LRSD Special Board, Agenda and Work Session Feb 12, 2026

001Good evening and welcome. We're going to go ahead and get started first with our special board meeting February 12 on this Thursday. Um call the meeting to order. Guidelines for public comment. This is the place in our agenda when we hear from the public, parents, stakeholders, and friends of LRSD. We like to hear public comment regarding LRSD issues. We allow three minutes for public comment. Our responsibility is to listen to your comment. We are not allowed to respond or have discussion, Miss Morgan. Right. Yes, ma'am. Good evening. >> Good evening. >> Can you hear me? Can you hear me? Testing. Okay. I just want to say that. Uh good evening. My name is Latoya Morgan Phillips and I stand well I sit before you today actually uh about the proposed contract changes for the 2026

002school year. not only as an educator but as someone deeply committed to the stability and success of our schools. It is no secret that educators have increasingly become the most visible targets when systems face pressure. We are accessible. We are accountable and we are bound by professional ethics that often prevent us from responding publicly when deci when decisions affect our livelihood. A 10-day contract ultimatum is not collaborative. It is coercive. It asks educators to make lifealtering decisions without stability, clarity, or protection. At the same time, we are being told that if enrollment number shifts, educators may face termination. That is not simply concerning. It is alarming. Due process is not a courtesy. It is a fundamental employment protection. It ensures that the decisions are fair, documented, and free from retaliation. When those protections feel uncertain,

003trust begins to erode. And without trust, stability in our schools becomes impossible. You cannot claim to prioritize student success while treating the adults who serve students daily as disposable. Enrollment fluctuations and funding challenges are not new to public education. They are predictable. They require thoughtful systemic planning. Placing the burden of those challenges onto individual educators after contracts are signed is not accountability. It is a displacement of responsibility. So today I respectfully ask this board to consider three actions. First, extend the contract decision timeline so educators have the transparency and time necessary to make informed decisions. Second, provide clear written guidance explaining how enrollment determinations will be made and what projections exist for educators if numbers change. And third, engage educators as stakeholders in solutions, not as liabilities within a system under pressure. We are not

004asking for special treatment. We are asking for fair treatment. A system that functions through fear, silence, and uncertainty will eventually collapse under its own weight. If we want stable schools, we must create stable conditions for the people who keep them running. And despite everything, despite the uncertainty, our schools continue to function because educators keep showing up to for students every single day. Thank you for your time and your consideration. >> Thank you. Anyone else that um has failed to Yes, ma'am. >> I just signed up. Sorry. >> Okay, it's okay. >> Tell me >> Christy Mosby. >> K R I S T Y >> M O S B Y. >> I say it's the right way to spell it. >> Good evening. As I stated a minute ago, my name is Christy Mosby and I

005am a 30-year veteran teacher in the Little Rock School District. I began my career here and I intend to end my career here. Um, I am also the current serving president of the Little Rock Education Association and I want to say thank you for giving me the opportunity to be here today to express why I strongly oppose the enrollment contingency language in the proposed 2627 employee contracts. This proposal makes a teach makes a teacher's employment contingent on enrollment numbers finalized on or around October 1st, weeks after the school year has already begun. That means educators could start their year building relationships, setting routines, and investing in our students only to be terminated or reassigned shortly after. That is not stability. That is uncertainty. Teachers are not temporary employees. They are certified professionals who commit their

006time, energy, and expertise to this district. The contract, a contract should represent security, and mutual commitment, not a conditional agreement that can be withdrawn once school is underway. From a recruitment and retention standpoint, this sends the wrong message. In an already competitive market, why would a highly qualified educator choose a district where their job may disappear weeks into the school year? Policies like this will not attract talent. They will drive it away. But the impact does not stop with teachers. It directly affects students. Students thrive on stability. They depend on consistent relationships with trusted adults to feel safe, supported, and ready to learn. When teachers are removed from reass or reassigned in October, it disrupts classroom routines, instructional momentum, and the emotional security students rely on each day. These disruptions are especially harmful to our

007most vulnerable students, those with disabilities, English language learners, and children already experiencing instability outside of school. I can personally attest to the emotional toll this kind of decision places on students. In one instance, a fifth grade classroom was disbanded and its students were merged into two other classes. Each of the three original classes had between 17 and 21 students. The school was at the time designated as an F-rated school serving a high population of atrisisk students. Rather than prioritizing smaller class sizes to better support struggling learners, the class with the fewest students was eliminated. This resulted in two remaining classes of 27 and 28 students. In in a school with such significant academic and social emotional needs, smaller classes would have allowed teachers to provide more individualized support and intervention. Instead, the students from the

008disbanded class experienced emotional distress, academic setbacks, and social challenges as they were forced to adjust midyear. What may have appeared to be a logistical decision had a very real and lasting consequence for for children. I'm almost done. If positions are eliminated, class sizes will increase. That means less individual attention and more strain on remaining teachers. You cannot improve academic outcomes while simultaneously destabilizing the people responsible for delivering instruction. Enrollment fluctuations are not new. Projections are made months in advance. As Miss Miss Morgan Miss Morgan Phillips just said, staffing decisions should be carefully aligned before contracts are issued. Teachers should not bear the burden of projection errors. I urge you to not approve this proposal and protect both the educators who serve the district and the students who depend on them every day. Thank you. >>

009Thank you. >> Okay. Am I omitting anyone? Yes. Leth asked me to speak as certifi for certified personnel policy, but I did not see that on the agenda, so I signed up. >> So, can you tell me >> spell my name? Spell their name for me. >> You don't know how to spell my name yet? >> I don't want to miss. D E >> R E S A. >> It's just okay. >> Yeah. >> You want the rest? >> I mean, >> I'mma call you Nap Gordon, right? Gord >> Nap Gordon. K N A P P. >> Okay. Hold on. Hold on. Go ahead. >> You got NAP. >> G O R D O N. >> Yes. Oh, see I would have just put it there. That's why you asked. >> So am I speaking

010as the ABC person or am I on a threem minute thing? >> I mean, you're on the three minute unless you're on the agenda. >> So, so neither one of the chairs are on the agenda. >> Um, if >> for whatever reason, because we're discussing policy, I'm not sure whether >> this is special, this is a special board meeting. So, it was on that, but there are two policies being considered. Correct. >> Okay. So the employee Mhm. Mhm. >> Madam Chair, I would like to hear from Sorry. >> I mean, >> I I would like to hear from the PPC >> uh so I can hear um just what those thoughts are um around the the contract. And so like if she speaks as the PPC chair, which is appropriate for her to speak, it

011will just be up to you to figure out whether or not we want to hear her in public. Well, it's whether at what point would would you um we would like to hear her because I I definitely want to hear from the PPC cuz the board set policy and then um but the PPC as well is is is a recognized body, right? Right. To set policy within the district outside of the board. >> Okay. Madam Chair, you >> I move we suspend the rules and allow Miss Nap Gordon to speak uh as a representative of the PPC committees. >> Second. >> It's been moved and probably second that uh Miss Gordon that the rules are suspended so that we can add an agenda item for uh Miss Gordon to speak on behalf of the PPC.

012All in favor say I. >> I. All those opposed. Motion carries. You have a comment? >> Oh, no. Uh, we would had to say where we was going to place them, but that's fine. I figured it would be public comment. >> Sure. Is there Hold on just one second. Any other public comment? >> Any other public comment? Okay. >> Okay. >> All right. Good evening, board members. >> Good evening. >> And members of the Little Rock School District. I don't see Dr. Right. But if he's listening, good evening. >> Yes, he's on board. >> Um Oh, that's his picture. >> Well, about that, but he is on board. >> This kind of look like him. I thought maybe it was Mr. Wy. I wasn't sure. All right. So, good evening, Dr. Wright, wherever you are.

013Um, so of course I want to address um the personnel or the policy changes and the contract changes. Um I did notice that at some point between um Monday and today that classified only was added on some of those policy on the policy that's being considered and on the contract proposal. And I wanted to um just say that I believe the reason for that is because only the classified personnel policy committee voted to accept those quote unquote proposals because as you and I both are fully aware only the board or the personnel policy committee can bring a proposal to the committees and that did not happen. What I understand to have happened um is that the proposal was taken to the classified personnel policy committee. Now I was not there. This was reported in the

014certified personnel policy committee um that the proposal quote unquote was taken to them um and they voted on a proposal. We also have been informed that the classified personnel policy committee collaborated on the contract changes and on the weather um inclement weather change proposal proposal. The problem with that in my mind is that the document that has been put forth as a collaborative joint proposal is the same document that was sent to us as a proposal from the administration. That means there was no collaboration. In addition, the pol the contract changes I'll address those first. The contract proposed contract changes violate your own board policies. In board policy 3.19, it says that if a class is disbanded because of enrollment or for any other reason is considered an involuntary transfer because as I have told

015you many times before, an employee works for the Little Rock School District. They do not work for a specific building. If you look at the contract, the parties are Little Rock School District and the employee. They are not Terry Elementary and the employee. They are not Chico Elementary and the employee. And they are not any other specific site in this district and the employee. The contract is between Little Rock School District as a body and the employee. So, board policy 3.19 governs what happens to employees if a class fails to make, if a class has to be collapsed, if a building closes, and all of those other possibilities. Because we work for the Little Rock School District, it's considered a transfer from one site to another. And that is all governed in the most recently

016adopted 3.19 by this board. It's interesting that a proposal comes to the personnel policy committees and again proposal because it's really not. It's an idea for a proposal is what it is because you didn't vote on it and neither did we. And so this proposal comes to us with a clear violation of a board policy and it comes to you as well, I might add, with a clear violation of a board policy that you just adopted. In addition, the part where it says we have 10 days to consider whether we're going to sign this document or not is a violation of board policy 3.5 which clearly states that we have 30 days to consider a contract. So again, this contract idea because it's not a proposal until you vote on it. This contract idea violates

017your own board policies in two two situations. Yet, it was brought to us for a vote without board approval. We were not asked to collaborate on it. We were not contacted. We It was sent to us. When we emailed responses back, we were ignored and dismissed. because the questions that we asked were relevant. I don't understand how you can adopt something as a proposal because again if you vote on this tonight it is a proposal. You are voting to send this proposal to the s to the PPCs. And again, make no mistake, I don't represent classified. I represent certified, but classified was presented with this proposal and was not collaborative on it. It was given to them to vote on as a proposal that you had not sent to them. Because one more time, just

018for anybody who's mistaken, the lawyers have been here and trained the board and the administration and the Arkansas School Board Association has been here and trained the school board and the administration on the fact that only the school board and the personnel policy committees can create a proposal. Otherwise, it's just an idea until the board votes to create a proposal from it. Once the board votes to make it a proposal, then it's a proposal. So, this is not a proposal. This is an idea for a proposal and the classified committee should not have voted on it because of the way it was presented to them. The other thing I want to talk about briefly is the proposal again quote unquote for the inclement weather day um situation. I'll just say situation. We missed six days

019due to inclement weather. If you recall last year when we had inclement weather, we went to the state board and asked to switch to an hourly calendar or to me it's minutes, but I believe it's called an hourly calendar. So, let me clarify that. So when we went into this year's calendar, when we went into creating this year's calendar, which again is a committee created situation and you vote on it, um we proposed an hourly calendar instead of a daily calendar. The law requires that students must have a minimum of 178 days of instructional time or 1,68 hours of instructional time. That's the law. Okay, we voted to switch from a 178 day calendar to a 168 hour calendar. The requirement for 168 hours is configured by multiplying 178 * 6, which six stands for

