is also a relatively newer program um that stemmed from our teacher ed faculty going out and talking with rural districts. So previously and even before under your old requirements a student who let's say the best example I oftentimes

016use is an accounting degree. I have an accounting degree. I've worked in that field for um 20 years and I've realized that my my time between tax season is not enjoyable anymore and I want to maybe go back and be an educator. Um, previously you could get an an alternative license from the department, but then you're if you had no teacher ed uh coursework or credentials, you would have to go back and complete about 60 to 64 credit hours of coursework in undergraduate courses um to be certified to teach in the state of Nebraska. Um the opportunity for us to use competency based as well as uh prior learning assessment. Now we developed a master of arts and teaching which is essentially taking 12 graduate credits or four courses aligning them to your standards and

017a individual can be certified and or a temporary certification to teach while they're completing those credit hours and then they finish off um an additional six credit hours of student teaching clinical experience and they do that in in the course of a two-year period. Once they're done, they have a graduate certificate that gives them lensure to teach in the state of Nebraska. We're also built that program in a way that on top of it, you have the capacity of taking 18 additional credit hours in core content areas, say mathematics, uh, English language arts or, uh, you pick the discipline, which makes you certified to be able to teach, uh, dual credit courses for your district as well. So you couple those together and then you have a fully approved master's degree um as a master

018of arts and teaching which moves you up the teacher scale um at many of the districts that you have. And so those various programs as you look on page seven I maybe have you jump to the next one. Um it's that spectrum of things is really being driven by um the work that this board has done by listening to I think the people that you put on those committees to do those rule changes to bring them forward to you to give us more flexibility. I even think the pilot program initiative that you have embedded in rule 21 I believe has allowed our dis our our folks to think even more broadly about ways that we could think very differently about these programs. I'm going to jump a little bit ahead. And as you see on

019page eight and nine and even on page 10 gives you a little bit more background on those first three programs, the uh reduced credit bachelor's degree programs, the uh dual credit pathways as well as our apprenticeship models. But I did want to just kind of reinforce um I know that our numbers I think we had about 700 sessions that had been completed in Nebraska Smart um when we came and visited with you about a year ago. that now I think because we've gone statewide has grown to um 2,300 sessions that we've completed and those numbers increase exponentially each month um as we now have Omaha and Lincoln and many of these other districts involved and the expansion you can see on how we went from just two three ESUs to all of Nerkxa now to

020even smaller uh district being incorporated to everybody has really seen that growth and math and English language arts continue to be that area emphasis that our um students are really have a significant need to be able to achieve. And uh if you have questions specifically about Nebraska Smart, Judy is here to be able to answer those. I'm going to end on page uh 13. Page 13 is a also a newer initiative and I I like how the synergy happens with we implement one new pathway to address the a problem in a shortage area in Nebraska. a topic comes up and we get invited to the table and we're able to successfully uh work with various partners. And so you might remember that this summer Senator Calf had a a leg an interim study hearing and

021uh the intent was to give districts the opportunity to be basically classified as an an EP, an education uh partner or education preparation partner in the state. Brad Dirkson was at those meetings. I think he was really cautioning on your behalf. That's probably not the best strategy. You have 16 now to expand it to almost 250 um becomes something that would be just almost overwhelming for this for the department to manage. So because Dr. Maher knew of the work we were doing, he encouraged uh Senator Calf to uh visit with me. I gave her much of very similar presentation and she invited me to the uh the next meeting that they had and we began to work with Millard Public School on a program that they had tried to lay out there where they take

022their mentoring and training program and use that as a way to certify for alternative certification. And so through conversations with Dr. Schwarz and his team, we were able to put together a couple of different options depending on how big the district is. option one where they do the training, we come in, we assess it, we evaluate it, and we certify it that it meets the requirements that we have for the MAT or we could have them deliver our coursework through a uh professional development model or just having districts do the MAT initiative. Um, which either one of those, it's about a $2,500 cost for a person to go through the option one. It's about uh 3,500 for option two and it's about 7,000 fully if the district wanted to do uh specifically just working with

023us to do an MAT. Um our goal was find alternative pathways that allow ESUs to partner together, districts to partner together or for us to deliver that curriculum to them. And so our goal and hope is that as a result of all this work and the flexibility you've given us to be innovative um starts to help us chip away and we get more people in that pipeline in that first slide that I provided. And Dr. Meyer asked if I'd try to do that in 15 minutes and open up to questions and I'm I'm right on time. So with that, I'd be happy to answer any questions you have about some of the work that we've been doing in the state college system in the last few years. >> Well, Dr. Turman, thank you for coming.

024Um it's it's been great to see the partnership between what we're trying to do on this board and and what you do in the college system. Um I think we all agree that we want to bring more people into the profession but keep that quality as high as possible. Um so thank you for innovating with us. And now any board members questions or comments? >> Yeah, Liz. >> Um thank you for coming today Dr. Turman and I am one thing I want to tell you I appreciate is seeing how our rules translate into the real world and hearing about how people like yourself um make them into meaningful actions in the real world. So that is great to hear. My question is about um after is there anything a mechanism in place to survey or

025um review experiences so we can see how well these system new pathways are actually preparing people to be in classrooms. >> Yes, there is. And I think we have a couple of different mechanisms. Um probably the easiest one is the fact that we have uh the Nebraska statewide education reporting system ensure data is now going to be integrated in to that system. So it gives us a very strong opportunity to be able to continue to track our um the individuals that we produce, the candidates that we get licensed and certified. Are they staying in the state of Nebraska? Are they continuing in the districts that they started at? Um, I think the end goal of many of these programs is that give them an opportunity to start in a place that maybe they're placebound to

026so that the goal is that they're going to stay there and serve the rural districts into the future. We plan to continue to utilize that platform as well as um our uh teacher ed programs as they move forward with not only the lensure um being certified by the state uh the department of education but also by cape um requires that we're continuing to go out and evaluate those um the the impact of these various programs. I would say that one of the we've not had to leverage the new pilot program uh initiative that you have embedded in the rules, but that also has a a come back to you and report um give you the flexibility to do something even more different than what we've presented here. But we have an expectation as a board

027that you're going to come back and document what that impact is. And I think that's a great evaluation strategy um to let people run for a little while and see if they can think really much outside of the box, which is what I think our faculty have been willing to do um with the new innovation that you brought forward for us as well. >> So, >> thank you. >> Yeah, >> I just wanted to thank you uh for getting this done. A lot of work on the rules and regulations committee. Brad Dirkson's been awesome. Elizabeth's been leading a lot of this for last couple years. I mean, when I first got on here, it was like pounding your head on the table. Why are we doing this? Why is it this many hours? Nobody had

028answers. And it took a while to unwind that. And so, I thank you uh for that. And I thank Brad and Elizabeth for her leadership on that rules and rags and the other individuals on that committee. We made huge strides. Um so, thank you. >> Great. All right. Before you take off, anyone? I I do want to just say, you know, if anyone has questions about the smart tutoring, now would be the time before they take off. No. All right. Thank you so much. >> Thank you so much. Appreciate your time. >> We are moving on to agenda item 2.2, which is always a fun item for us every February. Um, CTE month recognition. Staff members Katie Graham and Sydney Kobza, please make your way to the front of the room for a brief introduction

029regarding the special presentations. Well, actually bring your special guests. And thank you on behalf of the full board for the sweet treat. >> We will never turn down baker's chocolates. While you're just shuffling, um, the Baker's Chocolates, um, he's partners with partnered with our CTE programs, hasn't he? >> Yes, they are former Skills USA members. I think before it was called Skills USA. >> Vicka, I know a bit about that. >> That's right. Former VCA member. >> That's right. >> Well, good morning everyone. I'm Katie Graham. I have the honor of serving as the administrator for the Office of Career, Technical, and Adult Education. and we are excited to have this opportunity to recognize and celebrate career and technical education. Each February, we recognize CTE month by elevating student voice. Career and technical student organizations

030or CTSOs are an intricral classroom connected component of Nebraska CTE programs. CTSOs extend learning beyond the classroom by reinforcing academic, technical, and employability skills through applied intracurricular experiences embedded within CTE coursework. Participation in CTSO supports leadership development, teamwork, career exploration, and real world application of technical knowledge, helping students connect instruction to career pathways and workforce expectations. We have seven different CTSOs in Nebraska as you can see on the screen and over 25,000 Nebraska students participated in them last year. Through CTSOs, students have opportunities to take on leadership roles at the local and state level, including serving as state officers within their respective organizations. These state level leadership experiences prepare and position students to seek national office where they are selected through a competitive process to represent their peers and lead at the highest levels of

031CTSOs. Nebraska currently has four national CTSO officers. To put that in perspective, many states may have one national officer in a given year. Some years none at all. Having four at the same time is truly extraordinary. particularly for a state of our size. These students are not only representing Nebraska, they are helping shape national conversations about leadership development, workforce readiness, education, and industry engagement. These roles are not honorary. As you all can probably attest, serving as a national CTSO officer requires going through a highly competitive multi-stage selection process, often after serving as a state officer, completing rigorous CTE coursework, and demonstrating sustained leadership. They represent their organizations and their state at conferences, with industry leaders, with policy makers and educators across the country, and in some cases internationally. Today's presentation is not a report to

032the board. It is an opportunity for you to hear directly from students who are operating at the national level, working with employers, policy makers, and educators across the country and to engage with them as leaders. This work directly aligns with the new strategic plans priority number three, equipping learners for the workforce. Today's presentation is intentionally designed as one story told through four perspectives. You'll hear from these incredible students representing Educators Rising, FBLA, and FFA. Three here in person, as you can see, and one joining us from abroad. Each offering a different vantage point on national leadership, preparation, and what they are seeing across the country. Just as a little introduction, Educators Rising focuses on developing future educators through early teaching experiences, leadership development, and pathways into the education profession, which is a perfect segue from

033Dr. determines presentation just a moment ago. FBLA or Future Business Leaders of America prepares students for careers in business, finance, and entrepreneurship through applied learning and leadership at the state and national levels. An FFA develops premier leadership, personal growth, and career success through agricultural education, serving students across rural, suburban, and earn and urban communities nationwide. Together, their experiences tell a single powerful story about what happens when opportunity, classroom instruction, and leadership align. So, to begin, we're going to hear from one of Nebraska's national CTSO officers who is currently representing her organization and our state internationally. Claire Whipple is serving this year as a national FFA officer and sent us a message today from Japan where she is engaged in international agricultural and leadership work as part of her national role. Her experiences reflect both the

034scope and the responsibility and the global reach of national CTSO leadership. We asked Claire what her experiences as a national officer will include this year and why CTSOs are valuable for students. I'm currently serving as the National FFA Central Region Vice President. I'm originally from Chambers, Nebraska and currently am a sophomore at the University of Nebraska Lincoln majoring in agriculture education with a minor in the Angler aggra business entrepreneurship program. I'm very sorry that I can't be there with you all today, but I am so thankful to get to join you virtually and tell you a little bit about myself and my role and experiences as a national FFA officer so far. U before I begin, I'd love to say a quick thank you. Um thank you for your dedication for students across Nebraska. I

035definitely would not be the person that I am today if it wasn't for this blue jacket that I'm wearing. Career technical student organizations are crucial uh for high schools for high school students experiences and their success in their careers beyond high school. Um CTSOs give students a purpose and opportunities and experiences to really fulfill that purpose. So on behalf of the National FFA organization, the Nebraska FFA Association, and myself, thank you for your dedication to students across Nebraska. One of the really unique pieces of serving as a National FFA officer is the international experience that my teammates and I get to have each year. So, I'm currently in Japan. Um, the National FFA organization has a relationship with the Future Farmers of Japan student organization. And so, one of my favorite memories here in Japan

036was when we visited um a student farm, the Jundai Farm. And this farm is operated by Tokyo Metropolitan students um student high school. So we visited and we got an introduction of what Future Farmers of Japan is. We got to meet some students and then we got to be a part of the mochi making process. Um I met some students and made really awesome connections with them. My teammates did the same. And then later we got to go outside and visit their their um the rest of their farm. They had wasabi growing with fresh spring water from the mountains. Uh trout growing um and that they'll harvest later on. And then we also got to visit their rice fields as well that they grow the mochi rice from. And each of the students wrote out

037their description and said it to us in English. and you could just tell that they had worked so hard um to to provide that information for us and make sure that we felt welcome and loved and we did the same right back to them and and um expressed our thanks over and over and over. Uh when we left on the bus, something that each place that we visited has done was wave us goodbye on the bus as we left. But this particular place, I shed a few tears because I just kept thinking about even though those students and I um we didn't speak the same language. We probably didn't believe the same things. We didn't have the same backgrounds, but we still had a passion for agriculture and just human connection all the way around.

