January 2026 State Board of Education Meeting

001No, that's a great idea. Dear Lord, give me strength. >> Oh my gosh. Yeah, >> maybe. >> But I could see that. The January 9th State Board of Education meeting will now come to order. Good morning and welcome to the January 9th, 2026 State Board of Education meeting. Board members, please engage your microphones before speaking and turn them off when you're finished speaking. Please note that board members may be using their cell phones and laptop computers to access the agenda and information related to this meeting. Live streaming is available through the state board of education website with the recording. Secretary, please call the role. Kristen Christensen >> here. >> Maggie Douglas >> here. >> Lisa Shonhoff >> here. >> Liz Rener. Kirk Penner >> present. >> Sher Jones >> here. Elizabeth Tegmer >> here. >>

002Deborah Neri >> here. Commissioner Maher >> here. >> Seven present, one absent. >> Quorum is established. Please rise and join me in the pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Information regarding the open meetings act is posted as you enter the room from the main entrance doors. The open meetings act is also posted on the state board of education's website. The next item business is the commissioner's rep report. Commissioner Maher, please provide your report. >> Thank you, President Tegmier. There are 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

003agenda, please fill out the form at this time. Any items removed from the consent agenda will be taken up under additional business. Well, good morning everyone and happy new year. It's always a fun time of year with school back in session after a much needed break, the return of the legislature, of course, bull season. We have to talk about football a little bit and so much more. I have a few items I want to update you on and we'll be soliciting some support from other NDE staff as part of my report this morning. My first item is to give a big shout out to our new teacher of the year, Sarah Harden from Mullen. Morning, Sarah. Um, we had so much fun surprising Sarah and her classroom last fall, seems like yesterday, and honoring her

004and the excellence in teaching award winners just this past December. to introduce Sarah today. I'll ask David Jesperson from our communications department to come forward and join us for some brief words. Good morning. David Jesperson, Administrator, Office of Public Information and Communications. and I have the great pleasure and honor today of introducing our 2026 teacher of the year. Uh we had another very successful year uh in 2026 uh getting to the point of getting our teacher of the year. We had more than 100 nominations again for the second year in a row. Um and we had a large number of really high highly qualified applicants this year. Um probably one of the hardest years that we've had narrowing it down to a final four and then choosing uh Sarah Harden as our teacher of the

005year. Uh Sarah's a high school science teacher at Mullen Public Schools. Uh she is uh one of four finalists for the teacher of the year and has been a teacher since 2007, working her entire career in Mullen, teaching science, math, agriculture, and physical education. In the classroom, Sarah strives to give her students involved in excited and excited with hands-on project-based learning. Whether it's through guest speakers, community service projects, or building complex machines, her students have a chance to not just learn, but live the lessons. She's currently leading the development of a geothermal greenhouse to engage in even more real world issues. As the 2026 teacher of the year, Harden wants to inspire both students and teachers to be excited about learning. She believes learning must go beyond memorizing facts and formulas and should spark curiosity,

006encourage hands-on exploration, and connect to students diverse experiences and interests. And I think uh Lisa can attest that she uh definitely sparked curiosity when we interviewed her for the teacher of the year. Uh and she has not uh disappointed since. >> I loved the owl activity, the [laughter] pellet, the owl pellet. We got to dissect um owl pellets and the way you did it. I loved how you used the um actual owl in the um video so kids could actually see it firsthand. I thought that was great. As teacher of the year, Sarah has uh really already begun her year. It officially starts today, but um she already has been reached out to by a number of organizations and teacher colleges to come speak. She'll be traveling the state um traveling more so than most

007teachers of the year coming from Mullen, but she'll be traveling the state uh t talking to to to students p prospective students and current teachers. She'll also represent Nebraska at the national teacher of the year uh at events and different uh outings there as well. So without further ado, let me introduce the 2026 Nebraska Teacher of the Year, Sarah Harton. [applause] Thank you. See if this works the first time. Okay. Well, I I realized there was a story of a box last year. I did not bring owl pellets. I was I was afraid maybe we would um be concerned about that, so I wanted to get that out there right away. Thank you, David. So, I'm going to jump right into the real reason that I am here, which I think is the most important

008factor. And uh if you will notice the picture on the screen, this was a moment in one of my extensions of my classroom, which is the new geothermal greenhouse. It was just completed a few months ago. And this was one of those moments as an educator that you step back and think, "Wow, this this is it. This is why I'm here. This is why I'm in this room. This is why all of you are here. And this was a group of my senior students. And one afternoon, the first grade students had asked to come see the new geothermal greenhouse and plant their own plant. And so this was my students leading around quite proudly the first grade class and showing them all the different things, explaining how the greenhouse works and talking to them about

009how they can watch their plant grow and they can come up and be part of that experience as well. And and that's the moment as a teacher you sit back and go, this is why I'm here. This is why everything that we do is worth it. And it I think that's the most important thing for me to point out. right off the bat before I kind of tell my story today about why I do what I do. So, two of those things that I think are really important in my classroom are when students walk in, I want them feel like they belong in science, that there's a purpose, that it's about building a deeper understanding of the natural world, and we do that by doing things. So I think for most of my students they

010learn really well when they can apply what we learn to a real world situation. So those are my two main philosophies in my classroom. If you've heard my story, I did not ever want to be a teacher and I think um I probably would have been quite horrified as a a child if I would have said I'm going to be in school the rest of my life. That was that was not something I thought I would do. So, I went to O'Neal public schools, graduated, and wanted to be a park ranger. Always loved science, but I always also loved working with kids. I just didn't really think of that. And so, I went to the University of Nebraska at Carney, studied biology, and quickly realized maybe the feasibility of being a park ranger in Nebraska

011uh wasn't wasn't there. So I studied agricultural biology and then met and fell in love and moved to the sand hills of Nebraska after graduation and got a job as a banker. So not a lot of science but I did well and I moved up fairly quickly was making you know a nice wage as a young adult and but wasn't really fulfilled. It it just wasn't my fit and I didn't know it. But I was fortunate in that the superintendent lived across the street. He knocked on our door one Sunday out of desperation and said to my husband, "I heard you have a science degree and would you want to be a teacher?" And instead, he turned to me and said, "Well, she has a science degree. Maybe she would want to be a teacher."

012So two weeks later, I went up to the school. I had quit my job at the bank and said, "Let me see the schedule." And had an interview with the superintendent and the current teacher and accepted the job. So that is how I became a teacher. After that I decided to um I had to get my transitional license then. So I started the program at unk went straight to the classroom and quickly realized I missed science. So I also started my master's in biology just to build better science content. Since then I've become a uh National Geographic certified educator as well as a NASA endeavor STEM certified teacher. So this year I teach a variety of classes. I'm in a very small school and if you're familiar with small schools, that's very common. So this

013year I teach two required classes. Freshman physical science, a junior level earth science. And then to my students that maybe don't love science, I teach a standard science class which I started years ago specifically for those students. And it's all project-based learning. No tests, no quizzes. Botany was started this year. It's in our GE geothermal greenhouse. That was some of the students that you saw in the picture. And then I teach chemistry 1, chemistry 2 through Nebraska Westland, as well as advanced biology through Nebraska Westland for dual credit. One of the other really important things I think is involvement. And of course, again, small schools, you wear many, many hats. So currently I do a variety of different things. One of those that I'm very passionate about is STEM club. About eight years ago, we