020the number of hours of instructional time required by the state per day. So 178 days, student contact days by six hours, which is how the 1,68 hour requirement is created. So when you look at our student calendar, which you guys approved, down in the bottom right hand corner, there's a little um blurb down there. And in that little blurb, it says that elementary has a total of 1,23.5 instructional hours. Now remember, we're required to have 1,68. So that means that elementary is over that requirement by 19.6 days. Does everybody got that? Everybody understand what that means? Because I don't want to lose anybody because this is important. >> Middle school. >> Are are you talking you're talking about the student calendar? >> Yes. Down the bottom right hand corner. >> Okay. I see. >> Are

021the figures that I'm discussing right now. >> Okay. I see it. So it's 121 and 11. Okay. >> Yes. >> The middle school has a total of 1,113.6 6 hours in the calendar. Remember what's required 1,68 hours. So middle school has an an overage of 7.1 days. Still more than six, right? All right. High schools have a total of 1,124.5 hours in the calendar, which is an overage of 56.5 hours and that equivalent is 8.7 days. What does this mean? This means that at every level we have snow days built in. They are not banked. They are earned every single day that students go to school. In the elementary case, we have almost 20 extra days worth of instructional time. I say all of this to say that there is no reason to make up

022to have students make up the snow days. They've already had the instructional time or they will get it. Now the argument for administration is that we need that student contact time before testing. It also came out during the meeting Monday, the personnel policy meeting that we need the money from student lunch for those three days that they want to use to make up which one of them is Monday which is the parent teacher conference day. Keep in mind we met this Monday, this most recent Monday. Parent teacher conferences have already been scheduled. Parents have already made arrangements to come to parent teacher conferences. Many employees have already made appointments for that morning because we work noon to 6 that day. But we were going to capture that for a makeup day. The other makeup day

023was President's Day, which is a PD day, and I believe that's the 23rd. I could be wrong of February. Yes, that's President's Day. And then the final makeup day was going to be the Friday before spring break, which is a record day slash data day for for certified staff. Now, keep in mind, record day is when teachers do report cards because that's the end of the nine weeks. And so that would create a situation where they would need to do report cards over spring break unless some kind of arrangement was made for when we come back to give them more time to do their report cards. Again, elementary, which is where I teach, has 19.6 days of extra time. almost 20 days of extra instructional time in the calendar. I don't understand first of all

024why this proposal was not collaborative. We understand it was created in cabinet which is you know they the administration has their opinion right. We respect that opinion. We also want to be respected and we want our opinion to come into play. The legislators of Arkansas in one of their smarter moments thought that it was important that educators be considered, which is why personnel policies were created. Personnel policy committees were created in the first place. At the very least, there could have been a Zoom conversation. We've been using Zoom for what, six years now. It would have been pretty easy to collaborate on this. We we were not asked. We were presented with a proposal. Well, this is not our first rodeo and we understand that when we're not consulted and something is given to us.

025If we respond or if we vote on it, it's considered collaboration and then it comes to to y'all as if we collaborated on it when in fact we did not. So, no, we did not vote on the inclement weather situation on Monday, but the classified did. Let me enlighten you about that situation. So, the classified were presented with the proposal when they're they already knew their paychecks were going to be docked six days. It was keyed in the day after we came back, before any decision was made, before anything was even discussed, the dock was put in for six days for classified employees. So basically what happened with classified is they were presented with a proposal, which technically was really an idea to vote on. and they knew if they didn't vote for it, they

026would be docked six days. Now, I don't know how you think about that situation, but I know how I think about it, and I bet you know how I think about it. Additionally, we asked why can't they make up the time? They made up the time in the past. We've had inclement weather every year I've worked in the district and I'm been here 29 years almost as long as Christie and we've allowed people to make up the days by working an extra 30 minutes a day, extra hour a day. We were told, "Oh no, that can't happen." I have an email from Shawn Burgess where it says, "Included in this email is a Little Rock School District makeup log for school closure where they would record the time they made up and keep track of

027it, as well as a memorandum from Miss Burgess to employees dated March 13, 2024. And in this memo, I'm not going to read it to you because you're all professional adults and you know how to read. I'd be happy to send it to you if you want it. But what it says is the following staff must make up five missed days due to inclement weather. Pair of professionals, clerical staff, school nurses, child nutrition, transportation, less than 12 month campus employees, less than 12 month central office employees. This included actually five snow days plus the eclipse day because remember we let kids out for the eclipse day and they let us stay home to watch the eclipse too cuz traffic might get snarled. Um it also says 12 month employees were approved for delay reporting. However,

028if any employee employee could not report, the employee was directed to use available leave to remain in paid status. these groups of employees have no work days to make up. It goes on to say that um makeup hours should be documented and submitted to your principal, supervisor or manager before June 30th. So, they had all the way till the end of the fiscal year to make up the days. Again, it said, you know, if you were absent during the makeup days or you couldn't make them up because you were on FMLA or something like that, um the makeup days will count as part of their short-term leave or be full deducted at that time. It also says in making up for the lost time due to school closures, no overtime pay may be acred and

029no overtime pay will be issued. Again, we were told they can't make it up because it would require them to have overtime when that has been the way it's been done for years. So, I asked me to speak tonight to illustrate for you why we did not vote on it. because we don't want you guys to think that we didn't vote vote on it because we're being stubborn or that we voted on it cuz we want something else. That was not the case. We didn't vote on it because it wasn't a proposal. It's not a legal proposal until you vote on it or until we collaborate with administration on it and create a joint proposal to come to you from the certified personnel policy committee which has not happened. The same thing has not happened

030with classified even though administration will probably tell you that it did. I just told you what happened when it went to classified. So I ask that you what Leifa sent me to ask that you really consider that when you look at these two things that are con that are being considered tonight. The contract proposal violates your own board policies that you just adopted. These are not old policies. These are policies you just adopted. We're still working on the classified policies. We're about done but not quite. We're meeting Monday. We could have collaborated on everything Monday. We were supposed to meet the Thursday of the snow days, but of course it was snow days. But we could have met via Zoom or something. Nobody proposed that. But we could have if if we knew something this

031dire was come, you know, was being considered. And then as far as the makeup days, I think I I was pretty clear on that. we have more than enough days that students don't need to make up those days. And I also understand that one of the reasons was because of the third grade retention situation, but in fact, they're going to allow third graders to retake the test until June to try to pass it. And in addition, there are tons of exemptions that parents can apply for so that their third grader doesn't get retained. So the reality that third graders are really going to be retained is pretty minute if they retained. And and I hate to say this out loud, but we have some schools that have kids that suffer from trauma and they're not

032performing as they should because their main concern is being able to eat and stay warm and be loved and they're not progressing as they should through no fault of their own or their teachers. We have those situations. But if we retain every kid in that situation who is not performing on third grade level by the end of this year on a test, we're going to have to reopen Brady and probably Carver, too, and make them third grade schools. >> So, as all of you know, I'm retiring. I don't think I've made that a secret. At the end of this year, not next year, not 10 years from now, at the end of this year, June 30th, 2026, I'm retiring. Things like this are the reason I'm retiring. It's not because of the kids. I love

033my kids every day. I've loved every well, nearly every kid that I've ever worked with. I love my job in the library. It's one of my favorite things I've ever done. But dealing with stuff like this, when rules are clear, laws are clear. I think everybody knows I'm pretty black and white. I don't see a lot of gray. If the law says it in black and white, follow the law. If the policy says it in black and white, don't create something that violates the policy. It's not rocket science. But I'm tired. I'm exhausted from dealing with this same kind of stuff year after year after year after year, and it's the same stuff. That's part of the problem. When are we going to learn as a district to value each other and to value the

034professionals in this district who have been working in this district and understand this district and its kids and appreciate their opinion when it comes time to creating something because it's way overdue and that's why we are in the situation that we are in in this district. It's a big part of the reason. It's also why we can't find teachers, but we want to be a we want them to sign a contract that means nothing. We expect to be able to hire people that by giving them a contract that basically says, "Here's a piece of paper that doesn't guarantee you anything." That's what that says. Do you think people are going to come worker in Little Rock School District if they have any other option? What happened to recruit and retain? You can't recruit with that

035kind of nonsense and you sure can't retain. You're losing some valuable people this year and it's because of the nonsense. Thank you. >> Are there Hold on one second. Miss Neon, are there any questions? Any questions? >> I'd like to hear from Dr. Wright. >> Uh, right. Well, we were asking about any questions for Miss Gordon. No, before we >> I want to hear how he responds to that. >> Yeah, he >> Oh, I do want to hear >> any questions. Okay. Any questions for Miss Gordon? No, >> not at this point, but I would >> Miss Gordon, thank you. We appreciate. >> Okay. Okay. So, this is not going to become a back and forth and forth and back. We're going to if you have questions for Miss Gordon, Miss Gordon is here. We

036can hear from you to respond to those questions. And I think that she's been very vivid in what she's provided. And so you can, you know, ask her any questions that you have and then we can >> and I'm happy to send you copies of anything that I shared with you tonight. The student calendar's online. >> Um the laws are online, the policies are online, everything's there. >> Indeed. So feel free to >> Are we sure we don't have anything? >> I rise to I rise to a point of order. I wanted her to stay in the chair so we can ask her questions after we hear from Dr. Wright. That's just really simple. >> Yes, sir. >> Oh, I I understand how simple it is. And I >> Why do you not want to

037do it? >> Uh because I think it's incumbent upon us to be very structured in what we do and there have been on many occasions a lack of that. And often times it becomes a situation where it's back and forth instead of communicating whatever idea is before it. So she's communicated clearly. So if you have questions and he speaks and you have questions then you can I mean you can email her you can >> I can also I can also ask her because I have that right to speak. I understand you have a right to speak, but I just want to maintain the structure and the order that we have before us. That's all. And I don't want us to have the back and forth. >> Sometimes the back and forth develops an idea. >>

038So, thank you. >> I think Miss Johnson had a question. >> Yes, ma'am. Miss Miss John, thank you. >> How you doing today? >> I'm wonderful. How are you? >> That email you had that was an idea. Who sent that to you? Um, Miss Burgess. >> Miss Burgess. Okay. So, was Dr. Wright CCD on it? >> No. >> Okay. So, do we need to hear from Dr. Wright or do we need to hear from Miss Burgess >> or both? >> I have a clarify off of that one. The email you're speaking about with the eclipse that was >> that was an old email. >> Gotcha. Okay. So maybe so to go with uh director Johnson then we need clarity. I I I I can't speak for anybody >> which you're talking about. >> Yeah, the

039the proposal or the >> proposal was from Miss Burgess. >> Okay. And not CC. >> No, >> it was CC. I can tell you who was on it. Um the people who were on it were um Christy Mosby, Lita Austin, and Tula Jacobs, who is the chair of the classified. >> Is is this the same um proposal that was on last meeting's agenda that that um the board talked about at the end of the meeting? >> Yeah. Okay. So um >> talking about the contract >> yes it was the last agenda item. >> Okay. So um so technically it it would have come from the superintendent then sent out to and and so he would have seen it because he would have had to okay it to go on the agenda to come to the

040board. So, so he would my point of saying that is he he would be knowledgeable of the language in the contract because if I remember I went back and watched it. He said that the language is harsh and then there was conversations about whether or not uh we can retain those employees let go as substitute teachers. And I would imagine it would be hard for a seasoned veteran teacher to not know right where they'll be every right their assignment every day and being a float floater. And so like there was conversation around that. So, it's hard to believe that the superintendent would wouldn't be aware and wouldn't have more to lean in on based off of what we just heard from the PPC, particularly about um the collaboration part. So, I would like to hear