038Moments like this are what I will experience as a national officer over and over and over again this year. I'm homested in Indianapolis where I'll live in an apartment with my teammates. But for the majority of the year, I'll get to travel the country state byst state by state um and have moments like this with FFA members and agriculture education students everywhere. Something that's coming up very soon is FFA week, which is the last week in February. I'll be stationed in Utah where I'll visit I think two schools each day um giving a keynote address and doing workshops with students and just making some really awesome connections with them. I get to travel to eight different um FFA state leadership conferences and conventions, one of them being home in Nebraska. So, I'll be home very

039shortly and I'm very excited for that. Um, another role and responsibility that my teammates and I have is being the student voice on the board of education, which is why we travel all across the country. So, our connections and our conversations with students are really just to understand um how FFA is treating them and what they're giving to the organization and what it's returning back to them. And we take that information and those student stories to the board of um directors um so that they know how the organization is impacting real students lives. um and making sure that we're taking it in the direction that it needs to go. Um keeping the things we need to keep and changing the things that we need to change. So, my teammates and I have an incredible year

040ahead of us. Um a challenging year, but such a fulfilling year. I'm very blessed to get to wear this blue jacket just one more year. Um and get to call it home and and get to call the people in it my family. All right. Next, we are going to hear from James Fletcher, who is celebrating his birthday today, a national officer representing FBLA, who will bring this to a more practical level by sharing how Nebraska CTE translate directly into professional skills needed to lead and operate effectively at the national level. And if this board members goes to the next slide, let's see. There we go. Um, so we asked uh James to reflect on these skills and and how he's using them daily in his um in his role. >> Hello, my name is James

041Fletcher. I'm from Lichfield, Nebraska, about a three-hour drive from here. And I started in CTE courses in my school in seventh grade when I started in career 7 and A7. And that's where I really started my CTE journey. I was able to take classes in agriculture, business, and really learn more about the different worlds of those. But that's kind of where my passion started for FBA and FFA I'm a part of as well. And that is where I've gained most started most of my skills. And I think three skills that I've taken towards the national level is teamwork and collaboration. Um professional communication and time management and accountability. So I'll start kind of with the professional communication. When you're a national officer, you're connecting with whether it's our national staff members connecting with state adviserss

042from other states or state officers. So, that was something I really had to take with me and learn. And I think it's something I've learned through my different classrooms in the classroom, whether that's through my like intro to business class or intro to financial literacy. And being able to really learn how to use those communication tools properly was really important for me. And I think the Nebraska CTE program really helped set that up for me to be successful on the state and national level because when you have that communication, you have to be very professional when you're talking to anybody outside as you're the highest representative in FBLA at that moment. Um, another one is time management and accountability. I can say before joining FBA or before joining CTE, I can say I did not

043have the best time management skills. I maybe took on too many things and didn't time give out my time evenly to everywhere. So I think through CTE and being able to be a part of those programs and like just being an FBA and taking leadership positions at the local level, state level and national level, I've been able to kind of progress and really work on my skills through time management as well and learn how to take maybe maybe prioritize things or pick one thing that I'm working on because through through those classes as well, I've been able to build on those as well. And then accountability. Um when you you start out as a young age, whether you're leading class projects or you're even getting sent to state leadership conference from being a part of

044your business courses or a courses, you're have to take accountability for your competitive events for your projects in class. And that is I think is something that has been set set me up for success as well because you get thrown into hard rigor right away or I was thrown into hard rigger right away at seventh grade. And I think that really prepared me and helped me build a professional image of myself but also helped me take accountability of my actions. And then I think just building on that was really those just like the state leadership conferences, you're able to attend and really to put yourself in a team, put yourself in an individual event and it's responsibility is on you. So you have to take that accountability and push it to success to where you

045wherever you want to be within your organization. And then finally the teamwork and collaboration part of it kind of going into that. You're always working with other people. whatever stage you are at in life, whether you're here on the board of education or I'm in a high school project in my local school, I'm always working on a team and having to collaborate with other people. And I think through these different organizations as well, I've been able to build that whether I was working on class projects or even like I said the competitive events earlier. And I think those are some other skills that have really helped me as a national officer and that I'm using daily because it's not just meeting with people from Nebraska anymore. I'm meeting people from Florida, California, New York. And

046I think you have to have those connections and being able to be personable but also be professional. And then tying out tying that all together is kind of those things have set me up for success in a national officer role especially through the course rigger of Nebraska CTE. I'm lucky enough to have two different core two different CTE programs at my school. And I think that has been an amazing journey for me to be in part of both of those and being able to just participate and really dwell myself into both of those fully. Thank you. Great job. All right. Next, we're going to take a step back and look at where leadership development begins. Our next national officer, Owen Elsasser, represents Educators Rising, and we'll share how early leadership experiences in Nebraska helped prepare

047him for the level of responsibility that you've been hearing about uh described. >> All right. Uh first of all, thank you guys for for having us here today. Um, I'm Owen. I'm originally from Omaha. I graduated from Rston, but right now I'm a freshman at Wayne State. Um, so when I think about what leadership truly requires, uh, vision, consistency, and accountability beyond my own, um, I can honestly say that my experience with Nebraska Career and Technical Education, uh, pathways and and classes and and, u mentors, teachers, uh, and specifically educators rising itself have prepared me, uh, perfectly for this level of, uh, leadership. ship and representation um in this role that I have now as a national officer. And my leadership experience started pretty early. I joined Educators Rising when I was a sophomore. Um

048and I became a chapter officer uh which is kind of like the earliest level of leadership you can get in in our organization um at the high school. and and being a chapter officer, uh I it it was really my first introduction to leadership as a whole. Um just within my high school and I wasn't just holding a title necessarily. Uh I got the opportunity to run meetings, um facilitate discussions, uh organize events, uh speaking in front of peers and adults, going to uh the district board meetings and stuff like that. and overall just being a um a role model for people who wanted to be future educators just like me uh in in my high school. Um, and on that note, I feel like Nebraska Ed Rising has set the bar really high from

049the start, uh, and their expectations to, uh, um, not only just be a member of Educators Rising, but what does it really mean to want to be a future educator or, you know, we're facing a lot of, uh, you know, the teacher shortage and um, like I said, like what does it mean to be a future educator? And and that's something Nebraska Ed Rising instilled in me really early, even before I had any leadership role above just being a chapter officer um in my high school. And as I continued uh I I got a role as a Nebraska Ed Rising State officer my senior year of high school. And that was really the turning point I would say for my leadership experience and uh kind of what I needed to grow into where I am

050today. Um, at the state level, leadership shifted more so from being about just enthusiasm to to being more about real responsibility. Um, I learned how to collaborate with the officer team, uh, overcome many challenges and roadblocks throughout the year, but at the same time find amazing success. Uh, um, and then work directly with with educators and and members and and students. And uh last year we had our first multi-day state conference in Educators Rising, which uh for other CTSOs that might uh be the norm, but for educators rising, that was really cool to see that amount of growth and and be on the the state leadership side of that. Um and all of those experiences as a state officer, uh I would say have really prepared me for my role as a national officer. not

051only prepared me, they inspired me. Being a state officer didn't leave me at the end of my term feeling like, "Okay, I'm done. I can go and and just be a teacher now." I wanted to do more. I wanted to to take the next step and be more of a leader uh for future educators. And so, I applied to be a national officer. Um and uh fortunately um I got the role and and now I'm here uh to sit in front of you guys today. But um another part of leadership in Ed Rising that I think goes unnoticed uh is mentorship. And a critical part of my growth and um preparation to be a national leader didn't come 100% from being a chapter officer or a state officer. Uh it came from the the teachers

052and the educators I faced in the classroom as a student myself specifically in the CTE uh pathways and and programs that I was a part of through high school. uh CTE classes pushed me to really raise my standards more than just being an average student. Like I said before, it really had me questioning what does it mean to want to be an educator when I grow up and what what does that look like for me growing up um in and completing high school and in college? Uh they didn't just uh uh tell me what leadership looked like or or model that for me. Um and and that mentorship culture is something that I now carry into my role as a national officer uh to guide other student leaders who who may want to take the

053next step just just like me. And I feel Nebraska educ or Nebraska CTE also does something uh exceptionally well that I feel that um more states a as I uh get to to work with other states should try to emulate is that it trusts students with real responsibility. Um, and for example, a as we talked about earlier, Nebraska has four current national leaders in CTSOs, which is again uh a amazing feat to have in one year. And Nebraska CTSOs don't just operate as extracurricular add-ons or after school clubs or something to to uh you can do in your free time. They treated us as extensions of professional learning and students are expected to show up prepared, speak with purpose and act with integrity. And that professional expectation that Nebraska CTE and CTSOs have instilled in

054us as students early is exactly what national leadership requires as well. And additionally, Nebraska creates space for students to grow incrementally. Leadership isn't rushed. students can move from chapter leadership to state leadership to national leadership. Sort of how uh my path has gone and um they have strong support at every single level. And that pipeline gave me the confidence and competence to step into a national leadership knowing that already since high school I have been held to high standards and I have been prepared uh the way I needed to be to find success on a national level. So, in short, uh, my Nebraska Educators Rising and CTSO experience didn't just prepare me for national leadership. It shaped how I define leadership. And it taught me that leadership is about listening before speaking, representing others faithfully

055and staying grounded in purpose. Because of Nebraska CTE, I didn't step into national leadership hoping I was ready. I stepped in knowing that I had been prepared. Thank you. >> Great job. Thank you so much. All right. To close out our student perspectives, we're going to zoom back out to the national level. Our final national officer, also representing FBLA, Annabelle Kum, will share what she's seeing across the country and how Nebraska compares from a national vantage point. Can you just pass this down that way, please? Thank you. Hi everyone. And I'm Annabelle Kum and I'm the national parliamentarian for FBLA. Um today I'm just going to share with you some national trends I've noticed less like data and more just like insights as a young person. Um the first one that I want to start

056with is just overall for generation Z an increased interest in like business and entrepreneurship. So Gen Z very much values like independence and being able to take their own path. So, we see that a lot in our classes and in our future career plans and choices. And it's also built on kind of our mindset that we should learn for passion instead of just resume building. That's something that's really big in younger students. So students like to take advantage of things like CTE and CTSOs for their own self-improvement instead of just adding positions or like listing down competitions on a resume. And we see work as more of an authentic passion instead of a chore. So through CTE and CTSOs, it's a really great opportunity for students to explore different pathways and find out what they're

057passionate about. So, one of the things with that is getting students involved early in like niche interests. So, for example, James and I were both on FBA, which is business focused, but neither of us particularly want to go in a business field, which really shows you how much CTE can really extend into any career and how important it is for all students to learn things like economics and finance because they really go into every field. So, for example, James is interested in like health care and becoming a doctor, and I'm interested in possibly pursuing a JD and becoming a lawyer or working in government and policy and then also education. So, there are so many different pathways we can take and Nebraska does a really great job with that in just encouraging that kind of

058interdisciplinary mindset. And then another thing that Nebraska does really well is treating CTE like a college prep career pathway for all students instead of just ones going into trade school or two-year or four-year institutions or those pursuing higher education. We include everybody in that which I think is very important and very inclusive for all students. And another thing I thought was important to talk about was our inevitable shift towards the use of AI. And it's something that's very controversial. So I'd like to give you kind of the three different perspectives that younger generations have. The first one is that we some of us have an overreiance on AI for things like writing and tasks and education. And that's kind of something that a lot of us are worried about. And then the second perspective is

059a lot of worry and concerns from students about like future jobs, how AI will affect the workforce. And then the last perspective we have is you using AI as a tool instead of something just to do everything for you. So we have a lot of thought and a lot of opinions on AI ethics. So that's something that I think would maybe be important to teach in our education. and we do like focus on that in our CTE. And then the last thing I kind of want to mention is Nebraska has like really great rural participation and resource access for CTE and that's very important. Um, in a lot of states more rural schools do not have classes like we have in like finance and education and those particular like niche interests. So, that's something that

060we're doing very well and I think we should continue to invest in. And I guess the last thing to mention is middle school participation is also really great in Nebraska. Um, James, for example, started in seventh grade. So, getting able being able to go into business early or whatever interests and fields that you might want to explore because a lot of people change their paths. So, CTE just really gives any student and all students the opportunities and the skills that they need to succeed in life, no matter where they go in any profession and in any field. >> Thank you, Annabelle. Great job. Thank you all for representing Nebraska uh so eloquently. Put me to shame here. Um Nebraska's presence at the national level is intentional and reflects what the work happening in classrooms, programs,

061and partnerships across our state. I'd like to also thank our incredible state adviserss uh who work and put on incredible opportunities for students across the state and of course our dedicated, hardworking CTE teachers um that are in every one of our school districts. Also, thank you board members for supporting this system that makes all of this work possible. Happy CTE month. All right. Thank you so much. At this time, we always we're going to grill you. No, it's it's not going to be that bad. Um I do want to open it up to board member questions and comments. >> Yeah, Lisa, >> just a really quick amazing. I mean, you all are all so professional and did such a great job. I'm super impressed. Good job, >> Kristen. Um, thank you all for being here.