014started STEM club. When I say we, it was the uh technology teacher and my other half, my other half the science department. And we noticed a trend in our students that was a little concerning to us. And that was there were so many requires requirements for reading and math that there was less time for science. So as they came up to the high school they really hadn't done much science and that made us kind of sad. They weren't excited for our classes. So fourth through sixth grade every month for about eight years now we have had an afterchool program and it is very popular and it it tests us as high school teachers to work with fourth through sixth grade. It's very difficult, but it's very rewarding and very fun. And then every year in

015March, if you'll notice, the top photo is a whole bunch of people in the gym. That is our family STEM night where we work with K through sixth grade and their families, and we do all kinds of STEM stations. And just added yesterday, and I'm going to try to get this right, two of our elementary teachers asked to meet the tenant five literacy requirements. um they are going to have a STEM at our STEM night. They're going to have a literacy table as well. So, we thought that was really great to be able to incorporate that into our program. I also assistant track coach. I take field trips for 12 near years now. We've gone to Florida. We're going to try Alaska this year. Something a little different. That's the bottom right picture that you'll

016see. I'm part of the leadership committee on our CIP team, um curriculum committee. I coordinate blood drives for the Red Cross and um because I met my term limit, I am now instead of president of our association, I am the treasurer. So, everybody has a role. And one of the other important things I wanted to point out today is how this role is going to also tie in to my volunteer position as an EMT. I have been an EMT longer than I have been a teacher. And in my capacity as an EMT, I'm also the recruitment officer for our small squad. Um the picture obviously the COVID pandemic was uh unprecedented for EMTs as well as for educators. And one of the things that we realized is our volunteer squad was becoming smaller and smaller.

017And unfortunately educational opportunities for EMT classes are very limited. So last year we piloted a program within our squad with the state of Nebraska to do a distance learning style class for EMS. And because of my teacher of the year honor next month I will help teach paramedics how to effectively teach over that mode. So I'm very excited to cross over those two things. So how does this tie into what I want to do this year? My three really passions for my classroom are creating a space for all learners. Um preparing them not only for careers in science, but also just life in general and having a deeper understanding of that natural world. And so we do a lot of hands-on learning. So, I brought with me today just for you to get a true

018understanding of of what my classroom looks like, some pictures, my physics course, um, creating medieval devices and having competitions. Uh, one of the most rewarding things for me is the student on the picture in the left with our ballistas. The student that's on the right is actually from Hyannis public schools and my former student was their physics teacher. And so we brought our two classes together and had a competition. And then some of the other things that we do, lots of hands-on things. And probably the most popular, which my students would be really disappointed if I didn't mention, is our cardboard boat races the last week of school. Um, this was the winning team from last year. So, again, they would be disappointed if I didn't mention them. And then our our two principles thought

019last year they could they could build a better boat and um it didn't work out very well for them. So, there's a few more hands-on So, my focus this year, support and encourage learning that's hands-on and relevant to all students, whatever class we teach. Create classrooms where every student belongs. And finally, I would not be here if I hadn't received the knock on the door. And what an incredible opportunity it has given me to find my passion. And um I think that's important for me to talk about in this time of teacher shortages and especially in areas like mine where one teacher might be the entire department. So if you can't fill that position that really concerns me and of course I couldn't not mention my family, my husband Shelby and our two sons Ethan

020and Brandon. So thank you so much. I am highly honored to be able to represent educators in the state and I also think the work that all of us do is so very important and I hope that all of you get moments such as those that I've shown you today. Thank you so much. >> Thank you Sarah. Board members, any questions or comments? >> President Tigmar. >> Oh yes. >> Yes. Sarah, I just want to mention that I hope that you get a chance to speak to you'll be speaking to a lot of teachers and I hope that you encourage them because I think they need encouragement, but also that you can teach to non teachers to promote the transition certificates. And I had jotted that down when you were talking about the transition certificates

021because I think there's so many people out there that would make awesome teachers that don't know that's even a possibility. They don't even think about it. So I would hope that you would have a chance to encourage that and thank you if you do. >> Thank you. Yeah, absolutely. And I think a piece of that is also I didn't even know that was an option and I I had no idea the science position was open. So even encouraging that communication that that that's an option for people. Yes. >> Great. Well, thanks so much for coming and safe travels back to the sand hills. >> Thank you very much. That's right. >> So, back to Dr. Maher. >> Well, thank you, Sarah. We're excited to get to know you even better. I feel like I do

022after your presentation today. So, thanks so much. Um Sarah showed a picture of her family. I will just add to you that um not only uh have I had a chance to meet her husband and her sons, uh but her parents were at the um presentation in uh in December, and so was her grandmother. So, we've uh we've we've seen quite the extended family. Again, congratulations. Thank you, and really appreciate the presentation. [clears throat] Well, today is day three of the legislature. We've already begun our our work meeting with senators and their staff, tracking legislation, and analyzing impact. On the legislative front, just a a few quick updates. First, I briefed the executive committee on our internal meeting cadence and proposed to continue to meet with the executive committee each week to discuss upcoming bills

023and consult on potential department stances if any. We'll work with President Teaguemire on that process and how we will communicate back to the full board as we proceed through the session. In preparation for the legislative session, our team was very busy during the outof session period. We participated in several interim studies. We met with a number of senators and staff and we met with other uh educational stakeholders to understand any potential legislation and its impact on the department of education. My final legislative update is that the NDE has been invited to provide a briefing to the legislators early next week on a series of topics. As a matter of fact, that'll be on Tuesday morning. Specifically, we'll be highlighting information about the state board and your authority as outlined in the constitution. We'll briefly highlight

024the strategic plan and your priorities, our priorities over the next five years. We'll discuss the school financing review commission. We'll share some updates on school finance and more generally, we'll provide an update on teacher vacancies and our efforts in that area. Um, and then finally, we'll answer any questions that senators may have of us as well. So, those are the topics that we'll be discussing next Tuesday with the members of the legislature. My final item in the report today is to provide an update on our literacy efforts. For that, I ask Deputy Commissioner Jane Staven and NDE's literacy officer Jamie Cook to share some updates. I also asked Victoria Katsburg to please come with them. Good morning everybody. Jane Staven, deputy commissioner. Um I'm [clears throat] going to kick things off. Allison Denb bestie would

025also be up here, but she was not able to join us today. Um it's a great opportunity for me to just uh recognize the work that many are doing in the area of literacy across our state. And really what we're finding is we're kind of um beginning to see some of the excitement and some of the tangible evidence um both anecdotally as well as some of the beginning data and information that we collect. And so it's a great opportunity as we start the second part of a school year to just give the board an update and share some of that good news and to to anticipate um the rest of the year and some of the excitement that we'll continue to hear. You even heard it this morning um in the presentation of how literacy

026is permeating many different things that our school districts are doing. They're becoming very creative and and really we all know that what gets um prioritized gets recognized and gets um implemented often to a higher degree and that's our hope. I would also say that as we continue this work um we're con continuing to try to add great clarity because there have been a number of initiatives that have been put in motion and Jamie will share some of that um just as reminders this morning. But we want to be very clear about our goals for um reading and literacy across our state. And as we do that, we think about it from the classroom all the way through leadership. What is it that we want every teacher to be doing? What is it that we want

027every principal to be doing? What is it we want every superintendent to be doing? And what do we want our school boards even to be doing in support of that work? And so, continuing to add clarity as we um watch this work unfold. So, with that, I'm going to turn it over to Jamie Cook for your update. >> Good morning. Jamie Cook, literacy officer. Um I'm joined here with Victoria Catsburg. She's our literacy program specialist. Um, and we are really excited, as Dr. Stava mentioned, um, to share some early signs of literacy progress from Nebraska's comprehensive literacy state development grant and highlight our statewide literacy supports as well. So, before we begin, um, I think it's important to ground oursel in um, our literacy vision and goals as well as our statutory requirements that all