041from the superintendent about the collaboration and why did uh he deemed that uh it wasn't appropriate to to collaborate. Any other questions from this board? >> Perhaps after um the superintendent speaks. >> Thank you, M. Thank you so much. Okay. Um we'll go to Dr. Wright and then uh we're going to go to 3.1. Miss Burgess, if you'll just stand by. You don't have to come up yet, but we're going to move on to Miss Burgess after we do that. We're not going to go back and forth. We're going to hear from Dr. Wright and we're going to move forward. Yes, sir. I would like for uh Miss Burgess and David to be somewhere where they can uh chime in as well. I don't see them. Well, I can't see them from my view. >>

042They're coming slowly but surely. >> As they are coming, I'm going to speak to a couple of things. Um number one, the employee contract that um is on the agenda today is on the agenda for the board uh to vote um as a proposal to send to the certified PPC um after it is voted. So uh that is in um align with the law and in agreement as Miss Nap Gordon has has has eloquently stated. And so we're not asking the board to approve the contract and for it to be approved. this we're we're bringing I'm bringing this recommendation to the board for the board to adopt it as a proposal for it to be sent back to the PPC number one. Number two with regards to uh the collaboration. So I will say this

043throughout this entire process with the contract um with even with the weather uh day proposal the initial one the way that we have attempted to collaborate is before the board even saw the contract language um the contract the draft contract uh was shared with the chair of the PPC even before it came on a board agenda item. even for even before the board saw it. Um because we wanted her to be able to see um what it was that we that we were proposing for the purpose of her taking it to um the PPC to have a discussion and for us and for her to report back any feedback um that she had or any changes that she wanted or the PPC wanted to make on that particular process. And so there was attempts at

044collaboration um with the contract again before you even saw it cuz I think this has been on the agenda twice before today. Um it was sent to her. We we communicated via email. Uh we actually met um about this prior to the contract being drafted. Um I let her know and and it wasn't just her. It was the certified PPC. It was a classified PPC. It was the principal round table. all of us met together where I went thoroughly through uh the whole budget development process, all the pieces that were going to be a part of it, including this particular contract language. And as soon as it was drafted, it was sent to her, I believe, in December sometime, if I'm not mistaken. Um, and at that point, it is up to her uh to

045have conversations with um the rest of the PPC for her to get back with us um which is how we have typically um operated. So there was plenty of of effort and um availability for collaboration. So to say that there was no collaboration and we just gave this to them is very um not true at all. Like I said, they had uh this contract language even before the board saw it. And then I know that Miss Burgess has spent a lot of time um with these groups and so if she has something to to chime in on that um she can before I go on to the next part. But I just want to clear up the fact that what's on the agenda tonight is for the board to vote to um you voting on

046this to become a proposal. That's the way that the recommendation is written. And if the board um votes in favor of the contract changes, then it will go to the PPC for the required 10-day review as Miss Nept Gordon has already stated. And secondly, I want to make clear that there has been I have in my estimation I have gone overboard in trying to make sure that uh all both PPCs and our principal roundts were well aware of things that were being brought to the board, things that we were discussing. They had ample opportunity uh to provide feedback, to collaborate with us in terms of changes that needed to be made. In the past, um there have been several joint proposals that we have brought as a administration and uh the certified PPC and the

047way that the process the way that those have happened has been the exact same way that uh we did with with these processes. Sometimes the ideas are generated from the administration. Sometimes the ideas are generated from the certified PPC. In both cases, we look at both ideas or both statements or whatever uh proposals that are being discussed. We go back and forth. We make changes. uh we we we um both share our ideas and perspectives and in cases where we can agree um we have brought those proposals to the board um jointly to be voted on by the board. That was the same process that we used here for the uh contract. The only difference is the certified PPC was not in favor of what was there. Um but but there was no attempt to

048work with us in any type of way to make changes to the contract language language that will be sufficient to the certified PPC. Um so the exact same way that we have done in other cases where we had joint proposals was the same same exact process that we used here. I don't know Miss Burgess if you want have anything else to add to that. >> No sir that's that's absolutely correct. Good evening board. Um that's the process that we've utilized. Um the one example would be what Miss Nap Gordon brought up about the the calendar. Um each year we come up with a calendar in collaboration with um cabinet and and teaching and learning and different people and they give input and we put draft. we may have draft 1, two or three and we

049send it out to um the PPC leadership and it goes kind of back and forth until we um come to a conclusion and hey, this is the one we want to take to the board. So, um I'm not sure why it's so different this time because that that's that's how we've done calendars and other ideas that we've had uh that we've brought forth towards you, you know, to be voted on. >> Mr. because I is there um I think that there I do have a question about the policy piece that was mentioned. Um if you have anything to share about >> I'm sorry. >> Can I add one thing before he speaks? Yeah, I forgot to mention that um all of the language the language changes that were that was brought to the board um

050in the employee contract um were both uh written both by uh David and Chris Heler. Um and so again, those were not we went through the process of getting uh the right, you know, types of language from both of our attorneys before we even presented anything um to the certified classified PPC and even to the board. I just wanted to to make that clear as well. We we didn't like come up with this ourselves. >> Mr. Kazay, just a question about the policy. um if there is a conflict mentioned that there's a conflict that is in direct conflict with our policy. >> The short answer is yes there is. >> But the issue at that point is can that conflict be remedied within the statutory timelines? And the answer to that is yes it can.

051generally speaking um I'll mention the specific statute at issue here that's been talked about and provide the board with the exact wording 6-7-205. Uh this is as it relates to the personnel policy committee for certified Arkansas law allows for two separate statutes. There's one on down in the I think the 2300s uh for the classified PPCs in relevant part the provision is still the same and I'm going to take up reading at item B one either the committee or the board of directors may propose new personnel policies or amendments to existing policies. New personnel policies or amendments to existing personnel policies proposed by the board of directors may not be voted on by the board of directors as a school district policy unless the final form of the policy to be voted on has been

052submitted as a proposed policy to the committee the PPC for consideration at least 10 working days before the vote of the board of directors. 3A. The superintendent may recommend any changes in personnel policies to the board of directors or to the personnel policy committee. B. The recommendations may then become proposals at the discretion of either the board of directors or the committee. And then C, the chair of the committee or committee member designated by the chair shall be placed on the board of directors agenda and shall have the opportunity to orally present to the board of directors the committee's comments, positions or proposals on the final form of any proposed policies or amendments to existing policies whether proposed by the committee or the board of directors before they are voted on by the board of

053directors of school district policies. Now what that what's important to understand is that it is not an idea. It has a legal status. The superintendent has every right under Arkansas law to make recommendations and there is no order in the statute on who that recommendation can be made to. The superintendent can make the recommendation to the board or to the personnel policy committee. In this circumstance of what was circulated the personnel policy committees I believe was stamped with draft across it. That's >> correct. >> So it is not in final form. It is in draft form and the superintendent elected through his design as Burgess to circulate to the committees prior to the board. Um >> just trying to really gain an understanding here. So >> is it a go ahead? Sir, because this >>

054I wanted to ask a question to Mr. Gaz if if I could. >> Yes, sir. Go ahead. >> So, go ahead. >> I just wanted to to clarify. Was there any the the process that we use is did that process violate any of the statutes? >> Not at all. >> Okay. That's all I wanted to to to make clear. >> Okay. Should should it be then um a recommendation for propo for a proposal? >> I mean so so well I >> that's what it that's that's what's on the agenda. >> Yeah. Consent agend recommended. Go ahead. >> Okay. The the request is a proposal to submit to the certified PPC. >> Okay. Hold on. Review period. >> So you're under 3 point. Yeah. >> Under Yeah. Under 3.1 on page two of our agenda tonight,

055it says this is out here to recommend to submit after the collaborative process has been >> in. >> Okay. And it sounds like the PPC's >> um their concern when no m when they're talking about collaboration they are saying and their position from what I'm hearing is that they cannot collaborate officially on some on on a recommendation that having became a proposal by vote of the board. And so that's what I'm hearing. And I'm hearing the hook is on the board did not vote for it to be a proposal for them to then go back and collaborate. That's part of it. >> Did I catch that? >> Can I respond to that? >> Go ahead. >> That is I I I and and not to belabor it. I'm just saying >> from what I'm hearing

056from the PPC tonight, >> okay, >> they're saying the collaboration piece, they couldn't collaborate on something that wasn't a proposal voted on by the board. And so that and then essentially that is exactly what this is saying. Of course, of course, the superintendent is able to make recommendations. Superintendents make recommendations across the country all the time, right, to their boards and and and to their personnel policy committees. I think >> that isn't the issue. The issue is that the way the >> wording I'm trying to get it out. >> I'm sorry, honey. Go ahead. >> The issue is is the way the PPC is seen official >> which which which is their right. They they are saying a proposal was given to them. The word proposal and their position is not speaking from them but

057just from what I'm hearing is >> it's not a proposal because the board hasn't voted on it. Now this blue sheet um is then is asking right for the recommendations um by the superintendent to be a proposal to then submit. That is what they're saying. They they are saying this document have been going around all this time. Yeah. >> And they have not been able to officially come together and talk about it because the board haven't voted on it. >> Okay. So So that's what I'm saying. it. I think that's it's the way that it's stated here. It seems like is what the issue is because you're saying Oh, I'm so sorry. I didn't see you. Go ahead. >> Yeah. The way that is stated. What what I want to say is in every case

058when we have a when I when we when there is a recommendation from the administration, we have never attempted to come and bring that recommendation directly to the board to ask you to adopt it as a proposal to send to the PPC without first trying to work with the PPC's in hopes that we can bring something to the board jointly >> collaboratively. Sure. >> And so what we did in this process which is again which is the same thing we have done in every single process is to bring the groups together as these ideas and documents were being drafted before we even brought them to the board. I had a meeting again with the chair of all of the constituent groups where I went through not just the items that we're talking about tonight, but

059every single item that is associated with the budget development process, shared all of the information with them, um sought their feedback, they gave feedback on some things. And so there were there were there there was ample opportunity for every group >> to collaborate with us so that in hopes that we can bring something jointly to this board. That didn't happen. So now we're bringing the recommendation to the board asking the board to approve it so that it can become a proposal to send back to the but but I want to be clear that we never just bring something to well we I won't say never there there were times when I first started which caused a a big ruckus where I would bring things to the board without discussing it or trying to collaborate with

060the PPC and in this case we tried to do that prior to anyway I think you you get the Yeah. Okay. So, just for clarity so we could uh you know get down the road is >> so even though this goes back to the PPC, the PPC is able they have 10 business days and they will work on it and we're are able to send it right back to them. Again, if if it's not, you know what I mean? like it's like as far as that collaboration piece, it still is going to happen and it may take more time than 10 days. Um, so one thing in partic I mean yeah so I'll just stop there. >> I and so I think it's the way that it was framed it sounds like but I think

061now everyone is clear what he's saying. It's a recommendation and coming here to become a proposal. So questions, Miss Strong. >> Thanks, Dr. Wright. Um I have two questions for you. Well, actually probably it might turn into three. Um but the first the first piece is you know so have you in your attempt at collaboration have you received any specific written feedback on on changes to the draft contract that has been circulated in an attempt at collaboration? I have not. >> Okay. I know Miss Austin came to our last board meeting and gave some feedback that she that basically was like, "We don't like this and this is not good." But I don't know. So, you've not received specific wording changes or anything to to work together to say, "We're going to try to come