062Sorry. Um, really appreciate you all being here today and sharing your experiences. I was in DECA was in when I was in high school up in Northfor. Um, and most of the people in DECA were only in it for our powderpuff football game that we did every year, but I was in it for real. And, uh, it was me and one other person that competed at state. And it was just such a fun experience getting to meet other people from across the state and learn kind of what they were interested in. Um, and now it's really fun to see how uh CT has expanded across the state even more from when I was in high school. So, thank you for sharing your experiences. >> Kirk, >> has the funding helped? >> Funding has been instrumental.

063Yes. So, uh, just to recap and with many thanks to this board, we are now in our third year of categorical state funding for career and technical education and categorical support for career and technical student organizations. >> Thank you. >> I just one quick thank you all for being here and James uh, especially a fellow Aquarian. Love to see it. Um but I am so impressed and so proud that we have you and um was it Claire? >> Yes. Representing us on a global and national stage. So you're really bringing a lot of uh pride for our state to to the world. And I wondered if you had uh any advice for us as leaders >> your lessons that you've learned. >> If if you do, please grab the mic and speak to >> and

064if you don't, that's okay, too. Um, well, this is a little bit hard to answer just because uh it seems, I can't lie, a little bit in intimidating uh sitting in front of you guys. you were all so accomplished and we're just beginning our careers, but um something and I don't know if this really counts as advice, but something I would just encourage you guys to remember is that there are uh young people out here um like I I'm just a freshman in in college and uh there are students in high school uh who not only are um in these CTSOs and and CTE pathways is, but they are huge advocates for um the the bettering, not only like our state, but our country as well. And there's students out here who are young, but

065so full of passion that are ready to just get out there uh and make our state and our country a better place. So, um, you know, if you guys are ever feeling, uh, it's real easy to get kind of down and out about, um, the future right now, but, uh, just remember that there are people like us and and others who are, um, putting a lot of time and effort and passion into being advocates for uh, what we are a part of, I suppose. So, Yeah, pass it along. >> Um, I'd say the main thing I would say is just listen to students and teachers and state adviserss and anyone who's involved or touches any part of CTE or CTSOs in Nebraska because I think especially on the national scale, that's where you're going to

066get your best input. Not just being with national staff of your CTSO, but also listening to the teachers and the students and seeing what they're noticing. Maybe they're seeing a decline in numbers. Why? Or maybe we're seeing decline in CTE together all across the state. So I think just listening to students and teachers and anyone who touches the organizations >> and then I think the advice I would give is just to continue like promoting CTE is not something extra but is something that's like an integral part of our education because it teaches so much more than just like skills like finance and economics. Like it taught me public speaking. I used to be very shy and now I can speak in front of like thousands of people at our national conferences. So there are really

067just a lot of skills within this subset of education that are so important for everyday life. So just encouraging that for all students. I know like personally in my some of my classes at school like personal finance and economics there are less women. So just really encouraging that for every single student because it's so important. Thank you all. That was that was great. I I just had a a few thoughts. Um I I do think that CTSOs are so critical and the fact is you're you're all very young. I think most of us, most not all of us are old enough to be your parents. Um you just don't know where you're going to end up. and and someday you're going to look back at your experiences, your leadership experiences, and you're going to say,

068"I never imagined when I was serving as that officer that it was going to lead me down this path." And it's going to be a neat journey to look back on when you're when you're our age. Um, another thing that that uh Katie brought out was the importance and actually Owen said it first um about mentorship and um there's various levels of that and then and then Katie brought out the mentorship of your your advisors and I promise you I was a I was a now it's skills USA but it was VICA officer and you will never forget your adviserss because they are having a phenomen enal impact on your life. And I am just going to humor me board members. I'm going to give a shout out to my former adviser Tony Glenn who

069not only served at the local level while I was a student but then came here to NDE to serve as a state adviser. So um it you will you will carry those people and their imprint your entire life. And then my last thing is I appreciated the comment about the shift in to AI and its impact on the workforce and AI ethics and board members will be happy to know. I've already um earlier this week contacted the commissioner and said this board really needs to have some serious conversations about AI and its role in education in Nebraska. So we are going to be looking at that in the upcoming months. Um, but thank you for for recognizing that also. I think that's very insightful and you guys are on the cusp of um technology probably

070even more so than than we are. So, thank you for that. Um, any further comments before we close up? All right. Thanks so much. We appreciate you taking time out of your day to come here. I'm going to just go ahead and keep talking while they're getting settled. Um, the next item of business is the commissioner's report. So, Commissioner Maher, please provide your report. >> Well, it looks like I know how to clear a room. Thank you to Chancellor Turman and thank you to Dr. Graham and this the others who are with us here this morning and the great kickoff for this meeting. First of all, there are no 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

071the form at this time. Any items that would potentially be removed from the consent consent agenda will be taken up under additional business. On onto my comments, uh the first thing I think I feel compelled to say now is that all of these comments were generated um by me. None of these came through AI or chat and GPT. So, good morning board members and those who are still in attendance in the audience and everyone tuning in online. It's been a busy start to the month for the Department of Education and I'm excited to share a few key updates from this past month and what lies ahead. While I enjoy most aspects of being the commissioner, one that is especially fun is an opportunity to engage with students. Like you just saw uh earlier this week,

072as mentioned by Dr. Graham and her staff, the NDE kicked off Febru February with our career and technical student organizations and their state officer teams. So imagine the four folks that you just had an opportunity to listen to and having a room of 50 of those students to interact with or about 50. I don't know what the exact number was. We hosted them for lunch and supported them on their legislative day as they were in Lincoln on Tuesday. Like always, I'm impressed with the caliber of students who represent the state of Nebraska. Truly, if those four times 12ish are any indication of what the future holds for our state, we're truly in great hands. I'm I'm excited to have the opportunity to to be with them. And as you just heard from several of them

073as we consider the proclamation on CTE month. So, I did that on on Tuesday. On Wednesday, I had another opportunity to interact with students. And one of the one of the gripes I have in in my job is not being able to interact with students enough because students are the reason I chose the profession and are the reason that I still do what I do today. But I'm just not around them enough. So Tuesday, I'm with this group of accomplished juniors, seniors, and some freshman and sophomores in college. On Wednesday, I had an opportunity to go to Milford. I was invited to Milford to speak to a couple of classes on my journey and what leadership meant to me. And it was to eth graders. And to see the difference between juniors and seniors in

074high school and eighth graders was um an an interesting refresher for me that all everything we do is about iteration and development of of students. And I smiled as I left saying, well, they're not nearly like the students I just met with yesterday. But then I thought, but what will they be like in just a few years with the quality education? truly was a joy to speak in Mrs. Moinkle's class at Milford at Milford Junior High School. I had an absolute blast with with those students. Um, and then our week also included uh our hearing before the appropriations committee. So, CTSO students, eighth graders testifying in front of the appropriations committee. Sometimes when people ask me, "What do you do?" I just kind of say, well, here's what I've done this week, and this is

075not atypical. Um, the the opportunity to speak to appropriations uh was to detail our budget requests, and I'll summarize for you the four main issues that I discussed with appropriations earlier this week. Topic number one was the proposed sweeping of the Williams Trust Fund. This fund provides supplemental services to students at NCECBVI, our Nebraska City location that um works with our blind and visually impaired students, not only in Nebraska City, but truly a resource that benefits our entire state. And uh the the Williams Trust Fund was a a an endowment that was left as part of an of a gift from an estate. And so we were we were there to talk about how that money is used and how we would uh hope that it wouldn't the money there wouldn't get swept. The in

076we also talked about the NDE's state funded insurance costs while most of NDE staff is federally funded. Um we have about a third of our employees that are subject to unanticipated increases in health insurance as happened this last year. it happened so late that it wasn't included in our deficit budget and wasn't included in the in the state's funding um for NDE last year. So, we were there asking in our deficit budget if that could indeed be funded for the coming year. Um the third point that we talked to appropriations about was early childhood endowment. Each year the gub gubanatorialapp appointed early childhood endowment board of trustees reviews and approves grants that combine state and private funding and then from using the proceeds of that funding. They uh they award gifts and give awards to

077various entities from around the state. The the difficulty that that group ran into this year wasn't in having enough money. We didn't ask for more money, but we have a statutoily prescribed uh limit on being able to spend and the board of trustees has asked for has asked us to advocate on their behalf for an increased spending this year, but spending only from the proceeds, not to get into the guts of uh of that endowment. So, that was a request that we made. And then the fourth item was a proposed uh cash fund sweep in the teacher certification fund. Like last year, the NDE is slated to have about a million dollars in this cash fund. Um we have uh recently and I would say within the last 12 to 24 months reduced uh fees

078in that c on certificated in folks across the state. and we want to make sure that we only have enough money in that fund to pay for um items within the certification department um employees, staffing, etc. Um but also if we do re if we do get to the point where we get um an excess amount of money in that fund, we want to continually reduce the burdens on the certificate holders on teachers, administrators, and other certificate holders um in the state of Nebraska. So we ask that that that fund go unswept. Um, we'll keep you updated as the legislature progresses to a more formal budget and especially when they put out the budget bill on day 40, not too far down the road here. Um, next, the school financing review commission will meet next

079week. There has been a lot of energy in the legislature around school finance and we're excited for the year ahead to continue the school the work of the school financing review commission as we begin to get our legs under us. I give that to you really as information. I don't know that there will ever be any action that you need to take as a board on on that particular item. But it is taking um a considerable amount of time from myself from Dr. for from Bryce Wilson and from others um in the department. Um and finally, it is my duty because it is certainly not my pleasure to report to you that on April 17th, Deputy Commissioner Deb Fryzen will retire from the Nebraska Department of Education. Dr. Fryzen has um and there'll be another

080time to thank Dr. Dr. Fryzen or more fun to roast Dr. Fryzen. Um that that that will wait. But Dr. Fryzen has been with the department for 11 years. I think that's right. For 11 years. Um and has served both as deputy commissioner and uh really important to me and should be to everybody. I think she also served as commissioner for part of her time with us. this on top of a full career of teaching and administr and administrating prior to ever coming to the office. So, we will uh miss Dr. Fryzen and I look forward to the roast. So, um that concludes my report. >> Thank you, Commissioner Maher. Do realize that someday we'll have a roast of you. Not that I'm kicking you out the door yet. It seems from time to time

081we're already having that roast. >> We have a good time up here. Um I have had requests. >> Oh, sorry. >> Oh, no. Oh, I just Can we >> Can you roast him? Yes. >> Yes. Or comment on what he's do. Yes. >> Okay. Or I didn't want to Okay. Uh I just want to say that um Well, yes, I do look forward to that roast, but we are sad, too. We're going to miss uh Dr. Fry. But in regard to your comments, Dr. Maher. Um, I just want to say that I really appreciated the presentation that you gave at the Nebraska State School Board Association and uh that it really I it is our school funding is so complex and our property tax issues are so complex and uh the kind of work you're

082doing and leading is the deep dive that has been needed for a long time and we keep seeing shortterm solutions that don't have all the research and all the input uh in and for the first time we really are able to uh have a process in place that is taking into account um the big picture and the long term and so I really appreciate your leadership on that. Thank you. Okay. So now I have had a request that we take a short break. Uh so the board will reconvene at 10:20. That gives you 12 minutes. Okay. All right. So, there is no president's report today per typical order of business. Um, we will now move to the public comment period. This period may be available to any person who wishes to address the board on

083any 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 public comment at any time during the 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

084agenda item or topic that is within the board's authority to act. Individuals may be prohibited to speak in public comment if the sign-in card does not include the required information. Board me persons speaking to the board during 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 not 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 and 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 this policy or on the agenda or become

085abusive or threatening in language or behavior, it shall be the responsibility of the president to refuse permission to continue to address the board. We have five public comment cards submitted. Vice President Rener will announce the names of the speakers. Good morning. Um, our first uh I'll invite our first public comment uh to the panel and that would be Loen Eie and then Rachel Pinkerton will be up next. So, if you want to be ready to come when she's finished. >> Good morning everyone. Uh my name is Loen Eie and I reside in the Pilion Le Vista School District. I was going to read um verbatim my comments that I made regarding LB 1241 in support of the legislative bill that I spoke about on February 3rd in the education committee. And I was informed by

086the legal council of the NDE that I could not read verbatim my comment because it is related to a certificate holder and so it might influence the board should should the certificate holder ever be in front of you. Um I don't agree with that because I believe that it's a first amendment thing and not a policy thing. So, so, um, the reason that I was concerned about about, um, not being allowed to exercise my First Amendment right is because we all have a right to know that we've got people who have been convicted of crimes that have valid teaching certificates. Okay? And um I wasn't clear as to why I was able to speak at an education legislative hearing and identifying this person and then not here at the board of education. So that's confusing

087to me because it's a first amendment thing and not a policy thing. But if you want to know what I was going to speak about, my email address is loan li. atgmail.com and I don't know if the handouts that I gave you if that's going to be public record or if you're going to seal that. So, so we have that. But the intent of LB1241 and why I support it is as follows. To provide requirements relating to applications for employment by and employment of certain individuals by a school board or governing authority of a public, private, non denominational or parochial school to provide for civil penalties and to provide powers and duties to the state department of education. So basically when Senator Murman spoke about 1241, it was to stop passing the trash so that

088we've got educators not going from school to school when they have issues with their resume or their performance regarding child sexual assault. I've got three examples of certificate holders who have been arrested and convicted of child sexual assault and they still have valid teaching certificates and they could be hired effectively in the state of Nebraska. So what I was imploring each of you to consider is to divi to devise a mechanism in which the public or when it's known that these people are arrested or charged for such to identify that on the NDE website so that there is disciplinary information so that we're not passing the trash and protecting our children. We can't play Russian roulette with our lives. And so that's what I wanted to comment about was to bring your attention to that.