028connect this work. So, we begin with um Nebraska's literacy vision and goals, which is to develop proficient lifelong readers um that's based in evidence-based instruction while strengthening the systems that prepare and support our educators in those literacy practices. Nebraska revised state statute charges the Department of Education with developing a professional learning system with early childhood um programs that are approved by the state board and approved and accredited schools required to ensure that educators and children of age uh children of age four through grade three are aware of the system and adequately trained. our statewide literacy vision um and the statutory responsibilities and requirements directly connect to the work of Nebraska's CLSD grant. Just a reminder that CLSD is just one lever we have um moving our vision into action across the state. As a reminder,

029the NDE was awarded the CLSD grant back in October. From there, the NDE began building the infrastructure necessary to implement and manage the CLSD grant, including creating the office of literacy, completing hiring, and developing the request for application process. In August, the board, you all approved um CLSD funds for 46 subgrantees, which represents about 2thirds of our state and impacts about 200,000 children. Year 1 concluded on September 30th and year two is currently underway. As a reminder, the purpose of our CLSD grant is to strengthen the literacy development for all children birth through grade 12 by investing in evidence-based literacy practices, building educator and leader capacity, and creating sustainable systems that ultimately improve student outcomes over time. During the application process, our subgrantees completed a literacy needs assessment and selected CLSD strategies that were aligned

030to their local needs. Strategies that could have been selected are professional learning, um instructional materials, literacy focus, school improvement, family literacy. Each of our subgrantees implementation plan is tailored and focused to their individual needs. Across our CLSD sites, subgrantees are engaging in science of reading aligned professional learning, adopting standards aligned instructional materials, strengthening our schoolwide their schoolwide literacy systems, and expanding family literacy opportunities. Our subgrantees submit bimonthly reports detailing their implemented strategies and outcomes which then guides our support um for our subgrantees or support across the state. It also helps us elevate um highly effective practices that are happening and also uh meets our federal reporting requirements um that we have. Our next few slides include um early glimmers. Um we know that this work is just getting started. Um as I mentioned we approved

031um the board approved our subgrantees funds um August 11th. So when we think about it this work um our examples of impact reflect about three months of of work. So um we have a long way to go but there are some really great glimmers that are that are showing up. So those um the most recent bimonthly report was in November. um our subgrantees next bimonthly report will be at the end of this month. So from that November bimonthly report um CLSD funds are positively impacting literacy instruction by investing in educator professional learning and building leadership capacity. Over 2,400 educators and leaders are engaged in professional learning that is aligned to the science of reading. In this professional learning, teachers have reported significant growth in both their knowledge and confidence to use those evidence-based literacy practices

032such as phmic awareness activities, explicit phonics instruction, vocabulary building, uh, language comprehension routines, building background knowledge. In the early literacy professional learning, readiness to apply these skills increased from 67 or I'm sorry 60% to 87% after the professional learning took place in adolescent literacy. So when we think about um literacy for students grade four and up um post training scores averaged 96% showing a strong confidence and understanding of evidence-based practices and confidence in being able to um implement those practices in the classroom. So while this is not necessarily student outcome data, these results are a critical leading indicator. When we think about achieving the goal of 75% of third grade students proficient on the NSCAS, that requires high quality instruction in front of our students every single day. So these pre and post assessment results

033um for uh those of grantees that have engaged in professional learning from teachers show progress in strengthening instructional quality and building educator capacity and confidence which are key actions towards improving literacy outcomes. educators consistently report that these uh literacy learning experiences are high quality, relevant, and immediately applicable. So that builds a shared understanding and driving consistency and literacy across our CLSD sites. Early student impact is also really promising. Remember, we're three months in, so it is very early. Um but again those glimmers our subgrantees are reporting accelerated growth and fewer students identified as high risk along with increased levels of student engagement 10% increase um and student confidence in their ability to see themselves as a reader. So we have an example to share from a district that is part of our um CLSD grant.

034One district is using CLSD grant funds to support 30 second grade students who are identified as at risk. Instruction and coaching focused on literacy, accuracy, and confidence, while teachers were coached um and provided feedback that stayed aligned with grade level materials. In just eight weeks, those 30 students improved their uh reading fluency by an average of 32 words read correctly, which is double the expected growth and accuracy increased to nearly 98%. So, it wasn't just about how fast they read, but it was about understanding and the automaticity of recognizing the words that they were reading quickly. Those same students moved from higher risk categories into lower or no risk ranges based on their weekly progress monitoring data. There are similar stories that are emerging um across our CLSD sites. In another district, kindergarten students below

035the screener threshold decreased by 13% from fall to winter, reducing the need for individual reading improvement plans. and second graders in that same district saw a 7% decrease. Oops. These examples continue to illustrate how these CLSD investments are driving measurable gains um in early literacy and overall strengthening instructional quality. Classroom um observations also confirm these data points, too. You'll see at the bottom of the screen the IPG, which is the instructional practice guide. That is a walkthrough tool. um that our leaders and coaches use to monitor um instruction and provide feedback. Through that data, we are seeing uh a stronger use of grade level texts in classroom uh deeper levels of questioning and feedback that is aligned to those effective literacy instruction. Family literacy is also showing early signs of momentum. We have one subgrantee

036that distributed over 1,000 literacy kits to families in their district and many others have hosted well-attended uh literacy events which we started we heard about some literacy events earlier. Family feedback also shows stronger home reading routines, increased student motivation, and greater confidence in supporting literacy. In one district, students logged over 44,000 minutes of reading in a single month. Um so overall rising motivation to read at home and growing interest um from families and additional modeling of literacy strategies and those literacy events reflect our famil family's increasing confidence in literacy in the home. Overall, subgrantees report that CLSD funding has made professional learning, coaching, and instructional support possible in ways that districts and ESUs wouldn't otherwise be able to do. Um, we feel strongly that these early results affirm that those strategic evidence-based investments are accelerating

037progress and ultimately strengthening our literacy outcomes. But we know that uh we have additional time to confirm those. So, a frequent question that is asked is how are districts not funded through CLSD being supported in Nebraska's literacy work? And the answer to that question is through the Nebraska literacy project which was developed in response to the revised state statute and it provides statewide access to highquality resources and guidance for all of our districts. CLSD serves as an accelerator to that work while the Nebraska Literacy Project ensures every district has the support and guidance. The Nebraska literacy project was organ organized around five interconnected tenants which as I mentioned align to the revised state statute and our tenant leads u meet weekly to ensure coherence and alignment statewide um throughout the tenant work. There have been

038some key statewide supports um that have come out of this tenant work and some of those include the professional learning rubric which was developed with our Nebraska literacy advisory panel um which provides NDE guidance on what it means for educators to be adequately trained as well as provides a framework for our districts to use regardless of funding. Additional supports include expanding the regional literacy coach network to all of our ESUs by July of this year, continuing collaboration um and strengthening partnerships with our educator preparation programs. And finally, supporting family literacy and increasing supports for in the home. And to tie all of this together, we are excited about our new and updated Nebraska Reads website because that really serves as a central hub for our resource and support. Together, all of these efforts create a