062to a shared agreement on this." >> No. >> Okay. >> No, she Yeah, they did send feedback on some Well, no, not on this. Yeah, I'm not talking about the snow day right now, but I'm just talking just just on the on the contract. So, um I am I am personally of the opinion that really good policy is made when that work is done ahead of time instead of in rooms like this. I mean, I haven't heard from a single teacher about this other than Miss Austin when she came to the last board meeting. I have not heard one word from one teacher about the contract. Um, so I was here ready to approve this and now here we are at the last minute being told that there was not we were not able to

063get any um come to an agreement on this. And so I guess if if we so anyway I I I just feel I feel a little as a board member I feel a little bit blindsided by all of this rejection of it without an attempt at collaboration um in in this meeting. So um the second question I had was going to ask Dr. right, is um how if we do not get an an a contract approved tonight um that will go to the PPC and then hopefully be approved and sent back to us since they haven't submitted any changes to the that they've requested. What would be the next step if they don't get that back to us in time to for us to formally approve that the recommendation coming back from them? How far

064is the offering of of contracts and and hiring of employees this year? >> From what I understand, and David, correct me if I'm wrong, um the 10day requirement, it doesn't from what I understand, it means that they have 10 days to, you know, respond to um work with us to, you know, hopefully we can come to some type of agreement. But as far as I understand, we don't have once the 10 days is expired, the board can take action. >> We can approve it regardless of their approval. >> Yes. >> Okay. But we would be approving a contract that they had not not endorsed essentially. >> Correct. >> Okay. And my final question, I do think Miss Nap Gordon is correct on policy 3.5 and our current version of the policy manual, if I'm reading

065that correctly, that the our our contract does have say you have 30 days to sign your contract once you've been offered one, once they're sent out. Um, are you is this coming out as a proposal from the administration that we would amend that policy 3.5 as after this is updated so that we would be make sure that those two are in sync? And that might be for Mr. Kaz. >> Oh, >> or maybe it's for you, but I don't know who it's for the board really because this this is one thing. I mean, look, I'm rolling off, but this is one thing that at least the majority of you guys will still be here. is at some point the board is going to have to start acting and taking on responsibilities as the board and

066not always defer and look for approval or um coers the the administration into changing policy that have such a negative impact on staff. There is a couple of things in here in in this policy that is a problem. I don't know anybody, one of us even sitting around the table that would take a contract that that that that can be rescended weeks to months after um we accept the contract. But yet and so we're asking our teachers to take a contract that can be rescended and based on uh student enrollment. And that's not just an impact to th those teachers and their livelihoods um and and their mental health of being bounced around the district or not knowing where where there would be October one. But it's also an issue with parents. If I was

067a parent still in this district, I'll be pissed off what if I knew that my child's teacher could be could could be changed. the the the continuity or this culture of the building could could possibly be changed after October 1. I think that there is more to be taken in um with this and I am for 30 days because 30 days is is a reasonable amount of time for uh educators uh as well as staff to uh decide and uh thoroughly vet uh their contracts. The other thing, and I'll just put it all all out here, um the outline on how um uh teachers and staff will be blessed and released or bounced around our district. Uh that is not even uh completely outlined. It's not clear. And so I do want to caution as

068as as we was cautioned uh about a year and a half ago about Little Rock School District starting to move in such a callous manner. And I think that this this contract this is a man this this is a is is an example right of us have arrived to moving in a callous manner. Um, and so we need to make sure that I mean secret our governor in the learns act isn't as as cutthroat as why this this contract. You see what I'm saying? And so like we we shouldn't be more more more harsh right than our head of state then when it comes down to when it comes down to head to education. So, um, are we what are we going to are are we ready for a, uh, >> I think we have

069a couple more comments. >> Okay. >> I wasn't quite I wasn't quite done with my >> Oh, I'm I'm sorry. I didn't realize that. I'm sorry. Okay. Uh, okay. Dr. Wright, >> I just wanted to say to Miss Hatter and every board member, we brought this contract to you twice. and I asked any feedback or any changes that we need to make, this is your opportunity to make that known. And at the very last meeting, I said in surprise when no one had any feedback or comments. And so I'm going to say the same thing to you that I said to the PPC. If there was language in this contract that you did not like and wanted to change, again, there was ample opportunity to make that known. I even followed up in an email

070to you guys even after the meeting saying again like this is coming up for a vote. I didn't get anybody with um changes or recommendations. So like >> there was opportunity to make changes to this language prior to it being a vote today. >> I suggested we change the number of days they had to sign the contract. Don't say that nobody did any feedback. >> I I are are Are you talking about Vicky Hatter? Because let me just Yes. >> Yes. Okay. So, so let me say why I because I'm hold normally I'm all I'm typically the first one out the gate. So on on things because at first read this is ruthless. So I was trying to see whether or not this contract was was going to be amended or not. And secondly I

071I wanted to hear directly from the PPC. Now have I had conversations throughout the district with various educators and folks around the district? Absolutely. Because that is just who I am and and people have those those conversations with me as I do them. But this com this this contract is very callous taking take taking it from I mean like the the the the most harm the most least harmful thing in here. It is 30 days to 10 10 days. the the the other thing is is is a you're you're taking a stable um per profession and then like you're making it unstable. You're making our district st unstable. And so right when we're talking about um educating our students, parents are not sending our missing point. No, no, no. I'm telling you why I didn't

072I I did not say anything. My point of not saying anything outside of being out of pocket was because I was waiting to see if anybody else would talk about the most glaring things in here, which is awarding a contract in July one and then possibly resending the same contract in October 1. I listened to the board meeting last time we was here. I went back and listened to it and then there were some ideas on how how how how it would go about about and then I was just waiting because at the end of the day the board has has the last say and we and we can make changes all the way up until the end. And so no, there is no rush for a board member to lean in on this because

073really it should be between um the language should be between uh legal the administration admin district admin and the PPC. So and then we have the final say on whether or not we then we're going to vote on it or else change change language. So I don't have to rush right to make make a decision. No board member have to rush to make a decision because in the end we have the decision. That's that that's what I'm saying. So that's all I wanted to tell you. >> Okay. Um I just want to make sure Dr. Wright, did you complete what you needed wanted to say? Yeah. >> Okay. And I think um Miss Strong. >> Yes. >> And then I think I had Mr. Adams. Do I have anybody else that I miss? Mr. Volley.

074And then Mr. Um my name no Mr. >> Sorry I wasn't on I am not 100% clear that I got the answer from your question. So if so if we delay I guess I guess I I guess your answer was we can still approve next meeting and still move forward and and keep on our timeline for hiring as we had hoped to. Correct. Okay. So >> yes. So I and I do just want to say I I sign contracts every day where they can be terminated at any moment in time. I am an at will employee in my job. I can be terminated tomorrow. I do not have a contract keeping me employed. I think there are a lot of us who are in that boat for our day-to-day jobs. And I do have a

075ton of empathy that this is a lot of change and we as a district are trying to do our best to we're trying to do our best to shift with the way that policy has shifted in the state while keeping our district in the black and our budget in the black. And I think that is a hard that makes us have hard decisions ahead of us sometimes. But the uncertainty and how many kids are going to walk in our door on the first day of school and then stick around until mid October is real. And I think we've seen changes and we are doing our best to forecast that. But I think there were words used earlier about faulty projections. And I think that is really really a very unfair way to frame that at

076this point in time in our state when we are all doing our best to make it in a changing environment. And so all that being said, um I feel confident as a board member that by the time anybody signs this contract that we will be in a place where our board policy and our contract align. I think that if we need to make changes to our board policy or if we need to make changes to our uh contract that we can do that in a way that before anybody signs this contract those will align and there will not be any discrepancy there. um and that um and that we will we will be in a place where we are making good solid policy and and have a contract that complies with that policy. >> Thank

077you. >> Thank Yeah. Thank you, Mr. Wesley. Miss Burgess, I have a couple questions for you. Could you expound some more about the the rationale for the change from 30 days to 10 days? >> Yes, sir. So the the going from 30 days to 10 days allows the district to plan based off our staffing our new staffing formula and that um also gives employees yes yes it's a shorter time however employees will still have a safeguard and what I mean by that is e even if they don't know 100% hey I'm coming back and they sign it on day 10 if something lifechanging happens or they have this fabulous opportunity, they can still resend it up until May 15th. So if if we allow each employee to continue to wait 30 days, then that that's

078kind of problematic when it comes to the planning and the preparation and recommending our staff for the 2627 school year. The other question that I had then I have a a couple comments but is um talk can you talk a little bit more about the the importance of getting a resolution to this this month >> for the contracts? Yes. So our first round is slated for the 26th of this month. So in the past what we do once you all approve those recommendations for the employees we send them a like a congratulatory uh letter saying congratulations you've been approved on this particular date and then we follow up with the contract um I can't remember how many days after so the employees can sign after that. So it it can be problematic but Dr. right

079is correct. We can go ahead and do the approval of the of the 226. It will delay them getting their contract, but they will be approved by the board. >> Thank you. So, so a couple of comments from based on the discussion we've had tonight. one is that I remember many times that we've had joint proposals brought to us um you know from the PBC and and administration and that has always been appreciated as for me as a board member to know that there's been conversation and and and agreement and consensus coming back and so I I appreciate that that was attempted this time and I appreciate that process. I think that's that's more helpful to us than than coming up with a proposal and having to send it and send it back. I think

080it's the more productive process when it's possible. Um I'm sensitive to the I hear the concerns about the 30 days to 10 days and that's a change. But I am though concerned about um the planning piece. My impression has been over the years um being on the board two different times is that we have in the past sometimes been at a disadvantage because we have made decisions late and and if we make decisions late then we end up being late and being able to recruit some of the the best prospects because some of those people have already made decisions and and committed to go elsewhere. And I think that concerns me um about making the process longer. Um I'm not yet persuaded by um that 10 days is an unreasonable amount of time. If you

081know if you have worked someplace and you want to work there again and then you get an offer to work there again, that that 10 days seems to me to be a reasonable time to be able to make it a reasonable decision. if I was looking for a job and I and I and they said, you know, when do you need to know, you know, hear from me? And they said, well, you know, if you let us know in 10 days, that that would not seem like an unusual or an ownorous or burdensome thing. And I appreciate the idea that that somebody could still make a different decision even through up to miday, you know, if necessary. Um, the other piece about about the possible termination or reassignment in October, I think it's it's if

082I was in um a teacher's position, that would be really dis distressing to think that I could go into a year and not know. And I wish that we were not in this position of even having to consider it. But I believe that we are in a position where we are having to consider it because we are up against um financial pressures where we have to keep the district solvent while we try to balance out doing right by our employees and doing the best we can for our students. I mean, we're trying to balance all those different things. and we may come at it at different places, but I think those are all the those are the different concerns that we're we're having to balance and um to be able to continue to to keep

083staff and to keep um people additionally more than we need going into going into, you know, for the rest of a school year, I think puts us in a really bad position as far as trying to be fiscally responsible and getting the most um value out of the funds that we have. But that's a compromise, right? That's a compromise in trying to look at those different values about treat treating people as well as we can, doing the best for students as best we can, and being as financially responsible as we can. And so that that's no doubt that that is a compromise and it's not perfect, but but it seems like it's a reasonable thing. I am in favor of going forward with this tonight because this is not the last word. It would give