089Thank you. >> Thank you. Uh Rachel Pinkerton >> and Doug Kagan, you'll be next. >> Good morning. I'm Rachel Pinkerton, Omaha Benson High School, class of 1971, a grad of UNL 1974 in education and human sciences. Good morning and congratulations to um President Techmeer on her reelection and to uh my representative of new vice president Liz Rener. Effective reading instruction, it seems, is a priority that Rahm Emanuel embraces with enthusiasm. I have um provided you with a piece from the Wall Street Journal. The former elected and uh appointed public official asks, "Are teachers equipped to succeed at this fundamental task? And are they supported when they need help?" Emanuel details a visit to uh Urban FB Woodley Elementary School in majority black um Hattisburg, Mississippi. He's studying what's been called the Mississippi miracle. I know

090you've heard of um Mississippi's rise in fourth grade reading proficiency from 49th to 9th in the nation. Mississippi's uh phonics-based system with accountability. uh former Netscape CEO Jim Barksdale explained to uh Emanuel would be better understood as the Mississippi Marathon. Thanks for your work prioritizing literacy. And another note, uh I understand that the Whites family donated $15,000 to the campaign of of Deb Ner. Uh if that's the case, I would appreciate her recusing herself from today's 7.3A vote on the learning community uh due to the Whites family's close involvement with the learning community. >> Sorry, I I will have to cut you off on that comment. >> Oh, okay. >> Thank you. >> Appreciate it. Thanks. Bye. >> Okay. Uh Doug Kagan Good morning. Doug Kagan, Omaha, Nebraska, representing Nebraska Taxpayers for Freedom. This legislative

091session, six state senators introduced LB1024, which beginning with the 202728 school year, would require each school district in consultation with the state department of education to include instruction on the history of communism within the social studies curriculum that is age appropriate and include the history of communism in the US, domestic communist movements, and their associated programs and tactics and the increasing threat of communism in our nation. This educational initiative is necessary here for several reasons. US public schools are not educating students about the truths of socialism and communism sufficiently. How these ideologies have become so prevalent today in the US and the threats they pose to our individual liberties, democratic institutions, and economic prosperity. From a young age, our youth become exposed to a pabum of left-wing propaganda from our media, churches, social media, and

092sadly from some public schools. Merely examine the riots of 2020 and the current anti-ICE riots where hammer and sickle red flags wave prominently. According to several polls conducted over the past years, these deliberate efforts to indoctrinate our youth have paid enormous dividends. Most young Americans do not understand socialist philosophy, are ignorant of socialist history, and cannot accurately define socialism or communism in general terms. The victims of communism memorial foundation, among other pollsters, conducted a poll with yuggov to ascertains Americans preferred form of government. The results are alarming. In its poll, it found that more than half of millennials say they would prefer to live in a socialist or communist country. Only 40% want to live in a capitalist America. By partial way of explanation, over 25% of millennials report receiving no education on the ideology

093of Marx and Lenon or the history of communist regimes. Nebraska should mirror the Florida Initiative, a law requiring public schools to teach about communism here and abroad from kindergarten through high school. The curriculum prepares students to withstand indoctrination on communism from sources including schools and colleges and teaches the history of US communism and domestic communist movements, including their organizations and subversive tactics. There is comparative discussion of political ideologies such as communism and totalitarianism which conflict with the principles of freedom and democracy reflecting the founding principles of our nation. And below I've given you an index of suggested readings. Thank you. >> Thank you. Greg EP. >> My name is Greg EP. uh Gilner, Nebraska. Uh the year is 1962. The Supreme Court removes prayer from schools. Within 12 months, the court also removes Bibles from

094schools. And in the decade that follows, religious freedoms were under attack. So much so that by 1971, in a case called Lemon versus Curtsman, the court creates what is known as the Lemon Test. Lemon restricted religious activity in the public arena so that to be constitutional the primary focus had to be secular. And since 1971 the lemon test has been cited over 7,000 times in the last 50 plus years to rel restrict religious activity by the courts. Interestingly, the Supreme Court recently reversed its position on the lemon test in 2019 in the Bladenberg Cross case and in 2022 in the Coach Kennedy versus Breton School District. They put in this language, longstanding religiously expressive monuments, symbols, and practices require a strong presumption of constitutionality. So if you can show that it's been in the culture

095a long period of time, we're going to deem it constitutional. In the Kennedy case, midway through the oral arguments, justices Kavanaaugh and Gorches say to each other, "It's time we get rid of the lemon test." And that's what they did. Lemon test is out. It's replaced with longstanding history and tradition. And this is a game changer. A little history. In n in 1789, Congress enacts what is known as the Northwest Ordinance. You want to be a come a state, you have to comply with that ordinance. Article three declares religion, morality and knowledge being necessary to good government and the happiness of mankind. Schools and the means of education shall be ever shall forever be encouraged. Encouraged in what? upholding religion, morality, and knowledge. And our current constitution in Nebraska, adopted in 1875, has virtually that

096same language in it. And that language is still in our constitution today. In 1828, Noah Webster in his original dictionary, which had 70,000 words, 27% of the definitions took the reader back to the Bible to illustrate the meaning of the words. 27%. Noah Webster said, "Of all the miseries and evils which men suffer from vice, crime, ambition, injustice, oppression, slavery, and war proceed from their despising or neglecting the precepts contained in the Bible." And this is what you're facing today. The left can't define what a woman is. They push for gender changes and the mutilation of your children. The left pushes for the sexualization of your children. They push to protect pornography in your libraries. The left pushes for boys and girls sports. They push for boys and girls locker rooms. They push for kitty

097litter in your bathrooms. Nothing they push for is lifegiving. And you are left to deal with the fallout of their failed ideologies. So where does that leave us now? where God needs to be brought back into our schools. Where prayer has been removed, it can come back. Where the Ten Commandments have been taken down, they can be put back up. This is a 250ear celebration of our country. Our social study standards need to include the biblical foundation upon which our founding fathers built this great nation. And one last comment, the only religion which passes the quote longstanding history and tradition test is Christianity. All right, thank you. >> Okay, next up, Caroline EP. Hello, I'm Caroline at Gilner, Nebraska. Starting this past November, I have had the opportunity to write a series of articles on

098the 56 signers of the Declaration of Independence for the Aurora News Register and three other newspapers. I have been amazed at the signers zealous dedication to God and this country. Several of them started Bible societies because they knew it was essential to good government for people to know what the Bible says. John Adams wrote, "Our Constitution was made only for a moral and religious people. It is wholly inadequate to the government of any other." Benjamin Rush, known as the father of public education, said regarding the priorities of public schools, number one, teach the rising generation to love and serve God. Teach young people to love and serve their country. And three, teach young people to love their family. Benjamin Rush put country before family because in his words if you lose control of your country

099it will become the great enemy of your family. George Washington said of all the habits and dispositions which lead to political prosperity religion and morality are indispensable supports. Governor Morris, credited with pinning the preamble of the Constitution and serer thereof said, "Religion is the only solid basis of good morals. Therefore, education should teach the precepts of religion and the duties of man towards God." John J. First Supreme Court Chief Justice said, "Every member of the state ought diligently to read and to study the Constitution of his country and teach the rising generation to be free. By knowing their rights, they will sooner perceive when they are violated and be better prepared to defend and assert them." It should be pointed out that our constitution was based on biblical principles. Donald Loot's University of Houston led

100a 10-year study called the origins of American Constitutionalism, which traced every quote from the founding fathers during what was considered the founding era to their original source. They documented who or what were the most quoted sources. The fourth most quoted source was John Lockach at 2.9%. Third was Blackstone at 7.9%. Second was Monscu at 8.3%. And the number one most quoted source was the Bible at 34%. Thomas Jefferson said, "No nation has ever existed or been governed without religion, nor can be." The Christian religion is the best religion that has been given to man. And I, as chief magistrate of the nation, am bound to give it the sanction of my example. From what I have learned about our 56 signers, it is most essential that God and the Bible be brought back into our

101schools to maintain this free country. It is our history. Thank you. Right. Thank you to all of our public commenters today. There is no written comment. Agenda item six. Is there a motion to adopt the consent agenda? >> Yes. I move to adopt the consent agenda. >> Is there a second? >> Second. It is 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. >> Teagmier, >> yes. >> Penner, >> yes. >> Ner, >> yes. >> Shonhoff, >> yes. Eight. Yes. The affirmative has it and the consent agenda is adopted. The next item of business are the reports

102from the standing committees. I will report on behalf of the executive committee meeting. The executive committee reports on its February 5th, 2026 meeting. Members present were chair Elizabeth Tegmier, Vice Chair Liz Rener, Sher 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 will continue to meet weekly throughout the duration of the session. The committee reviewed two information items. First, the committee received information regarding the proposed revisions to the Nebraska Council on Teacher Education, known as NCTTE, and their organizational policies. Second, the committee received an update from NDE staff on implementation of the strategic plan. I'm just going to give us an aside. You did note as you entered the board room that um the five values

103are listed on the big um posters out front. This concludes the executive committee report. Chair Elizabeth Tagmier, are there any questions on the executive committee report? Okay, seeing none, sorry, I had asked for two of the Is that coming up? >> That's the next agenda item. >> Agenda item 7.1. Um, this is to review 2026 proposed state legislation. Um, let me scroll up. As board members know, there is um a running document within the executive committee report. So, are there questions or discussions on any of the proposed state legislation? So, I'm confused. I spe This would be when it would come in. >> Okay. But I guess I asked that it be put on the agenda because I didn't write down the numbers of what they are. So, uh I thought they would be listed.