039more aligned and sustainable statewide literacy system. So, Nebraska's literacy work, as I mentioned, is showing early signs of progress. There's still a lot of work to do um and a long way to go, but aligning our literacy vision, statutory requirements, CLSD implementation, and our statewide supports um are really strengthening instruction, supporting our educators, and ultimately leading us towards our our goal of improving student outcomes. This work is absolutely meaningful. momentum is strong across the state and we feel strongly that Nebraska is well positioned to continue advancing towards its literacy goals. So, thank you for the time today to share some updates, any questions that you might have. >> Does anyone Lisa? >> Yes. I love um all of the background information on it. So, thank you all so much for being here. Um, what was

040the district? Which district is it that logged 44,000 minutes? >> Um, I don't have that particular district, but I can find it and email it to you. >> I would love to give them props. That's awesome. There's nothing that I want to see more than kids bringing home books and reading. >> Yes. >> Um, and then my other question was, >> do we have this um PowerPoint? >> You will have it. >> Okay, great. Thank you. >> Yeah, >> Sherry, >> I do. Jamie, I don't know if you have information on this. I appreciate the what you shared from like birth through 12th grade kind of information. I'm just kind of wondering um are we how are we assisting or supporting and engaging the the educator preparation programs in this? >> Yeah. >> Are we

041doing that? >> Yeah, great question. Um so we have spent um last year working with our educa uh educator preparation programs. Each of our 16 EPS completed a self- assessment um on where they were at with um science of reading coursework um where that falls in their syllabi. Um we have updated rule guidance around our EPS that include um requirements for uh science of reading and evidence-based literacy instruction in pre-ervice um uh programs. So, moving forward, um we're continuing those conversations, diving deeper into the coursework to ensure um that when our pres-ervice teachers come out of our EPS that they have the foundational skills that they need, um to go into classrooms and confidently teach reading instruction. So, we'll continue to have those conversations. We've provided um each of our EPS with very specific feedback

042based on uh their assessment. So NDE reviewed that and provided feedback to them. So we'll follow up and continue that work. >> Very good. I'll just I just can I just believe that if we do well at the in the education preparation programs, we'll need less professional development down the road. So I think that's such a key and thank you for working with them. Any further questions or comments? >> Thank you. >> Okay, Kirk. >> So, you mentioned the Nebraska Literacy Project. So, of the 245 school districts, how many do not qualify for the CLSD grants? >> So, um 168 do qualify. I don't do math on this stuff. >> Okay, that's fine. [laughter] Okay, that's it. That's it. That's a different way to get there. >> Perfect. Okay. Um, and I just, you know,

043I I I know I I I think when when this first rolled out, we and we accepted the grant funds, nobody really knew. It was sort of nebulous and out there vague. And so I I really hope that we continue to see um opportunities for all teachers throughout the state. And I'm going to say it over and over and you're going to think that's all I care about, but it is. I want every teacher to have the opportunity to get trained um in evidence-based reading instruction, that direct instruction to students. And so I'm hopeful that rolling out the regional literacy coaches will provide that so that all of our districts and teachers can get trained so all students have that same quality of instruction. So, thank you. And I'll be looking forward to hearing how

044um non-grant recipient district teachers are are receiving that training. >> Thank you. >> Thanks, Commissioner. >> I I'll I'll close the this portion of my comments with with this that uh we will keep our eye on the prize. There's [clears throat] a lot going on here. And when we talk about how we're just a few months into this, I recognize for many of us we're about 15 months into this since we really first heard about it. But in terms of the rubber hitting the road, student outcomes, um, we're just beginning to see the fruit of our labor, I think, in that particular area. The, uh, there are a couple of things that make me feel real good. one is the information on students going from higher risk to lower risk. That's that's some of the

045first evidence we see that the student outcomes are where they need to be. And then to take um a piece of the conversation that our teacher of the year had when Mrs. Harden talked about their they have uh teachers who are going to address tenant five at Mullen. I thought the conversation is where it needs to be from a systemic standpoint. So, we're really getting to where we need to be. That was a a great piece of the conversation. But more more importantly, and I too want to see teachers trained and trained well because as I mentioned frequently, the magic happens in the classroom. It doesn't happen here. It doesn't happen in the superintendent's office. Doesn't happen in the principal's office. While I believe all of those spaces are very important, the true magic happens

046between the teacher and the student. And I want to see those student outcomes. And I recognize that training teachers um it is part of that ultimate student outcome, but we will keep our eye on that prize. So well done. Um thank you to uh to our presenters here today. And that concludes my report. Oh, that doesn't quite conclude my report. 6.3. Item 6.3. A has been pulled from the consent agenda and will be added under additional business. [snorts] That concludes my report. >> Thank you, Commissioner. Uh we have no president's report today. And we have no um nobody signed up for public comment. And there is also no written comment. So we are on agenda item six. Is there a motion to adopt the consent agenda? >> 63A. >> There's nothing on it. or without

04763A. So, I need a motion to adopt the consent agenda without 6.3. A >> I move to adopt the consent agenda without 6.3.8. >> Second. It is moved and seconded to adopt the consent agenda without 6.3. Per board policy, there's no discussion on the motion to adopt the consent agenda. Would the recording secretary please call the role? Rener Douglas, >> yes. >> Christensen, >> yes. >> Jones, >> yes. >> Tegmire, >> yes. >> Penner, >> yes. >> Ner, >> yes. Shonhoff, >> yes. >> Seven, yes. One absent. >> The affirmative has it and the consent agenda is adopted. The next items of business are the reports of the standing committees. I will report on behalf of the executive committee. The executive committee reports on its January 8th, 2026 meeting. Members present were chair Elizabeth Tgmire,

048vice chair Deborah Ner, Sheri Jones, and Liz Rener. The committee reviewed four information items. First, the committee received an update on TIOSA business rules and processes. Next, the committee received an update from NDE staff on implementation of the strategic plan. The committee and board will continue to receive regular updates on the strategic plan. Then NDE staff provided a review of priory year processes for board engagement during the legislative session. The executive committee will meet weekly throughout the duration of the legislative session and provide direction to the commissioner. Finally, the committee reviewed a proposed schedule for the 2026 board meeting dates which will be set soon and shared with the board and public. This concludes the executive committee report. Elizabeth, chair, are there any questions on the executive committee report? Okay. Agenda item 7.2. [clears throat]

049Chair Kristen Christensen will report on the budget and finance committee meeting. >> The budget and finance committee reports that at its Thursday, January 8th meeting, members present were Kristen Christensen, Maggie Douglas, Kirk Penner, and Lisa Shonhof. The committee reviewed three action items. The first item reviewed was to approve a potential contract with the OCIO's office for federally required and early childhood data reporting systems. The committee recommends approval of this item. The second action item reviewed was to approve the 202526 trust fund budget for the Nebraska Center for the Education of Children who are blind or visually impaired or NCECBVI. The committee recommends approval of this item. Next, the committee reviewed a potential contract for the Nebraska Inclusive Systems Capacity Project to codify ongoing learning and strengthen the internal systems needed to support districts effectively. The

050committee recommends approval of this item. The committee then reviewed one discussion item for board member travel expenses, noting no concerns. Last, the committee reviewed four information items, including an update on a potential contract renewal to build out a data collection process to meet federal postschool outcome data reporting requirements. A potential subcontract for preschool development grant funds to fulfill grant requirements. an update on the comprehensive literacy state development grant expenditures. Two new grants related to school mental health and an update on the TIOSA calculation process. This concludes the budget and finance committee report. Kristen Christensen, chair. Are there any questions on the budget and finance committee report? Are there any questions on the reports in item 7.2? Is there a motion on item 7.2B? >> Yes. I move to authorize the commissioner to contract for federal