084it will give the PPC an opportunity to weigh in and come back and make and if they want to make re a different plan and changes they could make uh a strong advocacy for that. It'll help us to to think about the pros and the cons of the different things and then we as a board we can approve this proposal. We can approve what the PBC would have if it's different or we could approve an an amended and revised thing because that's our job and we could we could integrate changes based on what we hear and but I'm concerned about the time because I don't want to uh leave people in limbo, our own employees in limbo and I don't want to miss out on people. So, uh, Miss West, if it's appropriate, I would

085go ahead. I'd like to go ahead and make a motion. >> I think we had a couple other questions. We could actually do it. I guess when we call for the question. >> Technically, we should have done it already. >> I'm sorry. >> Well, we'll entertain a motion. Well, then I I would move that the LRSB board of education accept and approve item 3.1 the revised 2026 27 employee con contract template on and as recommended by the superintendent as a proposal to submit to the personnel policy committee for review prior to a vote of the board as required by law at our next board meeting. >> Second. It's been moved and properly second. Questions and comments. I think we will add Mr. Voli, >> thank you. >> All right. Uh, thank you for bringing this

086to us today. I want to apologize for not um responding about this contract and my feedback because uh I I get confused sitting here sometimes. Not because any of this is over my head, but sometimes we just wonder what we doing. Um, I've been hearing since this contract first came out that the teachers did not want this. They had issues with it. We sat here and listened to Miss Austin from PPC talk about what they thought about it. I thought that was a comment period. I thought that was feedback. I thought revisions could have been made based off being in a agenda meeting and people hearing it and it being on the record that that was considered feedback and changes would be made and then I could review those changes based on that feedback. Apparently

087that's not how it goes. That's confusing to me. So I've been hearing it from several teachers because I do talk to teachers in the district on a regular basis that they did not like this contract. I listen to them. I base my votes off their feedback and my own opinions from that point. So, I'm I'm really trying to understand that if we vote on this to approve this so that it goes to PPC, will their feedback even be taken seriously? Because if they come to a board meeting to tell us they don't like something and then we give them what they already said they didn't approve of, what was the whole purpose of this conversation and us having two or three meetings about it? Thank you. >> And your your question is to who would

088you >> ask my comments? >> Okay. >> Comments like everybody else. >> Yeah. But I kind of felt like there was a question in there. Um >> I don't understand. >> No. Okay. >> What are we doing? >> I hear you. Um is there anyone who' like to respond to that or >> I'm lying to respond. >> What' you say? >> You okay? >> I'm to respond. >> Okay. >> I think it's an excellent question. If you your comment gets ends with a question mark in this case, that's a good question. Why are we doing this if we're going to just ignore what the the feedback that we have gotten and the feedback you got from me that night? Not only did I say change the length of time, I also said, can we do

089something financially, can we make severance pay? And my silliness and goofiness is being mistaken for weakness by some of you people. And that's wrong because I've got steel in me. And if that's what I should put out, I'll do that. And there won't be any more silliness. I'm saying you don't listen to me sometimes. And I gave you feedback. I'm talking to you. Yes, Dr. Wright. I gave feedback that night. Everybody laughed. Everybody moved on. I was serious as a judge. Why can we not give them severance pay to help ease them out of the job? Give them a month's pay if when they're cut off in October or another two months. Has anybody even looked at that? >> I don't see him. >> The man with the money. No, the man with the money.

090>> The man with the law. He'll follow along. He'll find a way to do it. It's If we don't have the It will save us money in in the long run. If we were going to take cut them off all together, we would have saved 10 months. If we give them two months, then we're just saving eight months. It's still a savings. >> Okay. Um, >> you're you're muted. >> You're muted. >> Excuse me. >> I'm sorry. I was just saying that I didn't record that as feedback in the last meeting, but I am recording that now. >> Thank you. >> Okay. Thank you, M. Rose. Um, did we get Yes, ma'am. Miss Johnson. >> Thank you. I'm sorry. The last meeting, uh, Miss Burges, we came up with a lot of because we don't

091want to just terminate people. Of course, we don't want to boot them out. Um, but I thought I heard a lot of other options that we would have available. Maybe I don't know, long-term sub. Um, um, >> excuse me. >> Sorry. >> Oh, okay. Didn't we come up with a list of things that would be available if we had to um >> well in in our actual current policy um about the the transfer. So it would not be our first point to try to let somebody go. Mhm. >> It would be to analyze our needs in other buildings first to see if that person could go to um to fill a said need before we get to that point. So, we have not um the thing with the sub I'm I'm not sure how that

092worked in the past, but even if we did a long-term sub for five people, six people, that's that's just one person. uh how impactful is one person gonna be at a central high every day? I mean, because they have lots of absences, >> you know, now it it would be advantageous for like a longterm person where we have wouldn't have to pay a sub if a person had surgery or they had a baby. Yeah, we that that would be beneficial. But a dayto-day sub with one person, I don't know how impactful or how much money that would actually save us. So, I guess actually what I'm trying to get to is that we need to let them know that we're just not going to be cruel and just kick you out the door. We're going

093to try everything we possibly can to try to reassign you or to place you. >> That's correct. >> Okay. >> Once upon a time, the district had a reputation for being caring. >> That's that's gone. And it's it's I'm disappointed. >> You know what? I really do believe the district cares and I think sometimes it's just some hard decisions we have to make and we have to respect that. You know, it's nobody's fault. We can't point the finger. We all have to work together and try to make this work. So, I do get a little disturbed when we all just kind of pulling at each other. >> You know, just like in a marriage, you have issues you have to deal with. It may be hard issues. You deal with it and you move on.

094So, that's what we have to do. We need to stop all of this going back and forth and disrespecting people. I have a problem with that because >> I don't disrespect people. I listen to you. I respond and that's it. I cannot say it's all your fault because it's not. It's all of our fault. So, we need to try to work together and understand sometimes you have to make the decisions and they hurt. And as individuals, you've been in that environment where decisions had to be made and they probably affected you. So, we have to just accept that and we have to move on. We just have to do the best we can and we have to move on. We cannot get anywhere if we sit here two hours going back and forth with each

095other about you did this and you did that. We are going to send the proposal to the PPC. If they need to make any corrections or if they need to make any changes, let them make the changes and it'll come back to us and then we'll do what we supposed to do and that'll be it. We spend too much time on this. I can't do negative long. We spend too much time on going at each other for what? We still got to figure out what we need to do, right? So, let's just do it. >> Thank you so much. So, it's been moved and probably second. ask question about the process before >> I really rather you not but if it's imperative >> I think it's an important question. >> Yeah. Okay. >> So here's

096the qu here's here's my question. If we approve this tonight it goes to the PPC as it is. The PPC has not elected to give any written feedback until this point. What is our expectation that they are going to do that? And what if they provide feedback to the administration that the administration doesn't feel it can accept? Are we going to be brought two proposals and have to pick one or are we going to be brought is that is that where we are right now? >> That could happen, but I still have faith that we will be able to bring you a joint proposal. That is our goal. >> And me too. >> All right. Thank you so much. has been moved and properly second that the LRSD board of education accept and approve item

0973.1 revised 2627 employee contract template on the consent agenda recommended by superintendent as a proposal to submit to the personnel policy committee for for review prior to a vote of the board is required by law moved and probably seconded. All in favor say I. >> I. All those opposed? >> No. >> We have one two opposed. my opposition. I want to state what it's for. >> You have the >> this my immediate statement is this is not a consent agenda. We've sat here and argued about it for >> I think that was an error. >> Was that an error? Was that an error for that to be on consent agenda? >> That that was >> I saw that. But that couldn't possibly be. >> Yeah. >> Oh yeah. That that was that was a mistake.

098It looks like >> the heading is a mistake. I didn't want it to get into the >> possibly agenda. >> Miss Wes, I do want to note that I did not make my motion with the language of the consent agenda in it. >> Okay. Okay. Very. No, you didn't. Okay. Thank you so much. You have the two. >> Can I ask a clarifying question for the PPC? So when this comes to us with two board policies being violated in it, how are we supposed to how are we expected to even consider it when it violates two board policies? >> I'm sorry. I thought that Mr. Mr. Kazade, what did you uh what was your comment on the violation? >> It shouldn't >> using the statutory language. Um once the recommendations have been provided to the

099committee, the chair of the committee or committee member designated by the chair shall be p placed on the agenda. You guys do that anyway. And shall have the opportunity to orally present to the board of directors the committee's comments, positions, or proposals on the final form of any proposed policies or amendments to existing policies. Um, the committee is is completely within its legal right to make any suggestions or any proposals they would like to in light of what the board sends them. They have a statutory right to to comment, to suggest, to propose, to what have you. Uh, it is up to the committee to to decide how they want to approach that. If there are any outstanding um questions, they're able to come to administration with those. Is that correct? Okay. >> Madam Chair,

100I do have I mean part of the no vote for me is >> we know we and it's not the first time we did it, but >> we knowingly, willfully passed a proposal that we know directly violates our board policy. We didn't send it back for for no for a revision for it to match okay >> board policy and it's just a continual of >> you know that's one of the reasons a lot of our personnel polic you know our personnel um hearings people get their job back because policy is not followed. >> So um I just have a concern with that. I've already voted. That is what my no vote is for outside of it being callous. I think that this is a very um it it's it is it it doesn't present well

101the contract. >> Thank you so much. >> No vote for me, too. Thank you. >> Okay. Was there something else you had? I'm sorry. >> I just wanted to um >> say something to what Miss Hatter just said and Miss Nap Gordon. It's not in violation of our policy because it's not policy yet. It's a proposal to go to the PPC for consideration. It would be in violation if it was already in place without the policy to support it. It's not. It's a proposal. And then we would go back and look at our current policy just like we did for certified. We had to update all of our certified policies, board policies to um >> align >> to align with the what the state has put before. So it's no different than that. So we

102would be out of alignment if we were implementing something that had not been adopted. This has not been adopted. It's only a proposal for adoption. >> Okay. >> But it's not a policy. >> But you know, I I I think for >> So we're moving on. We're moving on because So go ahead. Thank you so much for your time. >> I rise to the point of order, Madam Chair. >> Point of order. What's your point? What's your point? >> I wonder I You have someone who wants to speak. >> Okay. So I'm calling the meeting back to order. We're moving forward. 4.1. >> You can't do that. LD. Yes, I can. I'm calling the meeting back to order. LRSD employee discount benefits for early childhood. You have you have comments for early childhood education enrollment.