104the two pieces of legislation I thought Rick uh deserve some discussion. So, and I thought they'd be in the minutes from the meeting. So, I'm not seeing those. Thanks. >> Hang on. I appreciate everyone's patience. Just accessing our executive committee from last week. Okay. Um I believe the first one that you wanted to discuss was LB 1050. Okay. And that was to amend the Nebraska Reading Improvement Act. Can you engage your microphone? >> I guess I'll start with the one that I'm most disturbed about. Um we came uh when we discussed in the legislative or in the executive committee 1224 which uh I'll just summarize uh it prohibits children from transferring to an exempt school during certain child abuse or neglect investigations. and it prohibits persons convicted of certain crimes from monitoring or providing instruction

105at such schools. So, what it says is if you received whether a misdemeanor or a felony, but it involves uh child uh a child abuse or a child neglect. that you should not be allowed to take your child out of a school system and put it in a home school because obviously if you have a child abuse charge, what happens sometimes is parents don't want schools or government up in their business and so they will homeschool. And while a child abuse charge is being uh reviewed, this is saying that children should have to be left in in their school situation be in a public school because it is often for those of you that are familiar with, you know, uh negligence and abuse uh for children. It's often somebody at school that is noticing the

106problems, the bruises, the challenges. What our committee discussed, there are two committee members that believed even if it was a child abuse misdemeanor that that should not affect a student. that they believe that a student should still be uh able to be pulled out of school away from the watchful eyes of students and be put in a home school. And my belief about this was that if someone has a child abuse charge, even if it's a misdemeanor, and the example that was used in our committee was what if somebody's driving erratically down the street and they have children in the back seat and that is a misdemeanor and they're driving fast and erratically so that becomes a child abuse misdemeanor. They didn't think that two of our committee members didn't believe that was an issue

107at all. And I guess just because I've been involved, I've had eight foster kids. I've been involved with the foster care system for decades. And I guess I just understand what the red flags and the signs are that if you have a parent driving erratically and at a speed with children in the back seat and you get caught in that is child abuse or child negligence. Um that is a sign of something bigger going on and it is a sign of a family in chaos. And I would believe that we would want to protect our children at this point. And so I and I will say the Nebraska State School Board Association took on discussion of this legislation and um also supported it. And so I was disappointed that we do have board members that

108aren't concerned and I don't want to speak for them. So, I hope they'll speak for themselves obviously, but sometimes we aren't transparent here in this group about what, but two board members expressed that um they were okay with a misdemeanor child abuse charge uh and they didn't feel they felt like it was okay for a child to be removed out of a public school and into a home school. And I apologize if I've misunderstood or misrepresented. So, I hope if I have other people will speak up and represent, but I really felt like I wanted a vote on this because even though it has been discussed in committee, I and we showed up neutral, um I really want the students of Nebraska to know that we want to protect them and if there's ever a

109child abuse charge of any kind that we want to make sure that they're protected and under the watchful eyes of our schools. So I'd love some conversation about this. So um in committee the example I gave was not driving erratically. It was saying if I'm pulled over driving above the speed limit whatever that is they can give it. um in having a conversation since our last executive committee meeting um with a friend, she had a a family member, her sister did not come to a complete stop at a stop sign and was pulled over. And when she expressed concern about the citation, the officer looked in the back of her car and said, "You know, I can also tack on misdemeanor child abuse because you have kids in the back of your car." So the

110a misdemeanor child abuse is unintentional and no injury to the child. And um my concern that I expressed in the committee was that this could actually if if a family would be cited for this and they would be under investigation. Current homeschool families, according to our staff who advises on the legislative bills, said they would not be able to re renew their filing. Um, I do want to protect children. I don't want children who are being abused, pulled out of public school to be homeschooled to avoid those watchful eyes. That's not what I wanted. We had two who had who were proponents of this bill and we had two who had concerns. And the the official stance was we had no stance on this bill because we could not reach a compromise to be neutral

111with the concerns that some of us had about how a unintentional no injury misdemeanor charge could affect families. So there there was no there was no middle ground and so the board chose to to not have to register any stance on this bill which was heard already this week in committee. Any other members of the committee want to speak? >> I'll just make a comment. I agree with everything that Elizabeth said. I was part of that meeting and to use the word aren't aren't concerned. I'm very concerned about children well-being having been a school counselor and a parent. So what I would encourage board members to do is personally contact their legislators if regarding their views on this. You have the right to do that and so I would encourage you to do that. Um

112also I think this is heavy with presumption of guilt. you know, only an accusation is needed. And I guess my experience as a school counselor, if law enforcement has evidence to believe there is significant neglect or abuse, the ch the child was removed from the home and I presume that would still be in place and I would expect them to do that. Um, so I take comfort in knowing that that if there's actual evidence that the child would be removed from the home and placed in a safe environment. Thank you, >> Li Liz. >> Yeah, I guess I'll wrap us up. I uh I was a proponent of LB1224. I think it's important legislation and I did reach out to um the senator's uh office to get more clarification and I think they were very

113thorough and very intentional uh in the creation of the bill um to consider all possibilities and it's the thing I guess that made me feel comfortable being a proponent aside from the protection of children is it's while someone's under investigation. So if you are investigated and then cleared of uh those charges, you are free to to educate your child how you want. Um and I guess for me I I do hear the concern um there could be uh you know a stray situation here or there where an adult is unfairly uh unable to educate their child the way they want. But for me, that doesn't carry as much weight as the children that could possibly be pulled into an unhealthy or unsafe homeschooling environment by an abusive parent. I would rather heir on the side

114of caution with children. And um I guess ultimately I feel like uh maybe this is a a situation of letting uh perfect be the enemy of the good that uh this legislation may not be perfect, but it's thoughtful and the intent is in the right place. And so I guess I just I just share that. But um yeah, that's where I'm at. Any members who weren't on the committee have any questions? >> You have a question, Lisa? >> I don't really have a question. I'm not on the committee, but I have had many of my constituents reach out to me with multiple concerns about the bill. And so I would like to speak for those that have reached out to me if that's okay. Is that all right to do that? Um, the thing that

115I heard over and over again with everyone, there was a plethora of different points that people pointed out, and I won't get into all of them, but the one that I heard again and again and again is, does this bill have potential to criminalize homeschoolers without due diligence? And so, that was that was the point that I wanted to bring to the light. And I don't have the answers. I haven't spoken with anyone on this bill other than constituents. >> Liz would like to speak. >> I I would like to speak to that. I I from my conversation with their legislative aid, I don't think that uh I think you're talking about scope creep, right? That you can expand the boundaries of this. And I don't think one that that's the intent of the bill

116and two that it would be possible legally. Um, so I I don't know that I would consider that a concern um from from what I learned about the bill. >> Okay. Deb, you want to wrap it up? Sure. I I wanted to bring this to a vote of the board to see if we can undo uh or come up with a different um uh message to the state legislature. So I I'm ask I'd like to make a motion that uh we have a vote about whether each individual member supports the bill or opposes the bill or is neutral so that we can I mean that's my understanding that the whole board has the opportunity to weigh in on our positions that it isn't just end with the executive committee. So, what is the best way

117to accomplish that? >> That's what I'm trying I'm trying to whisper to see how how we do this. Um, because I know our staff did take down notes during the committee and so I think this might be a question of for them. Dr. I'm Ryan for um the notes that I had from the executive committee on this topic was a request for a public discussion. Um so this standing item that is on the agenda is the standing item that uh the board has used now for the second year for discussion of any topics that board members uh want to bring forward on bills. uh there there wasn't a request for a specific action item on this bill. >> So, let me say this. Can I since there isn't an action item, I guess I didn't

118clearly state what I was requesting. Uh my bad. So, what I'd like to do then is ask if there's anyone that believes this should go back to the executive committee for another review just based on the fact that, you know, the schoolboard association across the state of Nebraska, hundreds of school districts have said that this is an important bill that It does involve anybody with a child abuse or negligence. Uh accusation uh that if anyone feels that this should be reviewed, I would you speak up and let us know. And if you are happy with us opposing it, we've already heard from Elizabeth and Sher that they oppose the bill as written. >> Excuse me. We There's no position. >> This Yeah, we have no position. And this is I believe that I believe what

119you're trying to do is is circumvent the fact that this isn't an action item by trying to gather consensus. And that's essentially taking a vote. So, I'm asking for people that haven't spoken up to speak up because if you want it reviewed again by the executive committee then and uh I mean it it didn't pass an executive committee. So, we did have two executive committee members that voted against this bill. So, you >> you know I you are on the record that you've opposed this >> there. There is no record in committee. We don't vote in committee. The committee did not come to a consensus on any stance. So no no stance was taken. No letters were sent. No testimony was made. >> So if anyone believes that we should be supporting the bill, can

120you let us know and maybe this can go back to the executive committee? >> That that would be the most if you would like to email the chair vice chair. like to hear just right now if somebody believes that this should go back for a revisit. We're talking about child abuse. Uh and if everyone is just happy with us opposing it, then uh you can be on the record for that, too. >> Okay. So, we'll we'll hear from members who aren't on the committee who did not weigh in or give consensus. Maggie, >> sorry. >> We are neither opposing nor neutral. There's no stance. >> No stance. Got it. Okay, >> Maggie. >> Okay. I'm clear on the difference between no stance versus negative or not doing it. Um, I just wanted to say I

121have not read the bill, looked at it. I don't have a lot of information on it. So, I would like to do my homework on this. Thank you, Maggie. Anyone else who isn't on the committee? >> Kristen, I am in support of the bill, but I'm also in support of the board not taking a stance because that was the process that the bill went through in executive committee. >> Thank you. >> And Lisa, you're not on the committee. Do you want to speak or not? >> Yeah, I I you took no stance and that's what the committee decided. I think this is just more grandstanding and you're calling out two board members because you don't agree with them. That's what this is about. So, let's just call it what it is. We stick with what

122the committee said. There's no position. That's all this is. You took the opportunity to call out two board members. That's what this was about. Lisa, do you want to >> I had really no idea other than that there was I saw what was in here, proposed state legislation. I got wind of the fact that 1224 was on the board along with one other one that I think is going to be brought up next. I had time to print it off. I had several people reach out to me on different platforms, email, texting, um, and sharing their concerns. So, I honestly have not done my due diligence to go in and really research it. So, I don't feel comfortable trying to vote on anything or change any kind of a stance. So, I agree with you,

123Maggie, that it doesn't seem it seems like we're kind of wasting everyone's time right now. >> Okay. So, I'm I'd like to say something unless you wanted to first. >> So, I just I'll make sure that Kristen understands that the process has always been to bring uh legislation to the full board for discussion that it isn't we aren't the final decision makers. I think everyone needs to know that. I requested that these items be discussion items and so I assumed they were going to be on the agenda and in the committee report so that people could look and be prepared. Uh I would like them on the discussion and action item for next month because I'm going to assume that the full uh legislative uh that may not have taken a position yet. And so

124I do want to bring it back. So I am hoping that all of you will. This is part of the process. This is child abuse and child neglect and we are not standing with schoolboard members from all over the state to protect children to prot. This is written by the people that work in these fields and that understand what happens when a families in chaos and when they're red flags that the first and foremost thing should be to protect children. And so for anyone to say that that isn't the first and foremost consideration, then you can call me any name or accuse me of anything, but you are on the record for not supporting the bill. And Kristen, I just wanted to make sure you understood that the eight years I've been on the board,

125the process is and always has been the executive committee doesn't make the final decision. anytime we want to bring it to the full board because we can't agree on something very important. There's a lot of bills we don't bring here but this is an important part of the process that people weigh in order. >> This is child abuse and child neglect >> that point of order has been called. >> So what does that mean that I need >> state your point? We've already discussed this uh thoroughly and we're hearing things that she she just said we are on the record for not supporting it. There's no record of that >> and we need to continue on with the next item. >> I've asked for people to speak up and be clear about their position. This

126is child abuse and child abuse. >> This is a point this is a point of order. We one board member can't demand of fellow board members that they state their position. That's just not how a board works. No, I'm not. Do you want to speak to the other bill? >> Saying that by not speaking up, you are making yourself very >> No, Deb, you are making assumptions and accusations that are inappropriate in a board setting. >> Do you want to speak to the second bill that you asked to bring for discussion? I think it's 10:50. I actually when we discussed this didn't have strong feelings one way or another because I wasn't educated on this topic but I was invited to just like Liz Rener was invited to a town hall uh that was filled

127with educators and parents and even people that have been held back in third grade because of reading. And what all the research seemed to be presented was that this legislation that would uh I'll let you read it, but it's 1050 and uh it's um amending the reading improvement back uh act to uh limit advancement to grade four when someone isn't proficient. And it's more complex than that obviously and the state the Nebraska State School Board Association does oppose it. Most educators that I've spoken with have opposed it, but especially the parents were strongly opposed to it. There were parents in the room that talked about, you know, that they felt like that was an individual decision that should be made by parents and not by the school system. That there's so many different way reasons

128why someone might not be proficient. And uh that to have government involvement in something that's been working successfully for so long. Plus they discussed the the very harmful negative long-term impact uh that is caused especially in this bullying uh environment that we have today. The stigma uh that is carried with a child for a lifetime. We had somebody speak up at this event who talked about even to this day people, you know, uh are reminding him that he was held back in school. And so I this is bigger than um than the I think government involvement. I do believe that this is another one that if you believe that the executive committee should be revisiting, then I certainly would like to hear from uh anyone that uh supports the position of the Nebraska School Board

129Association and uh that we should be against this bill. >> Okay. So the the the um on 1050 when the executive committee met uh Commissioner Maher's recommendation to the committee he always the staff always reviews the bills and then gives a recommendation kind of just giving an overview for those of you who aren't on exec. They give a recommendation and the commissioner's recommendation was neutral and the um the committee concurred with that recommendation and a letter was sent neutral citing any concerns that we had um about the bill. So that's that was that is where the Nebraska Board of Education stood and went in officially with neutral with concerns and and in my opinion we are a separate and distinct body from the Nebraska Association of School Boards and we do not have to mirror