051IDA and early childhood data application development. >> Second. It is moved and seconded to authorize the commissioner to contract for federal IDA and early childhood data application development. Is there any discussion on The motion is to authorize the commissioner to contract for federal IDEIDA and early childhood data application development. Would the recording secretary please call the role? >> Rener Douglas, >> yes. >> Christensen, >> yes. >> Jones, >> yes. >> Tegmire, >> yes. >> Penner, >> yes. Neri, >> yes. Shonhoff, >> yes. >> Seven, yes. One absent. >> The affirmative has it and the motion to authorize the commissioner to contract for federal IDEA and early childhood data application development is adopted. Is there a motion on item 7.2 C? >> Yes. I move to authorize the commissioner to contract for the Nebraska inclusive systems

052capacity project. Second. It is moved and seconded to authorize the commissioner to contract for the Nebraska inclusive systems capacity project. Is there any discussion on the motion? The motion is to authorize the commissioner to contract for the Nebraska inclusive systems capacity project. Would the recording secretary please call the role? >> Christensen. >> Yes. >> Neri, >> yes. Jones, >> yes. Rener Douglas, >> yes. >> Shonhoff, >> yes. >> Tagmier, >> yes. >> Penner, >> yes. >> Seven, yes. One absent. >> The affirmative has it and the motion to authorize the commissioner to contract for the Nebraska inclusive systems capacity project is adopted. Is there a motion on item 7.2D? >> Yes. I move to authorize the commissioner to approve the 202526 trust fund budget for the NCECBVI. >> Second. It is moved and seconded to

053authorize the commissioner to approve the 202526 trust fund budget for the NECCBI. Is there any discussion on the motion? >> Yes, Lisa. Um, I just want to thank Amy Ran for um, telling us more about the school. It's located in Nebraska City and um, it's definitely one that's on my list of getting out to see. The agency spends a lot of money on VR, which is vocational rehabilitation. Correct. And, um, it's it's definitely an area that I don't know a whole lot about. And so I'm looking forward to going with Amy to visit. Thank you. Okay. The motion is to authorize the commissioner to approve the 202526 trust fund budget for the NCECBVI. Would the recording secretary please call the role? >> Jones, >> yes. >> Ner, >> yes. >> Rener Douglas, >> yes. Penner,

054>> yes. >> Christensen, >> yes. >> Shonhoff, >> yes. >> Tegmire, >> yes. >> Seven, yes. One absent. >> The affirmative has it and the motion to authorize the commissioner to approve the 20 2526 trust fund for the NCECBVI is adopted. Chair Lisa Shanhoff will report on behalf of the planning and evaluation committee meeting. >> Good morning. The planning and evaluation committee reports on the committee meeting on January 8th, 2026. The members present were Lisa Shonhoff, Sherry Jones, Deborah Neri, and Kristen Christensen. The committee reviewed one action item related to the community achievement plan of the learning community of Douglas and Serpy counties. The committee recommends no action on this item. The committee reviewedformational items related to the contract for general and alternate statewide assessment services and the priority school designation process update. NDE staff

055will bring these 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? Deb, >> we're still discussing 7.3A even if it's not an action item, right? >> Or do we have that discussion now? >> I think that that would happen now. If it's not if there's no action, we won't have a motion on that one. >> Okay. >> Then I do want to discuss the reports. Okay. So, um I I'm just going to ask my peers in the committee to speak up because what we learned were two members of our committee had hesitation about supporting the plan uh for the learning community. uh and that affects the funding of all the uh super of

056all the school districts involved in MOEK. And so I am have asked them to share what their reservations are so that we can go forward and have a discussion, a sit down with members of the learning community and MOEK uh in the next month and so that they can be prepared in advance to understand what the concerns are uh and why we didn't vote on the plan today. And so I think it's much better if the individuals report themselves on what their concerns are. And I know there were some notes you didn't have yesterday and you were going to bring them today. So um I'm going to just start with asking those members to speak up now. Uh and then I'll have more to comment on after that. Thank you. >> Okay. Any anyone want

057to >> I I can begin. >> Okay. Sure. If I may, >> um, one of my reasons to want to delay a vote is to encourage other state board of education members that are not on the planning and evaluation committee to have time to review the plan, um, its data and the list of nonprofits associated with the plan. It's about 500 pages in the document. So, I've been looking over it and I could benefit from more time as well. So I would encourage those of you you four that are not on um to look through the document and then to forward some questions to sher to Dr. Vargas who has done a a very nice job I think of bringing forth information. So that's probably the biggest reason I would like to delay a month

058for the vote. It doesn't mean I don't support the funding of it. I just want us to take a look a closer look at that document and um and I'm going to wait to share more of my thoughts specifically until I speak with some of the superintendent of the learning community and the coordinating council members before I make a more statements today. I would feel better waiting till I visit with them. So that's where I'm at. Thank you. >> Thank you, Sherry. Anyone else want to comment? Um, as Sherry said, it's a very long document with a lot of components to it. And to vote yes on it would mean that you're voting yes on every single thing in the document. And um one of my biggest hang-ups after attending a session on um early

059childhood and preschool programming was um the class and the DECA um evaluation tools that are being used. Um, so basically what I learned is that teachers are required to have an app or an iPad with these um, sorry, a phone or an iPad with the app that is continuously tracking students um, social and emotional um, activities throughout the day. uh in my opinion and after talking with teachers, it's very distracting. It's very hard for teachers to focus on what's most important, which is being engaged with the learning that's taking place in their classrooms because it's a constant having to mark this box, this box, this box of what is happening. And so I think there needs to be maybe more understanding on my part before I'm willing to just check the box yes on that

060one. I want to make sure that if we are spending this these tax dollars in our preschools, we need to make sure that the learning that is happening is authentic learning and not just constantly making teachers be attached to their phones or an iPad to check everything that the kids are doing throughout the day. And so that's a huge um that's a huge part of uh the program that I would like to have more discussion on. Kirk, >> thank you. Sher, you mentioned 500 nonprofits or NOS's. Is that right? >> No pages in the document. >> Okay. Okay. >> But I would like you to look at the nonprofits and just study up a little bit and >> Okay. >> From now until >> is there a listing of those somewhere within that document? >>

061They're within the document. >> Thank you. Okay. Okay. Any >> I have more but I'll let so we hear from everybody first. Kristen, anything from the committee meeting you want to talk about? The the discussion yesterday was long. It probably took up most of our our committee time. Um the the part I think I'm having a more difficult time wrapping my mind around is we've we've had these documents and we've had the plan. Um we had the presentation last month. Um and I don't remember discussing it in length before yesterday. Um, so it it it feels it feels a little I guess frustrating to me when we've had time to kind of vet this and look through it and and have these discussions and then when it comes time to um now it's on it's

062an action item this month then now we're putting the brakes on and halting it um when we've had time before this month to get to this point. Um, so I guess that's that's kind of where my frustration lies is if there's concerns in the document, uh, there was time before yesterday to kind of air those with the people that that they needed to be addressed with. >> Um, thanks. I because uh we have to approve this by statute and otherwise the funding doesn't uh become available to the school districts. They don't get the credit uh that they need for this work. And it's a plan that hasn't changed a whole lot. And so, you know, we have been working, not just this plan, but we've been working with the learning community forever. And so, there's