103Uh Miss Jones. M 4.1 LSD employee discount benefits for early childhood. So someone else is speaking to that. Dr. Wright, >> I can. Okay. Um we discussed this at the last meeting. There has been um no changes um since we discussed this with discussed and presented this at the board the last time. So um I don't know if there's questions from the board before you all vote on it, but there's been no changing since we discussed this the last time. >> I'll make a motion. >> Yes. >> I move that the LSD board of education approve the employee discounts for the district's ECE programs for qualifying parents. Um, I will note that this is also it's for employees and there also is a multiple child discount in there. So, I don't know I don't really

104actually love the language of this. Um, but I will can I just say that >> put >> I'm going to remove the word employee there. I'm going to say I would I would like to move that the LRSD board of vacation app board of education approved the discounts for the district's ECE programs for qualifying parents as presented. >> Wait. Uh but that opens it up for everybody if it's not employees. >> It in in the proposal, if you read the proposal, it clearly says that one of them is for employees and one of them is for families with more than one children enrolled in the early childhood programs. >> It's been moved. Is there a second? Is there a second? >> Okay. It's been moved and properly seconded that the LD board of education approve

105the discounts for the district's ECE programs for qualifying parents as >> presented. Are there any questions questions or comments? >> All in favor say I. >> I. Any oppose? The motion carries. Okay. All right. Okay. 4.2 the revised joint proposal for inclement weather days for classified employees only. Classified employees only. Miss Burgess. >> Yes. As um we discussed earlier, the classified committee met on last Thursday and we discussed uh this information on the original. However, once the uh certified decided not to adopt and or vote on it, the classified had already adopted of course is Miss Jacobs and so we had to tweak it to only reflect the classified employees and not all employees. >> Miss Yes. In respect of the of the work done with the classified PPC and and the administration, then I

106would move that we approve this joint proposal. >> Second. >> It's been moved and properly seconded that the LRD Board of Education approve this joint proposal as presented. Are there any questions or comments? Questions or comments? Been moved and properly second. All in favor say I. I. >> Any oppose? The motion car. I'm sorry. There's a no. >> Okay. >> Two nos. Miss Hatter and Mr. Rose. >> Two nos. >> All right. Thank you. >> Miss Miss Wesley, I just wondered I didn't you didn't ask for comments on this and I know that this proposal was just on the classified staff. Um >> I just wanted Go ahead. I just wanted to note that uh I I hope that the certified >> employees can come back with a joint proposal. Um I found the comment

107tonight that no reason to make up snow days when we have a lot of improvement to make in our school um grades and other outcomes for our students. Um I found that to be a little bit callous and I I believe that we do have reasons to make up the days rather than just providing six full days off for our educators at the end of the year. I think it would have been wonderful if we had had more student contact days for before testing. Thanks, >> Madam Chair. >> Yes, ma'am. >> Uh I would like to since we're in our business portion of the meeting where voting can happen, I would like to um make a motion that that the Little Rock uh Board of Education ask the state board of education to approve our

108hourly uh calendar. uh right since we are o over the um num the hours that every student have to have and if we go by that then we wouldn't necessarily need to make up those days. So, my motion is for the Little Rock Board of Education to uh ask the State Board of Education to approve our our hourly calendar um to make up our >> It already is. >> It's already approved. >> Okay. So, my So, my point Okay. So, >> I'm sorry. I I said that. I said that. I said that. Um I I'm sorry. I wrote that down and I said what I wrote. What I mean is for us to go by our hours versus adding more days. I don't know if anybody if if any of you all have um received

109a a dozen or so maybe half just over half a dozen or so emails from students and staff about these hours of then about making up these days. uh some of them they uh conflict um they is a point of conflict with with things that are already pres-scheduled. So perhaps on particularly I'm hearing about the 16th um for our hours right to make up those that day instead of adding another day >> for it to be >> we're not >> I don't I'm I'm unclear of what you're >> asking because student days are we have plenty of student days. We don't need to make up student days, but our educators have a contract by a number of days of their contract. And that's what they are wanting the six days off instead of making those

110days up >> student contact days. >> And and and for I'm sorry, I I left my Q card, but um >> it it it they Okay, I'm speaking of Okay, so here we go. So, I'm speaking about teachers that have or staff that have hours already on the books. So, I said students, but I mean staff that already have hours on the books for them to utilize those days to make up um those those weather days. That is what I'm I'm sure. >> Okay. >> You said teachers who have hours >> just just withdraw it. I then I have it written down and and then I have it and then I'm getting things confused. So you could just redraw it. I didn't bring it I didn't bring it with me. It's fine >> to the

111agenda >> next time. Just okay. Okay. Um Okay. So we're moving forward. Uh any board comments? Board comments. >> Just something really quick. Um absolutely >> uh really proud about our um students from our district and across that uh exercise their civic uh duty. Um that was like civic education in motion for them to exercise their first amendment uh rights uh regardless of how some may feel about them doing it. um they uh they like many other children decades before them um went ahead and seen the injustice and they uh took it upon themselves to express their displeasure for that and as a board member uh I am um happy for them to have exercised their constitutional right on doing that. The other thing I would like for us to think about, I don't know

112if any of you guys gotten uh a few emails on students. They have started a petition for early graduation for those that have um that have achieved the accomplishment to graduate early to be recognized at the same level um with with honors. So I would be more than happy to share that email uh with with with you all. It came from one of our students uh guiles I and yeah so then I know I think the hall revamp said something about early graduation something they could do there but but the state law says that they could stay at their home school and still be able to graduate. And what these students are asking is is is is if they graduate early, nor for them to be recognized as honor students. early. >> No, it's just

113early like like what state law says or state law says regardless of when a um student meet the requirement to graduate um high school. They're able to graduate uh regardless of what grade they're in and then regardless of what age they are as long as they um follow our our policy. And our policy is pretty straightforward. if if you get the credits, you're able to graduate. But what these students are asking and uh they're asking for them to be recognized among the graduating class as honor students because of them going beyond above and beyond to graduate early is what they're asking. So um so I want so I I wanted to bring that up and uh hopefully we can do some work around those achieving students. Okay. So, if they're not at the graduation, they

114still want to be recognized. Is that what you're saying? >> No. So, for instance, like if a person's in 11th grade and and they graduate, >> they are graduating a year >> above their prior to their original graduation date. And so, they're graduating a year early. They they they want to be among the honor students of that current graduating class, >> right? So if they were graduating in 27, they ended up graduating in 26, which actually we have a student that is doing that. Um they wanted to be um recognized among the honor students. >> Okay. >> They want to go to court. >> Yeah. >> The same rights and responsibilities. >> Other comments? >> All right. So there are if there is nothing else, we will stand adjourned. >> All right. Okay. Do you

115do we need a break? Need a break? 10 minute break. Uh how about we come back at 7:30? Is that all right? >> Absolutely. All right, we're going to go ahead and reconvene. I think it's still February 12 and it's 6 pm. Okay, I'm sorry. It's 7. That's what the Okay. All right. Okay. We're going to go ahead and get started. You are still welcome. Um, let's go. Finance and operations, budget, development, process, discussion, part five. All right, >> Dr. >> Okay, I'll try to make this very quick. Just wanted to keep um the board updated on the progress we're making. I first want to start with the second document, Pam. the um under documents reviewed on 212, the revised 27 draft budget reductions planning document. That one first. second. >> What was the document?

116The second >> the second this the second one the revi the budget reductions planning document >> budget reductions planning document >> under today's date the 212 date. >> Yep. All right. So two things have been added to this since the last time you guys have saw this. And so Pam, if you can scroll all the way down to under I don't have page numbers. I need to put page numbers on here. Um but it's I should have highlighted it too. It's after the high schoolbased personnel reductions. >> I think it's um the second to the last page. >> There's a a row that says Hall High School conversion charter staffing model changes. >> The second to the last page. Oh no, it's three. Should be three. >> Y'all see it? There's a highlighted special ed

117programs part is two rows up up from there. Yep. Keep going and right. Stop. It go back up. It's the where it says Hall High School conversion charter staffing model. This has been added. Although the state board has not approved um the conversion charter yet, we went ahead and made some estimates based upon the model and the staffing changes um that will result if the state board approves that. Um and so there are currently 61 FTEEs assigned to Hall currently. Um with the new model, we estimate um that that number of FTEs will go down to be between 30 and 40 depending upon um student enrollment. Right now we're just shy of 200 students that has um that have selected the model. Um and so that will result in 2 million to 2.5 million in

118savings. So that part has been added. And the other part that has been added um if you wait a minute before Oh yeah, just go down two lines where it says program partnership reductions and remember this is a work in progress. that we are there are actually other um reductions that we have identified but they hadn't been fully calculated yet so I didn't put them on here but these are are the two that we have calculated and we we kind of know um where we'll be and so I didn't name the program I will name the program and update that I give you all tomorrow um but the elimination of that program um will result in a savings of of $369,000 and so right now we're up to uh about 5 million in reductions um

119but those the the two new changes that have been added since the last meeting. Any uh questions or comments about that? >> I do have two questions. >> Uhhuh. >> Uh what is what is the total operating cost of Nepal High School? >> Uh I don't have that information handy, but it is on another um PowerPoint. I can't Is Kelsey there? >> I am. I believe when we provided was close to $6 million. I have to pull it back up. I'll probably be able to find I think I got it in the Google doc somewhere. Okay. So, it's about 6 million. >> Yeah. >> Okay. So, with 200 students, we'll it'll be about 4 million to operate. Maybe >> uh maybe it should be less than that. Yeah. >> Okay. >> Yeah. >> Um and

120my other question is, do do you know the program that is at uh $369,000? Do you know what program that is? Is is that a program >> um for curriculum for staffing or else is that a direct service a student service program? >> It's an external provider. Um it's a a program it's an external provider that provides programming uh to students. >> Okay. Do we know the name of that program? So now do you know the name of the program? >> I do but I I I rather not say it. I will provide it to you. It'll be on It'll be on the document. I just rather not say it right now. >> Okay. >> That sounds you had another >> not to belabor. My last question is there a reason on why you don't

121want to say it today but you'll say it tomorrow in the email? >> Yes. >> Which is public still the email? >> Yes. >> Is it damage control on why >> just >> typically that's okay. I'm just curious. >> I've turned my microphone on so you everybody could hear me laugh at that. >> Okay, Miss Charles, did you have a question? >> I did have a question. Um, Dr. Wright, I think at some point we talked about adding dur during a board meeting, but we talked about adding to this list the potential savings from um removing ourselves from the lawsuit we are currently engaged in in those legal fees. Um, I wonder if you could just go ahead and add a line there. you can leave it as TBD, but I'd love to see kind

122of based on what we've been spending so far on that lawsuit and hearings that are coming up and the amount that we're spending on that lawsuit that will most likely not bring any revenue back into the district. Um, what we could say by not participating in that. Thank you. Oh, and on on that, could you also add with the her with the request of the dollar amount uh the impact that the Little Rock School District have um had with the vouchers? I think it's over vouchers by um the voucher program. So, if you can add um how many students left, what and then what have our financial impact been uh from families choosing to use vouchers? That would be a good um information for us. >> Okay, >> we can work on that. But you're

123not asking that to be put on here because that won't be like savings. I mean, that won't be contributing toward our reductions. You're just asking for the information separately. I am um asking for Yes, it will be separate because it wouldn't contribute to savings. It will >> Yeah. >> All right. Just want to make sure. >> Okay. Uh anything else? Any other questions? Thank you so much. We appreciate the information. Mr. Bailey, did you want to just kind of hang out with us or Oh, >> I'm not done. I'm not done. >> You have some more information you want to share with us? >> There's one other uh update. If you click on the timeline, it's on the same item, the same agenda item. >> I'm just trying to make sure we we stay align

124with what's happening because things are moving quickly. >> So, I just want to bring your attention to um two things. One, well, both are important. If you scroll all the way down to the highlighted 226 board meeting. So, um, initially board members, if you remember, we moved like the final vote in terms of all the reductions that we will be able to calculate and know by the time this board's last beat, this board's last board meeting on 312, that still is the case. However, on 226, we still um need to break out um the recommended changes to contract lens for some employees. All of this information is captured on the budget reductions document, but we're going to pull that out and make that a separate agenda item for the board to vote on the 26th

125because as we start the recommendation process, many of the employees that will be recommended and that you guys will be approving, we can't issue their contracts um until we know if their contract changes are going to be approved. And so we don't we don't want to wait until March 12th to do that. Um, so we will be bringing um that on the agenda for the 26th. And just for reference, if you go back to the budget planning document, it's all of those positions like u all of our 12-month employees going from I don't have to make it up because it's on the document, but it'll be it we're going to pull it out so it'll be cleaner so you'll be able to see it. But 12 months uh contracts being reduced by 5 days. Um