130their stances on any bill. They are a body comprised of their schoolboard members from throughout the state who likewise gather together to take stances and positions on bills and we do not have to do exactly what another body does for their positions. That's that's my opinion. Um, I think that there's a lot of information on both sides of this issue. That's why I felt very comfortable with a neutral stance and um, and listing our concerns, other executive board members, and then we'll go to those who weren't part of the conversation. Sorry, I scooched away from my mic. Any other executive members want to speak to 1050? And then we'll go to the four who aren't on the committee. Um, I don't know. I I'm not sure I have a lot to add. Um, except for

131I learned a lot more unfortunately after we had the the executive committee discussion um about the bill and the implications and do regret that we were neutral on it. However, I am heartened that um during the hearing there was a lot of um there were a lot of people that spoke up with the concerns that I had about it to the education committee. So um you know I'm neutral on if we take this back to the executive committee or anything to that regard. I do feel that the community spoke on their behalf um with their concerns to the right people. the legislate the legislature um or members of the executive education committee. So um yeah Sherry, did you want to comment on this or >> Okay. Members who are not on the executive committee, do

132you have any questions or comments to further board discussion? No. >> Lisa? Yeah. Um I actually did go and testify um for this bill on a personal level um in front of the legis the the education committee at the legislature and I uh typed up my statement and I have it on my website for so anyone can see it. You can go back and watch it um on the legislaturator's page or you can look at Lisa for Nebraska and in there it specifically states my views are my own. Um and I have all there's too much to really talk through but it is all public record and it is there for anyone who wishes to go and look at it. It's in my media blog tab. Um, and since doing that, I've also had people,

133parents reach out to me and say, "Thank you for take for helping to take away or removing the stigma of holding kids back to get them the help that they need while they're still developmentally while strategies are still developmentally appropriate and the situation is better for them to learn to read." And so with that being said, I think um there are probably some strong opinions on both sides and just take I'm trying to do my best to take a step back and listen to other opinions and that's part of um being a board and listening and uh being invol engaged in the civics's process. So thank you for all of your work. >> Thank you. Lisa Kirk, do you have any comments or questions? Okay. >> Oh, Maggie. Yes. >> I'm sorry. This is a

134repeat. Do you want us to email the whole exec committee after we do our homework? >> Um, actually, please just email the chair >> and vice chair. >> Okay. >> Because if one person >> emails four more, then >> Good call. >> Yes, you're violating the Open Meetings Act. So, if you can put both um, >> board member Rener and myself on your email, >> then we'll both get it. Okay. Thank you. >> Thank you. >> All right. Thank you, Deb. Okay. The next item of business, Chair Kristen Christensen will report on behalf of the budget and finance committee meeting. The budget and finance committee reports that at its Thursday, February 5th meeting, members present were Kristen Christensen, Maggie Douglas, Kirk Penner, and Lisa Shanhoff. The committee reviewed four action items. The first item reviewed

135was for a contract to build out a data collection process to meet federal postschool outcomes for students exiting special education programs. The committee recommends approval of this item. The second action item reviewed was to accept the preschool development grant funds and subcontract to fulfill grant requirements. The committee has no recommendation on this item. The committee then reviewed two mental health grants to recruit and retrain and train school psychologists. Uh the committee discussed no recommendation on this item. The committee then reviewed one discussion item for V board member travel expenses noting no concerns. Last, the committee reviewed three information items, including an update on 21st century community learning center grant fund allocations, an update on the comprehensive literacy state development grant expenditures, and a contract for the comprehensive English learners proficiency assessment. This concludes the budget

136and finance committee report. Kristen Christensen, chair. >> Thank you, Kristen. Are there any questions on the budget and finance committee report? Okay. Is there a motion on item 7.2B? Yes. I move to authorize the commissioner to renew the contract to build out data collection processes to meet federal postchool outcome data report requirements. Second. is moved and seconded to authorize the commissioner to renew the contract to build out data collection processes to meet federal postchool outcome data report requirements. Is there any discussion on this motion? The motion is to authorize the commissioner to renew the contract to build out data collection processes to meet federal postchool outcome data report requirements. Would the recording secretary please call the role? >> Christensen, >> yes. >> Ner, >> yes. >> Jones, >> yes. >> Rener, >> yes. >> Douglas,

137>> yes. >> Shonhoff, >> yes. >> Tegmire, >> yes. >> Penner, >> yes. >> A, yes. The affirmative has it and the motion to authorize the commissioner to renew the contract to build out data collection processes to meet the federal postchool outcome data report requirements is adopted. Is there a motion on item 7.2C? Yes. I move to accept preschool development grant funds and authorize the commissioner to subcontract to fulfill grant requirements. >> Second. is moved and seconded to accept preschool development grant funds and authorize the commissioner to subcontract to fulfill grant requirements. Is there any discussion on the motion? >> Sorry. Yes, Lisa. Okay, so this is Thank you. Um, this is one that we talked about yesterday. Um, it reminded me of a couple months ago when we discussed the ekids. Um that was

138at our Fremont meeting. And it also this conversation happened right after this prior one that um we spoke with Amy Ran on with the process to meet contract renewal buildout data collection for processes to meet federal postchool outcome which that one really made sense to me because we're actually determining how what where kids are going after they graduate. are they getting jobs? Are they being successful? And that's a direct way to tell how our programs here in the state are are working. Um, in the questions that I asked around this one, um, with the early childhood, the e-kids, and the eco data labs, um, I had I didn't ever get a solid explanation of how this data is going to directly impact. So, we're we're using this money to partner with DHS. And if you

139listen back to Lane explaining how yes, when we share data with DHS, we don't have that kind of control over our data anymore and we can't say for sure how they're going to use the data or what they're going to do with it. And it also talks so it does say the data sharing with cross agencies, government agencies and then also to build cohorts with other states about our data. And so I I have yet to be able to have a really determine how that data is going to directly benefit our students here in our public schools. And so with the questions that I asked, I still have that um that's just really not clear to me in how that this partnership with DHS is a direct positive impact on our kids. Any other discussion

140or questions? I'm I'm just wondering I I mean I'm feeling like so I'm like a little confused and maybe we need to I I'm feeling like now I don't know what questions you asked and like what was I I kind of like an >> answer from not just you but maybe from someone who >> the first question I asked was all right I taught preschool um I said I actually prefer not to have even as a first and third grade teacher teacher, I don't necessarily need a whole bunch of data to come in with my kids because as a teacher, I'm going to observe them the second they walk in the door and I'm going to be doing all of the things that that effective teachers do around collecting my own data so that I'm

141not having these preconceived judgments of data. Okay. So, that was but the way that that was answered to me is instead of looking at it as a trickle down with the data, look at it as a um bottom up. So, we're sharing the data up with other states and the federal government. And so then when I went home last night, I started to really um try to think about and when I asked, well, how is the federal government going to use this data to determine uh maybe deserts, but why do we need the federal government to determine which deserts we have for preschool for state funded preschool or federal funded preschool? And is that is that what we're doing? And if we're sharing this data with DHS and the federal government, is that going to

142have a direct impact? And so then they're saying they're going to use this this data sharing to determine if it has a direct impact. So I just I'm having a hard time seeing how it all is really going to truly be a benefit to direct impact on our kids in our classrooms. And I do try to refrain from saying our kids. um Nebraskan kids. Okay. >> Okay. Deb, I just have a question and I apologize if this is repeating information, but uh did this item come to to us with support from the committee or just for a vote without support meaning it at least was a two two vote probably. Can someone help me understand the vote in the committee on that one? >> Once again, committees don't vote. Does this committee have a recommendation?

143>> Yeah, I can answer that. Um, the report that I had given earlier said the let me read it word for word. The committee has no recommendation on this item. So, we were not at a consensus in committee. >> Thank you, Kristen. So, then now that that's been answered, can I continue my comment? Okay. So, I um let me ask one more question before I did the committee, they couldn't make a recommendation. Did they work out a compromise for how we could bring this to success or was it just comments about what they don't like? Does anyone >> discussions of compromises is what I'm asking >> or or or were there I were there like discussions about how to make it better? Maybe it come Yeah. Kristen, we'll let you answer as the chair. >>

144Thanks so much. Uh I'm this this item we didn't discuss a compromise because it I guess in my understanding of this item there isn't space for compromise and maybe I'm misunderstanding it what this actually is and what this actually does. DHS was awarded a grant from the federal government. We are um this item is for us to accept part of that grant from DHS to carry out some of the work and then subcontract with EC data labs for them to consult us in our work is what this item is is that's what we're voting on. Um so there isn't really a whole lot of room like other agenda items that we've had to create a compromise and how we can make this more palatable for some board members. So, um, no, there wasn't discussion on

145on compromise for this item. >> Liz, yeah, I have, um, I thought I knew how I wanted to weigh in on this, but I guess I have questions now because, um, >> do you have questions for board members or staff? >> For uh, I think Kristen could probably answer this. And if not, um, uh, >> well, maybe you can't this. Well, you tell me. Uh and then I I can ask for staff clarification. If we vote against accepting this uh these grant funds and DHS does accept them, is their work still is any of this work uh able to proceed? Do we know? >> That's a great question and we hadn't talked about that in committee and I wondered the same thing. So I'm not able to answer that. >> So I think we need

146Melody Hobson to come and answer. >> Dr. >> Oh, Dr. Stam. Dr. Stam. >> And I have a second question. >> Is it for her? It's probably not as well. Would it help for me to re no say >> I think we can just kind of recap and if you if you reference your rationale this starts at the state level with the governor indicating that this is um something that the state of Nebraska would potentially participate in. So that allows the authorization to happen from that level because the data that's provided by Nebraska contributes to national data on early childhood. And so this is saying that Nebraska said yes, we are willing to be part of this. Then the grant was um applied for and received and Kristen was correct. Then we become a subparticipant

147in that. But what this does is provides Nebraska level data that then gets um submitted along with multiple other states to provide that national landscape. I think that's the easiest way to say this. If you have specific questions about the rest of the details, Melody is available to answer that. >> Um, I I think I'm echoing Lisa's question that we have confidence that this data is secure once it leaves the state of Nebraska and if you could reassure that. >> So, the data does not leave Nebraska. Um all of the items that are that would be collected are currently collected either for federal or state requirements for other for other um legal purposes. Um the data the way that the the this is envisioned is it is a federated system in that no reports are

148created to be maintained permanently. All this is aggregated data. None of this is individually identifiable because you know we we would be bound like anything else with furpa and HIPPA and those requirements and and then within ND's masking rules. >> So are we still bound by FURPA and HIPPA when we contract with EC data lab? >> Yes. >> Are they bound by FURPA and HIPPA? >> Um I I think so. That is an legal question that I'm not qualified to answer. We would not be sharing data with them. They would be providing technical assistance to us. >> So how you said that this is data that's already being collected by the state and federal government. So how help me understand how is like so what are we doing here? We're already collecting this data. What

149are we doing? The data the data right now is very siloed and to be able to build a picture of what where services are or what or longitudinally how children are benefit from from programs. Um in the aggregate it is it is really difficult to do. Um one of the things there are some in the in your pack uh your materials in spark there were some use cases that were in there. Um, one of them is that there is no way at this point to get a distinct count of children. Um, I can't tell you how many kids are, um, being served by more than one program or one program or not a program at all. Um, and then um, another one is working closely with um, with the Head Start programs to make sure

150that their their data can be used effectively. Um, and then another use case is then following groups of children um to see if if programs are are benefiting them. >> Okay, I I'm gonna somebody else asked a question because I know I had jotted down some things so I'm trying to dig through and still moderate. Deb and then Kirk, please. Oh, Kirk and then Deb. >> Just a question. So, this is you're you're collecting data on preschool students. Is that what you're >> using data that's already? >> So, and your comment was we don't know which kid is getting which service or if they're going to know which areas the services there are deserts of services based on the multiple pro programs that are out there. >> So, if I'm going to a private preschool,

151would you have that information or would you be gathering that information? Can I clarify one thing? This is for children from birth to five. So, not just preschool, not just in like a Head Start program, but any students is any kids that might receive services from birth to five. Okay. So, I found my question and it's you're going to be like, "Oh, same song, second, first, same as the first. Um, use case number four, early literacy. And because I knew I had read through this and um, and it said, "Some important questions that can be addressed by this." So, I'm skipping through. I'm not I'm not going to read through the whole document for everybody, but so these are questions that can be addressed. Um, how do early literacy or early childhood experiences influence third

152grade reading outcomes? And I think this this is the big one. um which early literacy indicators are most strongly associated with later reading success? And my question is, do we have I'm just I'm just not really certain that we have early um identification and intervention um for what ends up being reading difficulties. That's that's my concern because for the timing of in interventions and I have some information that I received from the Nebraska Dyslexia Association, children can be screened for risk in um preschool. So ages four and five and um and I have the documentation I have the reports gab at all Shaywitz and Shaywitz um these are published documents but but there's definitely things to look for in that four to six year and and and my question I guess my concern is you