063nothing new. I need to just because we have to now try to find a compromise uh and we need to sit down with the leaders of the learning community in MOA. I want them to have a heads up about some of the conversations that uh took place yesterday so that they can start thinking about this too. But uh since others won't speak up and reshare what they shared yesterday, it's like one of the big stopping points was um the fact that uh one world health center is a partner in the in the work and I want to just I didn't wasn't aware that any of this was coming forward yesterday so I didn't have the talking points and the reason that was given was that One World has somewhere on their website, which I couldn't

064find, that they support gender affirming care. And and [snorts] so I didn't have the words yesterday to remind our board members that every single health-based center in Omaha provides that same care. It isn't just one world. and to take that kind of whole body health approach away from students because there wouldn't be another health center that could work as a partner. Uh they all provide health. I had that confirmed for me this morning. Uh there's so much research and evidence by that whole body health approach. I mean there's research that shows grades improve, suspensions decrease, etc. And so, uh, that is a current concern. The compromise was offered because part of the learning community plan doesn't really have anything to do with gender affirming care. The offer was on the table that we just write

065that into the plan that no state funds can go towards those kinds of activities, but they aren't part of the plan anyway. But that compromise was also turned down uh as a reasonable uh and the other uh things that I heard yesterday in the committee that uh the social emotional learning pieces which there's tons of evidence behind with our early childhood students that that too was a problem uh for one of our committee members. And I think what you're talking about, if I'm understanding, Lisa, is the just in time feed book feedback approach that they use, which >> part of it >> uh has tremend from what I did talk to a superintendent this morning and has tremendous um feedback from all of the teachers involved. Uh and there's tons of evidence and research behind

066that approach. And so I have asked that we sit down since there seems to be some misunderstanding. Uh and I know Lisa had some other research that she wanted to present and maybe she can send that to the learning community in advance of our meeting so that they can uh you know just understand. I want to be fair to them and let them understand what's at stake here. I don't really I mean it's to take all of these things out of the work that's been happening for at least what the last 101 15 years [snorts] uh without a you know just at the the ninth hour as Kristen pointed out when we've had months to review all this and talk about this causes me uh quite a bit of frustration too but I wanted my

067friends associated with these organizations to be able to understand what the concerns were uh that were approached yesterday so that they can uh help us uh come to some kind of agreement on this. And I was um hoping so that we could know where we're at uh before we even go meet with the learning community. I mean, I'd love to hear from the people that weren't in that committee meeting so that we can register any concerns that you might have now that you've heard a little bit about what the discussion was so that we can really go to the learning community and say this percentage of the board has an issue or doesn't have an issue. if that makes any sense because uh to make major compromises when only two board members have concerns is

068different than if five board members have concerns. And so I'm hoping that everyone will speak up at this time so that those of us that are going to be involved in negotiating with the learning community know and and that uh Dr. Maher can represent your thoughts. Would you like to go next? I do have a few questions for Dr. Vargas, but would you >> just This is just follow. You You mentioned research and data three times. I'd like to see that data and who it comes from because you can skew any data any way you want. And so that will go a long way into uh >> you can ask me whether I'm going to answer it or not. I'm just asking that the research and data that we hear it a lot from you.

069There's research all the experts show us the data. So it's show us the research. Let us know who's doing it. And I think that would go a long way in in everything the next year. >> May I just clarify and happy to have people send you whatever you want. >> Will you just tell me specifically what part that you wanted research and data on because I talked about a whole lot of things. So uh if it's the success of the learning community or if it's I mean just thank you. >> You have to go back and listen to the board meeting. >> Okay. >> Dr. Vargas, could you come up? So So I'm just clarifying I'm not on this committee, so I have not been privy to these conversations. Um, so I do have a

070few questions. They won't be particularly hard, I don't think. But also, um, as an aside, while Dr. Vargas gets settled. Um, this is why I I we we discussed an exact like what if we had even fewer meetings and it's like because we have 500 do 500 pages in some documents to read and so if we have even fewer board meetings um that that time frame from Thursday when the agenda is released until you come here it's almost impossible to read through all of that. So that's an aside as that we discussed in exec. Dr. Vargas, I um appreciated the learning community. Am I I'm saying that right? The learning community coming last month so that we could learn about them. I'm a I'm I'm a little I guess I'm I'm not quite steady here.

071We are appro I thought we were approving the plan and that the funding is already earmarked by the legislature. Can you help me understand how they may be intertwined into this board decision? >> Yes. Um good morning everyone. Shirley Vargas, school transformation officer. Um my role also exists as a student achievement coordinator which is written in statue and is the role that is designed to be a liazison with the learning community of which there's only one there's only one learning community and that's the Douglas and Sarpie counties learning community. The community achievement plan functions as a mechanism to allow community achievement plan aid that's part of the state aid calculation to flow to districts. The plan itself is a mechanism also to ensure that the districts are collaborating with one another as that is a

072requirement by the statute that undid a common levy that was previously the funding piece that was happening many many years ago. So things like the superintendent's early childhood plan was actually in effect prior to the community achievement plan but it was one of the things that was brought into this community achievement plan. So the board's action here really is to ensure that the participating districts of the learning community receive part of their funding for their operation as part of their state aid calculation >> to help them. Yeah. >> Yeah. And I just I made a note. Listen to this again later. So, okay, >> because I started to write down what you said and I'm just gonna listen again and listen. Um, >> yep. So, so I have another question then. I I need to

073understand this. What is the impact of not voting on this today? Mhm. >> So the >> on the on the programming or you know on on the current programming that's being offered. Can you help me understand that impact? >> So the uh no a nonvote on the item today would just mean that you would have maybe one more month to consider the plan because the state aid has to be certified by March 1st. So again, the community achievement plan is solely a mechanism that allows state funding to be calculated or the portion of the statement to be calculated that goes to the participating districts of a learning community. >> So I'm I'm sorry, I'm asking questions like I'm five because I want to be really clear on this. >> Yes, understood. So what you're saying

074is if if this action is not approved, it will impact the state aid funding that flows to these programs. >> I would like for you to finish and then I can clarify. >> Clarify. >> Yes. So it does not fund the programs. It goes it's funding to the districts >> and then the districts contribute to the program. >> May it's possible the learning community does receive funding from the so then that's a separate conversation uh or a separate question around the funding structure of the learning community. The community achievement plan solely signals to those that make all these calculations that there is an approved plan and now this funding can be released to the local school districts. >> Okay. So, what I think I to conclude my time with you, but I see Maggie's got

075a finger up too. What I'm going to do is I'm going to sit down and talk with you more at length so that I can better understand this for myself. >> Perfect Maggie. >> Oh, let me turn. >> Thanks. Thank you, Dr. Vargas. Um, I just want to clarify kind of off of you. So, for first, I like the learning community. I'm familiar with it and uh specifically to One World, I have seen a lot of the great work that they've done in communities. So, I'm curious about like with One World specifically, they provide services not like they would not be getting state aid funding. They already have their own financial infrastructure. Is that right? I am not in a position to speak specifically about that, but what I can say is that >> um

076the cap in itself is not necessarily about funding going to specific programs or entities >> strictly district. >> Can I answer a little bit of what your question? So, one of the things I learned this morning from the superintendent I talked to is that um you know uh the MOK area, all of those uh school districts have almost all of them I think have school-based health centers which uh one world is one of the main providers because there's a ton of research behind the whole body health approach especially for children in poverty that aren't going to get these services without these school-based health centers. And uh these are funded primarily uh through private donations and federal dollars. And so they actually save our school districts a lot of money because kids that are coming to

077school with whatever the health issue is, we all understand what the attendance, you know, chronic absenteeism uh problem is. And so to be able to take care of these students and it isn't just the students that are taking care of, it's the whole family that can get services. And so it really there really is I was around building bright futures when we launched those 15 years ago or whatever it was. I don't know how many there are in place now. But it ult it really saves tax dollars because that is there with private dollars being used. And I also and this is a rhetorical question. I don't need an answer but you know this whole discussion just because I've spent so much of my career focused on poverty issues and I heard yesterday that you

078know um to take away the health centers part because they provide gender affirming care. And I I just wanted to ask and again this is rhetorical. I don't want answers. Everyone can think about it themselves. But I mean if you or your partner or your children needed care that could only be provided at the medical center, I mean would you take away that care from them because the med center provides these same services? And that's for you to decide. And if you would then then that's whatever. But taking away services that really are I mean 15 years of data is there and I'm just saying to take away these services to poor people when we wouldn't take them away from oursel just because we don't like that a health center is providing gender affirming care.