126there is a group I'm not going to sit here and name them all, but there is a group of employees whose contract links are being changed. All of it is outlined um in the budget planning document, but we're just going to pull that out on the 26 um and ask the board to vote on that. So as recommendations are being made and the contract is being hopefully we have an approved contract by that time as well. We'll be able to structure the contracts with the specific uh contract lengths for those employees that will be impacted um by their contract lens changing. Is is that clear? >> I can't I didn't I didn't I heard something but I don't know. I couldn't distinguish. >> Was there any questions about that guys? Any questions about that? >>

127Either one. >> Um I I do have one. You know, I was I just was looking back through this on the school-based administrative and ad admin support reductions. I did see ECE coordinators moving to 11 and a half month contracts. How does that affect those that are open year round? >> So, I think miss I'm going to try to take a stab at this because I know we discussed that those um >> I know it's not all of them and are open year round like their park is only open I think right now school year. there's a plan to add add days to those people um who that applies to because I think there's two centers but I think Miss Jones had a idea that she wanted to and I don't want to speak on

128it publicly yet because I don't know if she's even had a chance to inform her staff but but whoever will be working for those um those those days we we'll add pay to those contracts. >> Okay, cool. I just wonder I wanted to make sure that those two I think it's Roman and Gu sorry uh is Rockefeller and Guy Springs are the two that are open year round for sure. Correct. >> And I just wanted to make sure that that that was not going to negatively impact those schools and ability to ability to care for the kids. Thanks. >> Okay. >> Anything else you all wanted to cover on that? >> That was it for that item from from for me. >> Okay. Okay. We're going to go ahead and move forward if we don't

129have anything else. >> Okay. I >> I'll I'll I'll send the pass. Okay. Uh four, strategy, communications, and community engagement. Uh looks like that is Miss Smith. Okay. Good evening, board. I get to do what I admonish you guys to do all the time is push that green that button for the green light. Uh but thank you for the opportunity. We have been pleased to have had the opportunity to work with uh Kristen Nicholson with MHPSI. The charge was for her to create a document after doing some deep diving into practices and protocols and things that would enhance our marketing and recruitment efforts. And so she is here this evening to present her findings. and she has a rather detailed report. So, I'm going to stop talking and let her have the opportunity to uh

130present to you. So, please welcome Miss Kristen Nicholson from MHP. Thanks. >> Thank you, Pam. Yes, I've I've got 30 minutes and I will say I've got over an hour of a presentation, so I'm going to do my best to condense it and go over. >> Does that mean that you need to take all 30 or do you feel compelled to do so? >> I will. I will I will defer. >> Well, I was just asking if you can be concise. We appreciate it. But we want to know the information. But >> I will do my best to not be long-winded as I sometimes can be because I'm very passionate about what we've done here today. >> Absolutely. >> Definitely. >> Okay. Make sure I've get this. So, as uh Miss Smith was saying, we

131were contracted to do uh research and to create a strategic marketing communications plan from that research. So, just a reminder of that assignment. Um we conducted uh focus groups, five focus groups, and a series of one-on-one interviews to uh inform a plan. We also did a communications audit which informed the plan and uh developed a uh strategic campaign that with foundational components. So one I'm going to review with you today is um strategic foundational and operational needs that have to happen before we can roll out an external facing communications campaign uh to essentially create a roadmap for effectiveness. But before we get into the plan, all good plans start with research. So we deployed two different research methodologies. The first uh we call appreciative inquiry which is a different type of focus groups. There are

132focus groups uh with your biggest champions that are being interviewed because we want to understand all of the success stories. what makes the school district great so that we can then create a a brand position statement that is authentic and resonates with your biggest cheerleaders. What differentiates the school district apart from other school districts. So that's the first methodology and then the second was a communications audit. So we met with Pam and her team on multiple occasions. We dug into how the district communicates to all the stakeholders. what tools are at their disposal, how do they how how do you the district uh track um data and then use that data to reinform how um how you communicate. So, uh here's just a a a quick highlight of those comm's channels that we discovered in

133our audit. And then out of our audit, if you'll go to the next slide, Pam, we created a SWAT analysis of what we heard. So the strengths and I apologize that well, it's a little bit bigger on this screen. Uh strengths, abundance of good news storytelling opportunities. So much good news coming out of the district. You have active community advocates and stakeholder groups that are passionate about the school. So about the school. So that's a strength. weaknesses uh inconsistent communication across the schools. We there's some schools that do it excellent, others that don't. So that there's inconsistency there. Rogue social accounts and websites. There's some social accounts and websites that some are run by PTAs, some are run by who knows what. So that creates inconsistencies. And then lean staff wearing multiple hats. Opportunities create

134templates of consistent cadence and communications. create culture and process for accountability for communications, gather data to inform future marketing efforts, and enhance recruitment materials such as viewbooks and recruitment collateral specific to each school. So, I'm going to I'm going to dive deeper into those opportunities uh in this plan. And then threats, gaps in data collection, gaps in reporting and analysis, gaps in channel distribution and marketing, remarketing. That's a term that when someone leaves a school district, they need to be remarketed to in order to get back into the school district. And then the brands at risk from rogue social media accounts and websites. So that's that's the audit. Um appreciative inquiry findings. I brought it with me. It's very long. It's linked here in this deck. You can um read all of the detailed questions

135and answers from all of the focus groups. Um, we met with teachers, we met with classified staff, we met with uh principles, we met with department heads, we met with parents, students, and community leaders, and we had interviews with several of you on the board. All of which help informed this plan. I'm going to read from this rather than read this slide. Um there are a primary and a secondary theme that we used to inform the key messaging that I'm going to go through. The primary theme that we found in every single focus group or interview that we conducted, the theme that emerged across all groups both internal and external is that LRSD's strength lies in an expanded definition of diversity. This concept not only cut cut cut cut cut cut cut cut cut cut

136cut cut cut cut cut cut cut cut cut cut cut cuts across all groups but appeared at the top of all discussions around what makes LRSD unique and a good educational choice for the community's children. So that um stood out and I I will get into this later but I just wanted to call that out specifically. And then the secondary themes are here on this on this um slide but I I won't I'll read the highlights for the sake of time. Student first uh student centric focus holistic approach to education legacy history. There's a lot of pride around legacy and history uh legacy of producing numerous community state and business leaders and then alumni loyalty. So those were some of the key findings from our AI appreciative inquiry focus group. So I say all that

137because that now we're going into the marketing strategy section. The overall goal is to position LRSD as the district of choice by strengthening brand consistency, delivering clear and unified messaging, and building trust and engagement among families, staff, and community supported by efficient and datadriven communication practices. So ultimately we want people to choose LRSD. How are we get there? We have to set some some smart objectives. These are measurable objectives. In order to accomplish that goal, we've identified four objectives. Um unified messaging very important. So I have some um again measurable objectives with a clear timeline here. Uh brand awareness and positive sentiment. We need to increase positive stakeholder sentiment. So I've got some clear um metrics and a timeline against that. Staff training and capacity building. Everyone needs to be singing from the same same

138song book. U brand awareness. Branding is all about consistency and frequency of distribution of message. So we got to have everyone trained on how to talk about the message. So I've I've set some um expectations and timeline there. And then datadriven evaluation. uh we got to measure are we are we moving the needle are we doing what we said we're going to do and so uh this is uh the first piece of the puzzle is building a establishing clear metrics I've put in a a deadline here that may be um a little bit of aggressive but we've got to set what are the metrics how do we report the process you got to set that at the beginning so at the end you can come back and know what you're what you're measuring against okay

139So now we're going to get into that SWAT and what are the strategies and tactics to accomplish those objectives that I just stated. Uh so the first strategy increasing consistent communication. The challenge that we discovered in the communications audit and the focus group from feed the the feedback from those focus groups revealed that district messaging currently varies across schools, departments and communications channels. Without a unified structure, families, staff, and community members receive mixed messages or varying levels of engagement. This inconsistency weakens trust, dilutes brand identity, and creates barriers to effective information sharing. So the solution here, we've got to establish a centralized communication system to ensure that all schools, all departments align under a shared brand, voice, tone, and frequency. uh a systematic approach uh is supported by templates, toolkits, and shared content calendars that

140creates a foundation for consistency and clarity. So the recommended action item here is we've got to establish before we go into with external campaigns, we have to establish a unified system to communicate and regularly deploy communication templates and tools to communication captains and liaison at these schools. So example of that creating a monthly newsletter that is equipped with templates embedded. So we're telling the communication captains how to communicate, what to communicate on a regular monthly basis. So we got to create that system. Two, uh second strategy, increase positive sentiment and brand identity with key stakeholders through standardization of communication materials. So we have to provide them the tools which means we need to create a library. There has to be a library that um that is housed. Uh LRSD does have a template library. We

141did uh find that through the audit. However, distribution is inconsistent and the library is uh infrequently updated. So, we got to create a more robust communications asset library. So, that looks like logos, business cards, social media posts, videos, approved photography, uh view books for schools, PowerPoint decks, stakeholder emails. It has to be housed somewhere that is accessible uh and easy to use. When there is a void, people will make up their own marketing materials and that goes against branding. So, we cannot leave that void. We have to have a library that is ex uh easily accessible and updated regularly. It has to be updated. Again, we have to review it quarterly so that uh there is not void. If there if it's discovered that new templates are needed, uh there needs to be the communications

142department needs to be able to create those templates. The third strategy, and this is what I'm going to take the most time reviewing because there's lots of recommendations from this strategy, and that's building buyin, operational efficiency, and capacity. to create a comm to to re to execute what we're talking about you have to have a strong communications foundation with the tools and buyin to execute against that against that. So the first is building staff capacity. And I know when it comes to school districts, it every individual is is maxed. They're asked to do wear many hats. Uh it it doesn't matter what department, but we have to acknowledge that having an additional staff staff member or a dedicated person committed to creating a standardized communication process will be how how this is successful. There has

143to be one person who is a captain, one person who can create a communications process, who can create the templates, who can deploy the templates, who can hold people accountable to using the templates. There has to be one person who is their responsibility. Um, the second recommendation is develop a communications training program. Create a district-wide communications training module. Uh again this this person who is the communications captain who is designated to to uh to do this to run these plays they would also be responsible for training. Uh training is important to make sure that everyone understands what the brand messaging is what's the brand guidelines what are the pillars um and then offer quarterly refreshers to in webinars to the staff and then make sure this is part of the new employee onboarding process. So

144when you're hiring new communications captains at the schools, they need to have a training as a part of their onboarding. Third recommendation, provide ongoing coaching and support. So monthly virtual meetings with the communications liaison at each school um to reinforce brand consistency, get feedback, understand what's working, what's not working, do they need more, do they need new templates, uh is it easy for them to use? There needs to be a reoccurring meeting that is happening to where you can identify where the gaps are and also recognize and reward high-erforming schools that are model that that are the model for strong communication. Um, next slide. Yes, thank you. For monitor participation and impact. So, we've got to track we got a measure. So you can track training completion rates and toolkit downloads. Survey uh staff quarterly

145to measure confidence and satisfaction. Um adjust content and delivery based on feedback. Streamline communications. Another important uh aspect to align district and school communication calendars to ensure consistency and prevent message overload. So while consistency and frequency in message is important, message overload is is can be harmful. When you have multiple people all saying this is urgent, this is urgent, this is urgent at the same time, then it becomes less urgent. So there has to be a content calendar that is built and so you can map out from communications, HR, superintendent, what's the message? There has to be a district-wide communications calendar where um those communications efforts are outlined. And uh lastly, you have to integrate these standards into leadership practices. So, everyone needs to have buy in from the bottom up, including um principles and