153know um things to look for siblings who have dyslexia difficulty with rhyming blending or segmenting sounds slower and accurate learning of letter sound correspondence slow naming of colors, objects, letters. So, these are all things um that happen in a uh in a preschool setting. Weak vocabulary, sentence repetition, and narrative skills, difficulty repeating nonsense words. And my only concern, I'm going back to that document, is is we're looking for things that are associated with later reading success, but I think we need to look at the flip side of it and look at what what are indicators that this child is going to struggle. Um because it takes four times as long when we catch dyslexia in fourth grade than when we can catch it in prek or kindergarten. It takes four times as long for that

154child to learn. And so that's a big concern uh of mine is that we make sure that we're always flipping and and identifying early. And maybe that's not a question, but I'd love to hear from you because you created this document. >> Yeah. >> Can you speak to looking for early indicators of a child who's going to struggle in reading? >> I think yes. Um again, this would not be looking for each individual child or diagnosing any any child. It will be looking for classrooms that are do classrooms that don't do certain things. Are those kids going to struggle more? Classrooms that do the certain practices. Um are they going to bit to benefit greater than than others? So this is this is aggregate data that we're looking at and we're looking at at at

155patterns and not individual children. That would be that would be something that would that would have to happen at the classroom level. >> Okay. So, so you're looking for indicators in the classrooms of direct reading instruction or that that that evidence-based direct instruction and because we know that that is what helps children learn to read. >> Is that's what you're saying? >> Yeah. Yes. >> Like I have to word that as a question. >> Absolutely. >> I I think your point is well taken. And I think when we continue to remember the purpose of this type of an agreement, it's to be able to look at that national landscape and say here are patterns that we notice. I mean, we see that in other national reports on reading or math or workforce or just many

156kind of national level landscape reports. This would be that for grabbing that preschool information. Um, I don't think we know specifically how those questions um, find their way into that particular thing. We could maybe look a little bit more on that, but we do know there are specific preschool strategies that represent best practice that would be represented in that data that we could say Nebraska has had the data accounted for. So when we look at that national report on best practices for literacy beginning in early childhood, Nebraska's data would be represented in whatever that national level report would say. >> Okay. So one last question, bear with me. So when we look at the best practices and then we say okay we see these best practices in these early childhood programs then are we then

157tracing that out to that third grade literacy and are we tracing that out as far as then when we see continued reading difficulty by children. You could um on many fronts for this purpose it would if if a report comes out or if data has been shared we can say Nebraska's data says this about that particular thing. If we don't participate in this data sharing that report would come out. It wouldn't include Nebraska data. So we could still glean some meaning from that but our Nebraska level data wouldn't be included in it. >> Okay. I lied. I have another question. you've said that report. So, but we would still have this data. We just wouldn't be included in the >> in the national sharing of it. >> And this is a this is a federal

158sharing of data. >> Correct. You can you can answer that specifically. >> This is Yeah, this is this is a federal grant and looking at to to be able and we can look at state level data with that. Um, right now we don't have that capacity to do that. We don't have the capacity to look at our own state level data. >> Not combined from multiple sources, not aggregated together like this. >> Okay. All right. I promise that was my last. So, I'm going to pass on to any other board members. Lisa, you had looked confused, too. >> I'm sorry. I I have done a lot of thinking about this, but one of the other things that I wanted to ask is so when we look at subcontracting $316,000 to EC data labs to receive

159technical assistance and participate in a cohort of states that are working on similar data challenges with an entity to provide assistance with building an early childhood technology solution roadmap as required by the grant application. Have you looked at a report that has been put out with other states by EC data labs? >> EC data labs I don't that their their reports would be about working with other states. So we it would have to be the other state reports. Um we've looked at some state reports. Um I am not the expert in th those datas that that would be our our our project manager and and programmers. Um but there it is out there with other states. >> EC Data Labs is being enlisted by the cohort of states, correct? Not just the state of Nebraska.

160They're attached to the grant work. I would I would just direct everybody back to that rationale statement that talks about this being a state level decision for the participation. And so that's what this isn't us um initiating this. This is us saying yes as directed at a state level. the governor saying yes first that Nebraska would be willing to participate in this and then us being one of the subgrantees for the grant that came to DHHS. >> I just want that clear. This isn't just our own thing. >> Uh so I have a question. it clearly we're engaged and I think maybe maybe some members of the board might want a more time to ask questions and discuss with each other. So what would happen if this were delayed? If the board decided to delay

161the vote on this for another month, would that seriously hamper the progress? What that would do would this is a 12-month grant and so it started January 1st and of course we can't we would not do anything without state board approval. So that would that would mean that that Nebraska's work would start in March. I mean Department of Education's work would start in March. >> And now I can't remember if I asked this but if we voted today and voted no what does our lack of participation do to this project? I um I'm not sure that I can progress pro prognosticate that there were three critical elements. Um this is a part of like a couple of them and so HHS would have to determine some other way to do that. >> Okay. Um are

162there other board questions? Okay. Um I'd like to make a motion. So, I'd like to make a motion to postpone voting on this item until our next meeting. Is there a second? >> Second. Has been moved and seconded to delay this item until the March meeting for an action. Is there any discussion on this? Would the recording secretary please call the role? Christensen, >> yes. >> Ner, yes. Jones, >> yes. >> Rener runner, >> yes. Douglas, >> yes. Shonhof, >> no. >> Teagmmeer, yes. Penner, >> no. >> Six, yes to no. The affirmative has it and this item will be delayed or postponed until the March meeting where it will appear as an action item. Do we need So the previous motion is >> it's still out there. >> Okay. >> Ask for discussion. >>

163Okay. Thank you. >> All right. Thank you. Well, no experience there. All right. So, um, do we have a motion on 7.2D? There is no motion on that one. 7.2. No motion. All right. Chair Lisa Shanhoff will report on behalf of the planning and evaluation committee meeting. The planning and evaluation committee reports on their committee meeting on February tw February 5th, 2026. The members present were Lisa Shonhoff, Sherry Jones, Deborah Ner, and Kristen Christensen. The committee reviewed one action item related to the commi community achievement plan of the learning community of Douglas and Sarpie counties. The committee has no recommendation on this item. The committee reviewedformational items related to the rule 11 waiver request for OR public schools update of the social studies content standards review and other content standards review. contract for general and

164alternate statewide assessment services, priority school designation process update, and the annual reports for approved pilot programs and processes. The committee also reviewedformational items related to the rule 10 waiver request for from Hyannis public schools approval of plans of corrections for rule 10 14 and 18 school systems approval of non-public schools for the 2627 school year and approval of interim program schools for 2627 school year. NDE staff will bringformational items to a future meeting for discussion and subsequent approval where appropriate. This concludes the planning and evaluation report. Are there any questions on the planning and evaluation committee report? Is there a motion on item 7.3.8? >> Yes. I move to approve the cap of the learning community of Douglas and Sarpie counties. >> Second. >> Is moved and seconded to approve the cap of the learning

165community of Douglas and Sarpie counties. Is there any discussion on the motion? I do have a statement I'd like to make. Since our January board meeting, several of us board members were given the opportunity to meet with some learning community staff and given a tour of North and South Omaha learning centers. I appreciated this opportunity. Some of my questions were answered with additional questions being raised. My greatest concern still remains. The learning community's partnership with One World Health. Here's what I've learned about One World Health. Children ages 12 and up can visit the off-campus youth clinic with or without a parent. This, in my belief, undermines parental authority. One World Health offerings include quote hormone therapy and medical transition assistance for transgender individuals end of quote. In my opinion, this confuses and harms our children.

166One World Health provides free Plan B kits at their teen and youth adult health centers. And Plan B otherwise is known as the morning after pill. In my opinion, this encourages teens to be sexually active. And although One World Health does not provide abortion services, the clinic can refer minors to such service providers in Omaha. And again, in my opinion, these providers hurt women and kill babies in the womb. My vote today will be based on information I received and gathered and guided by my conscience. Thank you. Any other questions or comments, discussion? Lisa, >> I'm sorry I was a little thrown off by skipping over two of our action items. So, now that I'm back on track, um I would also like to thank the staff at the learning community for the tour. It

167was great to get out and see some of the work that they're doing. Um while there I did have some new learnings. I learned that the um partnership with One World actually had um they have all of their employees or a large majority of the employees are employed by One World Health and um that means that the One World Health employees go out and do the home visits and they do the parent university and they um even teach the preschool classes. And so one of the concerns that I have is that under the federal law known as FURPA, the Family Educational Rights and Privacy Act, if medical and counseling records are included in a child's education records, they are actually unprotected by HIPPA, which is the Health Insurance Portability and Accountability Act passed by Congress

168in 1996. Thus, very sensitive mental and physical health information can be shared outside of the school without parent consent. FURPA does not include a category called treatment records or records made by a physician, psychologist, or other recognized professional for treatment purposes. These are not considered education records unless they are shared beyond the treating professional. Once shared, they lose that special status and become regular education records. So the moment a counseling or medical record is placed in the general education file or shared with others in the school does no it no longer receives the highest privacy protection. So when we blur the lines between um public education and public health, it can be a very slippery slope in protecting student data. >> Maggie, um when we went on the tour, I thought that one world made

169it very clear that they have two streams of income in their organization. One is for health and one is for education and they do not cross. So anything doing to do with their medical services has nothing to do with their work with the learning community. That's how I understood it Liz. Um, well, I would just like to say um also a thank you to the learning community for all the work they've done to um educate us on what they do. They were more than generous with their time um and preparations for our tour. And I feel like the concerns are really far a field of what we're approving money and a budget for. Um, and again, I guess I'll just share it. It feels uh a bit to me again like we're letting perfect be

170the enemy of good. that um you know if something crosses your personal red line, we all have those red lines, but um I would hope that as elected officials, we would work to negotiate and find some way to to work together and collaborate because to vote against this, it really is doing significant work for so many uh vulnerable students and families. amilies in Douglas and Sarpie County. And I know several of us that's part of our our districts and I I would hate to not support all of the very important work they do um for something that is what one partner does separate from what we would be funding. Um, so I just share that uh that concern. Um, and just wanted to again say thank you to the learning community. Appreciate the discussion. Thank

171you. Uh, I just want to make sure there's no public confusion about the plan before us, that there's absolutely no part of this plan that includes anything regarding gender affirming care or uh talking to students about those topics. That's nowhere in this. Uh, I appreciated the fact that I've toured the learning community so many times and I had an emergency come up that day. But, uh, I really believe that when we can support families in chaos and support our most vulnerable students, we're not just helping those families, but we're helping everyone in the school that they go to. because if those individuals if some of their needs aren't being met, they are going to come into the classroom and cause chaos for other students. So there's a reason that the learning community plan has been

172around for a long time because there's a huge need and I I really am seeing a recurring theme that I'm hearing people talk about negative things frequently. It's culture war topics that concern me, but they'll talk about negative things and they're willing to vote down something that will derail or dismantle important programs. This board has done it multiple times. But my understanding of leadership has always been to come to every problem with a compromise or a solution. But that's not what's happening here. And we also aren't giving the board. A lot of these votes are just happening in quiet without transparency. So, the board is I have faith in our board today that we're going to pass this plan and I appreciate uh those board members that have done their homework. I'm disappointed that if

173you're voting against it, you never came forward with a compromise or a way for us to make this work. We've been working on this plan since last October and I've not once heard a suggestion for a compromise from anybody. So I I am optimistic we're going to pass today and I really appreciate all the hard work that's gone into these discussions. Thank you. >> Any questions anymore? Well, I have done some research and looking into the community achievement plan. Um, I pulled I spent a lot of time on this because to me, uh, as a state board member, our number one priority is student achievement and proficiency. And so I spent spo so I spent a lot of time on this. This is my I'm my number one thing is how how are students achieving

174and and moving forward? And so I pulled um district ELA and math scores from all 11 of the school districts that are part of the learning community and looked at their numbers and did a deep dive into uh their school ratings, which ones were excellent, great, good, or needs improvement. Um because no no no matter what to me um the the number one goal of course is is how our students do and um even in the learning community achievement plan it talks about continuing to address achievement barriers so barriers. So we want students to achieve. We want um all of our interventions or our work to be research evidence-based and utilize best practices in addressing achievement issues. Um that's that's that's the number one thing. And and what I what I noticed when I pulled

175this up is that since 20 2021 to 2022 school year, Omaha Public Schools, who is the largest recipient of the learning community funding at 8.2 million, they have been a need support to improve school district with over 52,000 students. Um, that's really concerning to me that the largest district in our entire state is actually not getting the help they need despite the infusion of state aid. And state aid is different from our property taxes that that most um or a significant portion funds school districts through property taxes. state aid is taken out of our general fund, which means every Nebraskan has a stake in every school that receives state aid because we're all helping to fund that. And so that's been a big concern for me. Um, I do have concerns about this plan. Uh,