079It that is something that keeps me awake at night. So anyway, thank you. >> All right. Any any other questions for Dr. Vargas, Lisa? Oh, okay. And and I I do want to I do want to adhere to Robert's rules. Um so so we'll hear now just from people who haven't spoken. >> Okay. >> Um Lisa, I mean, per Robert's rules, speak twice and then the discussions. So So if you've spoken twice, I'm going to ask you to refrain. if you haven't or if you have a question, go ahead. >> So, I need to get everything in on this second time. >> Pretty much >> I do have a question for you, but I'm gonna save that for the end because I want to respond. >> Um, so I usually I know it's probably hard

080to believe, but I try to avoid super hot topics, but get get your uh microphones ready because here it comes. Um, I first off want to say Kristen, I agree. It's hard when we um have to delay a vote when it means that it's potentially not going to get our um get the services to the kids. Um but that's not the case here from what I'm understanding. Um, and it is a lot of pages. And part of my compromise was saying, "Sure, we can hold off on voting at all until we have more information because I was ready to vote based on my hours of looking into every single detail here." And what I can say is there's a lot of really great things in the plan. I love um the parent university. Boom. That

081is awesome. I would love to see more about that because um it they're helping parents get their GEDs. I think that's phenomenal. I think um they're that's probably getting more engagement and lowering chronic absenteeism. I think there's so many great things. Um I don't think constant evaluation and tracking of preschoolers social and emotional health is healthy. I just read an um research study on the relationship between overly analyzing and self-reflecting and how it can actually contribute to higher rates of anxiety and depression. And so why are we starting that at prek? It it's too much. It's far too much. I don't think it's healthy and I I can't get on board with that piece. Um, the other piece that you keep bringing up, and I'm not trying to call anyone out, but here's the deal.

082When you look on the website, One World Community Health Centers West Omaha, there's a lot of great things. There is in partnership with the community provides culturally respective quality health care with special attention to the underserved. Awesome. I think every single person in this room cares about the underserved. And I think it's um very combative to imply that we don't. Adult and family medicine, behavioral health, dental, awesome. LGBTQ plus, great. Physical and mental health care, great. Awesome. My hangup is this because this is child abuse in my mind and I won't attach my name to it. hormone therapy and medical transition assistance for transgender individuals. Our kids are minors and what happens is a slippery slope because you see it in states like Washington. You start with that and then it becomes behind the parents

083back. Now 13-year-olds no longer have to have parent permission to get this done. So am I going to attach my name to this? Absolutely not. Was that my hangup? No. The hang-up that I have is the I mean that is one of my hang-ups, don't get me wrong, but my biggest hang-up is tracking constantly every move of our preschoolers. That is not okay. I won't put my name on it. And that doesn't make your vote or my vote better. My vote is based on my constituents and your vote is based on yours. I don't have any desire to argue back and forth on it. >> Great. Anyone else questions for Dr. Vargas? Anyone who hasn't spoken and wants to >> I did a question. >> I forgot. See then after all that I forgot. So

084what is the halfsent levy? What is the final amount of all of this? It's It seems like that would be a lot and that's something that we should be taking very seriously. >> Dr. Vargas, would you like us to have Bryce Wilson come up? >> Is he? >> He's always here. >> Oh, sure. I was going to say I was going to clarify your question, but my colleague friend >> Sure. >> Thanks. I it's not that I don't think you're qualified, but sometimes we just need to just get to the guy who knows all the numbers. >> Good morning, Bryce Wilson, finance officer. I think it's on. >> Okay, question again. I have yet to figure out the half cent levy on property values because even though we're not voting on the number of dollars

085being spent, I think it's in a very important piece to keep in mind. So, what does that equal for Sarpie and Douglas counties? >> How many dollars can they raise with their with their levy authority? Is that the question? >> I'm trying to understand. I'm just trying to understand how how is all of this funded. >> So I mean the learning community funding comes from a lot of different places but um part of that funding is they have they have the half cent levy authority which is applied to all of the valuation that is within the learning community. So their half cent can be applied up to a half cent can be applied to the full valuation of all the school districts that are the learn the valuation that's considered part of the learning community.

086So I don't know if that answers that question. They also get funding from legislature um as part of a a single payment that comes every September and then funding through the issue core service formula as well as then funding from school districts as well. >> So we don't really actually have a number on how much all of this >> we do. The learning community has to submit an annual financial report to us. I don't have that in front of me right now, but they every year are required to submit and have an audit. Just like school districts and ESUs, they also have to have an audit and submit an annual financial report. I just I don't have that in front of me right now. >> So, you could send that out to any interested board

087member. >> Absolutely. >> Okay. Any other questions? >> I would appreciate that. >> Actually, why don't you just send it out to all board members? Thank you. All right. Anyone else who hasn't spoken on this topic and would like to excellent. Thank you. Agenda item 7.3. The a the committee does recommend no action at this time. Item 7.4. Chair Maggie Douglas will report on behalf of the rules and regulations committee meeting. Yes. Okay. The rules and regulations committee reports on January 8th, 2026 meeting of the committee. Members present were chair Maggie Douglas, vice chair Liz Rener, Elizabeth Tegmmeer, and Kirk Penner. Committee members reviewed the report on rules and committee report. Amy Huff explained the revisions to the report. The committee reviewed revisions to rule 13, regulations and procedures for exempting schools for which parents

088elect not to meet legal requirements for school approval and accreditation. The public hearing was held on December 19th, 2025. Committee members asked if the FAQs could be revised to include guidance on filling on filing promptly when parents are going to homeschool children. The committee, having no concerns, recommends approval. The committee reviewed revisions to rule 51, regulations and standards for special education programs. The public hearing was held on December 17th, 2025. The committee, having no concerns, recommends approval. NDE staff provided information on rule 19, school enrollment, specifically the enrollment option program. The committee recommends pursuing changes to this rule. NDE staff provided comments from the public input draft on rule 24 regulations for certification endorsements and highlighted the changes made to the endorsements. Committee members discussed the input provided and recommend proceeding with a public hearing

089draft. This concludes the rules and regulations committee report. Maggie Douglas, chair. Are there any questions or comments on the rules and regulations committee report? Um, I just I just have a comment as as a rules committee member. Uh, I think our committee was very interested Maggie mentioned rule 19 which is option enrollment. Um, we are very interested in in walking into that space and looking at how we as the state board can um clarify and help people to to navigate through that process um without there needing to be further legislation. So, so often we say, you know, we we want we want to do our job. Well, this is this the staff brought to us as an opportunity for us to take that initiative and clarify things and make things better for families in Nebraska.

090And so the committee is is quite looking forward to that work, I believe. Any other comments on the committee? We don't I mean you don't have to. I just Okay. Is there a motion on item 7.4B? I move to adopt the proposed revisions to rule 13. >> Second. It is moved and seconded to adopt the proposed revisions to rule 13. Is there any discussion on this motion? Maggie talking a lot today. Just kidding. Okay. So, I will be voting yes for this, but I just wanted to share a couple concerns concerns from constituents that I've been hearing, and I do believe that they're legislative concerns. One is a concern about educational neglect outside of the realm of mandatory reporters. And the other is the one parent signature requirement in divorced or co-parent situations. And again,

091I believe these are legislative concerns, but just felt they were important to mention. Any other questions or comments? Discussion. The motion is to adopt the proposed revisions to rule 13. Would the recording secretary please call the role? >> Shonhof, >> yes. >> Neri, >> yes. >> Christensen, >> yes. >> Rener Jones, >> yes. >> Douglas, >> yes. Penner, >> yes. >> Teagmier, >> yes. >> Seven yes, one absent. >> The affirmative has it and the motion to adopt the proposed revisions to rule 13 is adopted. Is there a motion on item 7.4 C? I move to adopt the proposed revisions to rule 51. Second. It is moved and seconded to adopt the proposed revisions to rule 51. Is there any discussion on the motion? Um, just for non-committee members, I just want to make a

092brief comment that that some of these uh the revisions in rule 51 were prompted by um a federal report that we received. And I just want to compliment our office of special education on how quickly they they move to make these changes and and to come into adherence with that federal law um and how it will benefit families for the um the mediation changes. So it was it was a very fast process. I believe it was the first time we've worked with um special ed director Ran and so it was is very impressive to see how quickly she rolled through that rule revision process because it's not always easy. All right, any other comments? The motion is to adopt the proposed revisions to rule 51. Would the recording secretary please call the role? >> Douglas,

093>> yes. Penner, >> yes. Tegmire, >> yes. >> Neri, >> yes. >> Christensen, >> yes. >> Rener Jones, >> yes. >> Shonoff, >> yes. >> Seven, yes. One absent. >> The affirmative has it and the motion to adopt the proposed revisions to rule 51 is adopted. Item eight is additional business. At this time, we will have item 6.3.A. Is there a motion on this item? >> Yes. I move to amend the contract to support teams for improvement to increase math and literacy outcomes. Second. It has been moved and seconded. I don't have the motion. It has been moved and seconded to amend the contract to support teams for improvement to increase math and literacy outcomes. Is there any discussion on this item? Okay. Well, I pulled it. So, [laughter] nobody else had a question. So,

094I need Dr. Vargas to come forward. Hi again. >> Hi, Shirley Vargas, school transformation officer. >> Thank you, Dr. Vargas. So, I was I pulled this item because I was a little confused. Um, just last fall, we approved this and I believe this was a first time approval. Am I correct? >> Yes. uh for 133,000 to support 10 school teams to implement rapid cycles of improvement to increase math and literacy outcomes. Um I guess what I'm I'm wondering is what is the data on this program that we would want to double it in size? What what initial data have we received? So this is actually to increase the number of school teams that would be eligible based off of our accountability results. So the teams actually haven't begun the work just yet. We just now

095have received more schools that are interested in this work. What I will say, we have worked with DMG in prior years and we have seen their um results with other partnerships we've had with them and Grand Island Public Schools as well as with other um school districts that they've worked with in increasing um student performance on a particular strand or um content standard specifically. So, I can definitely share that with you. part of the um the uh improvement grant or now it's called yeah improvement pro program that report that we have to submit every year to the legislature. So we have that information as well. But it's been positive experiences and our schools have definitely shared that it's been um great work with them. This for this specific contract we are going to begin that

096work right now. Well, we have just begun that work with 10 teams. We received more teams wanted to do it. We just didn't have the capacity to offer it to them. So we want to add 10 more. >> We didn't have the capacity because you didn't have the funding approved >> at the time. Yes. So, we didn't have um I didn't have the we were going to use improvement funds and then instead we're using general funds. >> So, I I guess I'm just I'm I'm just confused why why why um this wasn't all I mean like why the change? >> I know. >> Especially because typically, you know, if we're going to change something or or increase something, it's because we have the the data. I'm I'm struggling to to double the in my mind

097double the funding to a program that we don't have data for just because more people want to try it. So can you help me understand? >> We have data from prior experiences with working with district management group. We do not have the work right now because it's actively happening in this moment. So we have some schools. The reason why we're adding more schools was because of the results that came in Octo uh November for our accountability results. So that's where that um additional uh amount came from. >> So So am I correct in saying that the I'm going to pull up their name? >> Again, the the dis I saw it and then it moved. The district management group has done this exact work on a smaller scale >> previously with other schools >> with

098other schools. Yes. >> And you're wanting to expand it >> um because we have seen positive results. >> Yes. And there is a need for some of our neediest schools to engage in this work and this would be an opportunity for that to happen this year. And this is just a one-year program. >> Correct, Lisa? Okay. My question is how I thought when we put something in a consent agenda, it's a renewal. I understand that part, but how can it be that much money extra and go in the consent? I thought it had to be because that isn't that I also don't do math on the spot, Jamie. Um, but isn't that over 50,000 more than what it was before? So, if it's over 50,000, don't doesn't have have to be it doesn't have to

099be. I feel like it's a little tricky for for us board members to have to look through all I missed it. So, thank you, Elizabeth, for not missing it, but that's a lot of money. >> Can Dr. for can you mic on and explain that to all board members? >> Lisa, would you ask your question about the dollar amount and the consent agenda again? >> Yeah, I I understand that the consent agenda um is for renewals of contracts, but I had been under the impression that if it was over 50,000, we had to actually vote on it outside of the consent. The board policy does not require that. There is not a dollar amount per se tied to restrictions around use of the consent agenda. >> Okay, good to know. Thank you for catching that,

100Elizabeth. >> Lisa, I think that you're thinking the 50,000. Those are the contracts that come under items 9.1 and 9.2 of reports for the board. That's any contracts under 50,000. But, and the reason I pulled it is because because it is a little unprecedented to um renew a contract or expand a contract. We just hadn't seen something like this um in such a short time is is I was trying to figure out what happened, what changed between August and January. Any other questions or comments? Um, comments for the board or questions for Dr. Vargas? Thank you, Dr. Vargas. The motion is to amend the contract to support teams for improvement to increase math and literacy outcomes. With the recording secretary, please call the role. >> Tegmire, >> yes. >> Christensen, >> yes. >> Neri, >>

101yes. Douglas, >> yes. >> Jones, >> yes. >> Rener. Penner, >> no. >> Shonhof, >> no. >> Five, yes. Two nos, one absent. >> The affirmative has it and the motion to amend the contract to support teams for improvement to increase math and literacy outcomes is adopted. The next items on the agenda, items 9.1 and 9.2 are information items and written reports for the board. Agenda item 10, good of the order. This section of the agenda is intended for board members to offer informal observations of the work of the state board. Board members may make brief announcements about attendance at future events for the purpose of informing other board members. No business or motions or suggested actions of the board may be offered at this point in the agenda. Nor should board members engage in

102substantive discussion about other agenda items or introduce new agenda items. Would anyone like to contribute? 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 February 5th and 6th, January, excuse me, February 5th and 6th, 2026 in Lincoln, Nebraska. The January 9th, 2026 state board meeting is adjourned.