176the districts self-report their progress. There is there has been and there is no from the past plan to this plan, there are no penalties for failure when they don't meet their goals. There's no independent evaluation authority with corrective power other than this board. This board is the last stop. Um we don't have con we don't have any consequences for persistent failure. And I'm not talking about failure of students. I'm talking about failure of systems because we're not we're not getting to the heart of this. And that's my concern with this is this plan for 2026 to 2029 is not significantly different from 2023 to 2025. And so what I see is this year $8.7 million of additional state aid going to Douglas and Sarpie County with no indication that things are going to change or

177be better. And that's my concern. concern. That's my concern for the 1 2 3 4 5 6 7 8 9 10 11 12 13 14 14 schools 14 elementary schools in OPS that less than 30% of the students in third grade are reading at grade level. Less than 30% 14 elementary schools and less than 30%. So, so I so I have concerns with this plan that this plan is not going to change the trajectory for the learning community because the plan is not significantly different. So, we're doing the same thing that we've been doing hoping to get better results. Any other board members? Okay. with Deb with the recording scene. No. Oh, Liz. Um, I just want to offer up that I think you make a point to me that would warrant more discussion because

178I think that is an area that is an area for some compromise that if if we are the body with the the buck ends here, what stops here, whatever that saying is, that maybe that's a place that we could find some room to um navigate uh with the plan to build some um some guard rails uh for achievement. Um so I'm gonna do what I did. >> Can I can I just I I want >> um So So I want I do want to say I'm not picking on Omaha. I just I pulled the data from all the schools and and I'm not trying to I'm not trying to pick on any one district. I mean, I looked at all of their scores. I I spent time going into each district. It it does take

179some time and I did this out of a genuine concern. And my concern is I would rather see and I know that this isn't this isn't the mechanism of this but I would rather see a school that needs support to improve that has 52,000 students plus in it get the targeted support they need become a priority district so that we can really move them along. I think that there are better ways to do it than the um than this community achievement plan is indicating to me. That's that's my concern. I was not invited on the tour. Kirk and I were I believe the only two me two board members who didn't know about the tour of the learning communities. So I have no opinion about what is or is not happening in that. I have

180a comparison of two different plans, the previous one and the current one. And I have the data and I'm going back to the data and I'm saying the significant outpouring. How do I go back to district 7 and justify almost $9 million going into a plan that doesn't seem to be having an effectual impact on the students of these these districts? Deb, I appreciate the work that you've done, Elizabeth, and I think that it's a good discussion to have. I'm sad that it's the 11th hour and we're just starting that discussion. Uh, I also want to just clarify some information about Omaha Public Schools. I guess just cuz I've uh worked with that school district for so long. The data you see is correct. But I think we have to remember that there's history decades

181of whiteflight that is um created these smaller school districts. Elorn, Bennington in the early years uh Millard. There has always been this white flight away from the inner core of the city. And so what is left within OPS is a you know students, many refugees, many immigrants. There's 150 languages being spoken. There's I I believe I don't know the exact number but it's near 80% of students on free and reduced lunch. I mean, there's a level of poverty and challenges that is unprecedented with any other school district in the state. And I and so I just think it's important to talk about that, too. The other piece of that is I really love how the deep dive that you've taken and these are discussions worth having. What I fear, what the fear that I have

182is what we've been doing is dismantling something overnight without our due process of coming up with a better plan uh to take away funding from 13 school districts all at once uh without a replacement plan uh concerns me. So I do hope that there is some possibilities of compromises uh that we could be working on. Uh maybe we review the plan and approve it only for one year or something where we have time to work with all the people that need to be a part of the discussion to build something better rather than just dismantle. That's all I'm asking. Thank you. >> Thank you. Yeah. I mean, I'm I was hoping that my hey, let's make him a priority district. That that that is my suggestion is is I do I do recognize that there

183are challenges that OPS experiences. Um there are challenges that that we experience in rural Nebraska that are are unique. We don't have huge foundations. We don't have community resources. We don't have an Omaha symphony coming into our schools. um we don't have access to to things basic thing we needed a protractor for school I went to every store in Northplat which includes Walmart and a handful of dollar stores with dollar in their name I could not find a protractor now I've ordered stuff in Lincoln delivered from Amazon and it comes the next day and I I I mean I was knocked off my seat what it's here already. It took eight days to get a protractor from Amazon. So, I I do understand that each district has very unique challenges to their education process, but

184I don't think I mean that's you know they they attribute it to Albert Einstein. I don't know if he said it, but the definition of of insanity is doing the same thing expecting different results. I don't know if he said it, but that's what I'm not seeing myself enough difference in this plan from the previous one to indicate that we're going to get different results. I would love to entertain a how do we move forward? Where do we go from there conversation? Deb threw it out. Is there a way to move forward? Is there a way to to to do this that that that supports the work being done and also um moves our kids to getting what they need. That's because because I'm I'm I'm a we're not supposed to say what we are

185before we are, but I'm a no vote on 8.7 million with no changes to this plan. I'm a no vote because it's not going to make a bit of difference. It hasn't made a difference for the last three years on student achievement. And it's not going to make because it's not significantly different from what we received in the past. That said, how do we move forward from here? Liz, a couple things. One, um I think you're making great points and I also want to remember that we are post pandemic. A lot of these kids are um I just feel like these aren't normal times to to just take out those numbers and say it's not succeeding. Um because digging yourself out of a hole results are different than starting on solid ground results. That said,

186I feel like there's some ways we could get creative, whether it's approving a one-year plan with some additional um guard rails for reporting or um so adding some teeth as we've said on other other things that we've kind of revisited. And I I'm not sure what our options are right now if this is something we could um pull into the executive committee or set up a separate uh opportunity to have learning community folks come and have a conversation with board. I don't know. I don't know what suggestion to offer, but I I would rather we we search for a creative solution to move forward and address concerns at the same time. >> Deb, >> well, I just wonder if we should have a vote to know where we stand. >> Is there any further discussion?

187Maggie has her hand up. >> Question off of what you said. Um the learning community from how I understand it is designed by legislation. So with um districts or schools within it becoming high priority schools, they're not exempt from that label right now as being part of the learning community, right? Okay. So how in your mind like how would that look if they're not high priority schools now? Why would they be without the learning community funding? >> Omaha has all has been, if you go back on our Nebraska education profile, as far back as it goes, Omaha public schools is their school rating is the lowest and it says needs support to improve. So my contention is that this is not giving them the support based on the lack of change in metrics. This funding

188is not giving them the support. This is not giving them the targeted support they need to improve. and the other districts um don't have and I understand why I understand I mean you know I do understand the Omaha Metro enough to understand why the other districts don't have that significant um difficulty. Um, so that that's my concern is that that we're we're not going to this isn't going to change anything achievement wise because the plan hasn't changed >> significantly from the previous plan. >> Just a question. I mean, have you researched what would happen if these supports weren't in place? I mean, >> well, I think that would be speculative. We I mean, because we don't know. I mean, we can make speculation, but I don't know that you can research what would happen. Well,

189with school 13 school districts with high poverty populations are very bought into the plan and uh support the plan because they feel like they need this. As I said earlier, if the students aren't getting the supports they need through the learning community, then those children are very likely to have behaviors in the classroom that are going to affect all students and to overnight derail and dismantle something because of your one person's research without having a whole listening to like to me this would be something we should have a town hall about or a committee public hearing or sit down with a bunch of superintendants involved. I mean it's it's hard for me to think about dismantling things based on one or two people's own research without an engagement in some conversation. Just a clarification question.

190Am I correct in that this has been in place for 10 years since 2015? >> I think 16 is when the >> 2016 so about 10 years. >> Yeah. >> Okay. >> Any further comments? May >> one last comment. I with the funding that they have had and like not seeing a huge change like where they are that tells me is successful for them and taking away that funding is going to cause damage. That concerns me greatly that they would be losing these supports. Think what concerns me the most is classrooms where only um one in five kids can read at grade level. I hear about the schoolto prison pipeline. The fact that many prisoners can't read above a third grade reading level and that's what concerns me. And this is not I'm not I'm

191not objecting to this plan out of spite or personal um I forget what you what you called it but like it's this these aren't my personal convictions. This is the purpose of education is to educate kids and I'm not seeing anything moving as we help. So I I mean I we can keep belaboring it, but I'm actually breaking the Robert's rules of order by talking more than twice myself. Somebody needs to call a point of order on the president. Anyone who hasn't spoken twice would like to speak again. This is why I didn't order lunch. We keep our focus. All right. Since >> President Tigmar, I just have a question. Um what is the the deadline for this? >> March 1st. >> Okay. So if by March 1st we don't approve the plan what hap

192>> commissioner maher >> what actually happens and then what happens next? >> I'll talk through three three scenarios. Um, one if one if approved, two if not approved, three, uh, what's the scenario that we go by? If it's approved after March 1st, if approved, the learning community funding would be included in the Teiosa certification that is statutoily required to be completed by March 1st. I know firsthand that Bryce Wilson and and his staff are about ready to um, bring that forward, putting in the final details. If not approved, these funds will not be included included in the toiosis certification for 2627, which means the 11 learning community districts will not receive cap funding for the next school year. If the cap is approved after March 1st, then we would include the cap in the recalculation

193of TIOSA which is done next fall and results in the funding being paid to the schools in the 2728 school year as part of their prior year correction. So you have those three scenarios to consider. And I've said a couple times, you have a March one deadline. You have to vote on this. I guess you don't. But in the in the absence of approval before March 1st, this these uh funding streams will not be included in the um in this calculation of TIOSA for the 11 the 11 learning community school districts. >> Kristen, >> yeah. Can I um because EXE meets is it weekly every two weeks? every every week far more frequently than we meet as a full board. Is this something that could go to your next exec committee meeting to discuss possible

194compromise so that we can uh talk about it more before March 1st or is that not an option? >> I'm actually looking at our staff to see >> an option. >> It is an option. I I uh I wonder if we couldn't ask for a vote before we decide the next step so that we know where we're at before we start compromising. >> Can Okay. >> Uh okay. So, so, so then Kristen, would you be suggesting that the board meet again in full before March 1st? >> Well, that was my next question. How how we would go about voting on that then if you did meet in exec to discuss, but we're not meeting again as a we're not scheduled to meet again until after March 1st. Could we convene virtually before March 1st to

195vote on this? Ryan says yes. >> Okay. So, I've prepared this was a discussion that I shared with some of you, Kristen and Maggie and Liz, but um I'd like to make a motion to suspend the rules. First, before I make the motion, um I just want to say that the planning and evaluation committee has had this plan since last October. And there's been not one suggestion for what we can do to come to a compromise or approve. There's only been I don't like this. I don't like this. This word's on a website. I don't like it. Even though it has nothing to do with the plan, we haven't ever seen a compromise be offered in any of the discussions. So, what I would like to do since the planning and evaluation committee wasn't able

196to come to any compromise, I'd like to move to suspend the rules and to refer the community achievement plan item to the executive committee so that they can take it to the next step and either uh before bring something to the full board before a March 1st date if that's possible or um to the March board meeting. So, I need a second for that. >> Second. >> It has been moved and seconded to suspend the rules and move the community achievement plan from planning and evaluation to the executive committee. Any dis. It's not debatable. Would the recording secretary please call the role? Give her a minute. Teagmier, >> yes. Christensen, >> yes. >> Ner, >> yes. >> Douglas, >> yes. >> Jones, >> yes. >> Rener, >> yes. >> Penner, >> no. >> Shonhoff, >>

197no. >> Six, yes to no. The affirmative has it in the motion to suspend the rules and move the community achievement plan from planning and evaluation to the executive committee is adopted. Okay. Chair Maggie Douglas will report on behalf of the rules and regulations committee meeting. Okay. The rules and regulations committee reports on February 5th, 2026 meeting of the committee. Members present were chair Maggie Douglas, vice chair Liz Rener, Elizabeth Techmier, and Kirk Penner. Committee members reviewed the report on rules. NDE staff presented the committee with policy considerations and a proposed timeline for rule 19 school enrollment. This concludes the rules and regulations committee report. Maggie Douglas, chair. Are there any questions on the rules and regulations committee report? The next items on the agenda are items 9.1 to 9.2. These are information items and

198written reports for the board. Agenda item 10, good of the order. This section of the agenda is intended for board members to offerformational 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. Does anyone have anything for the good of the order? Thank you to those who attended in person and who tuned in to the broadcast. The next meetings of the state board of education are scheduled for March 5th and 6th, 2026 in Lincoln, Nebraska. The February 6, 2026 state board meeting is

199adjourned.