146leadership. Everyone has to say, "Yes, we're committed to doing this. It takes a village." Um, we can't have some schools excelling at it and and others that do not because all schools represent the school district. All schools carry the brand of the school district. And last strategy, create metric metrics for measurement. Data is important. We're are a data driven agency. Um, you data help. So this is this is a plan but the data re evaluating data would can pivot that plan. So this is we put our good intentions backed by research here but digging into the data uh understanding what's working not working what's moving the needle uh is important to uh it's important part of every plan. So I've got four recommendations here for creating metrics for measurement. One, develop and implement a structured

147student exit data process to capture actionable insights from families who choose to leave LRSD. This is currently a gap from from our audit. Um, families are leaving the district and there is not a process to understand why that is important from a marketing aspect. Uh, it's important for a remarketing aspect. So we have to create a standardized survey for families to complete when a student withdraws. Include both quantitative and qualitative questions. Embed the exit survey as a part of the enrollment withdrawal process at the school and district level and uh train school office staff to explain the purpose of the survey. Encourage participation. There is a newish formed uh customer service committee. I see this as an excellent opportunity to engage them and and have them help create this process and be the champions for

148this process. Uh two, establish regular reporting and review process. So produce quarterly communications performance reports summarizing data, insights and recommended adjustments. share those reports with district leadership and principles to promote transparency and accountability so they can school see how their school is performing communications wise. Uh host quarterly data review meetings to discuss trends, challenges and strategy shifts based on the results. Uh three, collect and analyze stakeholder feedback. Conduct annual or bannual stakeholder perception surveys per for parents, staff, community members. There's some tools here that I've identified that we found uh through the audit that um we have the opportunity that the Pam's team has the opportunity to use. So, it's really just finding using those tools, creating a benchmark and then measuring against that benchmark on a quarterly basis. And finally, integrate findings into continuous

149improvement. Create a what we heard, what we're doing feedback loop. Uh, and show stakeholders how their input drives improvements. Recognize schools or departments that demonstrate growth or innovation and communicated effectiveness. Okay. So, um, that I know I just threw a lot at you. I don't know. There's more to come though. So, I don't know if I should pause now for questions or later for questions, but I still I'm only halfway through. I know. I'm >> Okay. Well, we're getting into the brand messaging piece. Okay. So, all of what I just reviewed was informed through our communications audit. This section is informed through our focus groups of what we heard. And so I'm going to remind you of the primary message that I read earlier about the importance of diversity and how diversity came through in

150everything we heard. So, our create our chief creative officer read through all of the research findings and he arrived at the tagline or and brand position statement of diverse voices endless choices. Now, on the next slide, we have other ideas. uh we wanted to give you a menu of of opportunities and you can mix and match how how you should so choose. However, our expert opinion is that um the tagline diverse voices endless choices is strong and we have some rationale on the next slide that backs that up of why. Yeah, go to the next slide. Okay. So, one, it's stakeholder validation. We heard this unanimously in all of the um focus groups and interviews. It was the one theme that was just over and over and over again. And I I personally sat in

151these focus groups and I can attest that everyone was extremely proud of um of how diverse the literick school district is. And diversity is multiaceted in this in this. It's not just economic and cultural background. It is diversity of resources. It is diversity of path educational pathways. It's date it's uh diversity in programming. It's diversity in family and community outreach opportunities. It's just over and over and over and over again. What's what makes LRSD unique is the diversity in options and choices. And because you are as large as you are, you have the resources to be able to provide the education, the programs and the people. It's diversity in in the people. It's diversity in your staff, in their expertise, and their background that they bring to educate the students. Um, so we feel that

152by embracing and expounding on the concept of diversity in all things, the campaign proactively leverages clear stakeholder consensus, it's very authentic. It is authentic and it is it is who your biggest champions believe you are. Um, so it will resonate when they when they hear this and see this, it will resonate with who they believe LRSD is. It is not apologetic. Um it is it is reaffirming. It recognize the strength and the reason exciting and positive pathways are available to students. Um so we feel ignoring this clear guidance would be a strategic failure while embracing it reinforces LRC's institutional competence and mission. And now I will pause for questions. >> Questions? Yes, Mr. >> Yes. So thank you for giving us this information. Uh so far I just got one question. So when you were

153talking through that first uh I guess first phase of your research uh were you recommending that each school have somebody designated for communications or on each level of I guess like elementary, middle school, high school? every school and my understanding is they do have a point person >> but it it now I don't know if that is >> but it's not might be nec might not be necessarily a communications like title person or just someone >> just one person who is part of their role and responsibility it is part of their job description that they are tasked with this >> so what we heard you say was you believe that there should be some like one person exclusive to that is that right or >> so in the communications office in so Pam's team there

154needs to be one person who is responsible for making sure that the tools are created a library exists a library is updated and then they are meeting >> with those >> those people and then we're and then there's a feedback loop and hold making sure that those people are doing what they're supposed to be doing. Currently there's no one. It's just whoever has the time. Okay. And there has we have to be disciplined with this. Communication is a discipline. This and and it's just a matter of you know you have a limited staff being pulled in so many different directions. >> Okay. Thanks >> sir. Did you complete your it? Okay. Other questions? >> Okay. Would you like to move forward? >> Sure. I I'm going to breeze through this last part. Now we're to

155channel strategy. uh which means we've talked through building the communications foundation. We talked about what the brand messaging that's backed by research. Now it's uh distributing that message and this is the external phase of that plan. Uh so that looks like traditional media, it looks like digital media, it looks like community relations and public relations. Um Pam, you're going to have to keep up with me because I'm going to go quickly through that. So we've we've uh identified here billboards, streaming audio. So that could be Spotify, that could be uh Pandora, Univision, Telmundo will be a staple. We've got to reach the Hispanic audience. Uh print ads um still have a place, but being very um intentional about it cuz print can be a little, you know, it's it's expensive, but um can be impactful.

156uh meta ads, so that's Facebook, Instagram, CTV, that's streaming services. Um acknowledging that not everyone has traditional cable these days. And then we put in here, and this is probably for more of a phase 2 approach, um win back opportunities. And so win back is or that remarketing is people who've left the school district. So once we have that foundation set up and you're able to capture who's leaving and why and you have that data collection, you can then push out through a win back campaign messages that that calls them specifically of why they left. They you left, hey, you left because you don't know the new LRSD. You don't know. So it's that's a win back campaign. Um, we've created a uh as a part of this deliverable, there is a media flowchart that

157identifies all of the media tactics and a recommended monthly campaign leading up to enrollment because we know at the end of the day recruitment is important. So, we built a recommended media plan based off of you've got to have awareness before you go on an enrollment push. So there is an awareness phase but there is a heavy media buy around the recruitment enrollment window. Uh next slide we've identified some uh public relation engagement strategies. So strategic storytelling grass outre grassroots outreach and online engagement. Um Pam if you can go to the next slide. Um you can go to the next. We've identified I'm just reiterating some internal communication storytelling. Uh there's a um earned media proactive pitch plan um suggestions with thought leadership. Um we think it's important to elevate the very important and expert

158opinions of and of of the district's thought leaders. And uh lastly, grassroots outreach uh creating toolkits for ambassadors and for influencers. So there's a little checklist of what that includes. And we identified some uh news influencers and community influencers that are already fans of the district that you can lean in to distribute toolkits and distribute messaging to. And lastly, we have put together um this is the we're moving into the uh action planning phase of this. So we have identified the um all the deliverables that we discussed acknowledging what needs to be created. So if we said we do billboards, we need to create outdoor boards. If we said do magazine ads, you got to create that. We said um create um a school lookbook. You have to create that. So we just identified all

159the assets that uh were recommended in this plan that need to be now implement now need to be created. And then the final deliverable here is we've created an action plan with a timeline uh where we've identified all of the strategies and tactics identified in the plan. Uh beginning with building the communications foundation. Um we've we've mapped this out. There will there may need to be some adjustments. Um, we've included a recommended internal launch plan and date and then a and uh ultimately culminating with an external launch campaign launch around um the enrollment window. And now I am finished. >> I practiced. >> I'm sorry, Pam. Questions. >> Okay, Mr. Max. I got a question regarding your uh your focus group. Uh did you were there any discussions about safety and security >> extensive? Um

160in fact, and I I'm sorry I'm I don't have there. It's in here somewhere and I would fumble through it. Um but we had members of the safety and security team in the focus groups. Um I the only focus group that I was not present uh was the the parent group. So, um I I I don't believe that that was uh an issue in that um in that group. But I will say in all the focus groups that I was a part of, everyone was overwhelmingly proud about how safe and secure they felt the campuses were. >> It I mean it overwhelmingly which was a pleasant surprise honestly. I mean I I was very proud >> samples. Okay. Um other questions >> question and I noticed that a lot of times um marketing firms and

161etc. Okay. So this is a board and we know that people do watch us. So, in some of those focus groups, did anybody ever mention anything about the board meetings? Not particularly the board members, but the board meetings? >> No. Uh, and again, I wasn't in the parent one, but that when I was looking through the notes and then I debriefed with the team, that was not something that came up. >> Okay. >> So, I say pretty confidently, no. >> So, let me ask you another question. So, have you just actually looked at some of our meetings and is there an impact that we may have on some of the marketing strategies that you have? Don't be afraid. We're not We're human. We're not going to hurt you. Just be honest. >> I honestly don't

162have enough information to be able to respond to that. >> Um, I've been to three of these meetings. Um, I can say that everyone is very passionate. That comes through >> um in spades. >> I do get that part, but I'm really serious about it because I know we do have an impact on the public and the community. >> And I think sometimes it's okay to audit us. It's it's okay to assess us because if there's something that we can do to make the impact positive, then we need to know. But you have to just be stand up and say it. So I would refer back to the thought leadership strategy that we put into our uh as part of the strategic storytelling. Um it says here to position district leaders as expert on education

163trends, policy and student success. I would include you all in that group. You are all our district leaders. And so a as a um a a PR calendar is being developed um I I would it needs to be well coordinated. But if those of you are willing to be thought leaders and coordinate with Pam that is definitely a way to use your your sway in public opinion. So that thought so thought and so thought leadership because it's that looks like a an a p an op-ed in the Democrat Gazette talking about you know why school choice and choosing LRD and in and maybe busting some myths or maybe it is um a in Arkansas business so Arkansas business dedicates they usually have about two letters to the editors every week that's a business audience but

164you one of you could write something about the importance of business partnerships for the school district. So, there's a lot of opportunities to be in the public face that way, but again, coordinated um through Pam and the communications team, but I think the thought leadership is is a way to do that. >> Okay. Well, I was just looking in terms of people saying, you know what, that's a great group of people and I would love for them to represent me. So, I think I'm going to just transfer over to the right school district. >> Okay. Other questions questions? >> Yeah, I do have a question. >> Okay. >> Yeah. Um, yeah. Thank you for all of this information that you're giving us about uh marketing. Uh, I actually just thought of this question as you

165were talking about us. Um, is there any type of This might be a question for Miss Smith too if if I don't know, but um, is there any plan to market or promote the fact that we have an election coming up soon for school districts for the for the school district in Little Rock as well as other places, but also to inform people about the importance of school elections. and what we actually do. And the reason why I say that is because um I can't read every email on in a timely manner. I can read them all when I eventually get to them. But a lot of times people uh seem confused about our role as board members and even on social media and what whatever uh they they might reach out to us for

166things that have nothing to do with with our roles. And so I I just think it's just a learning opportunity to uh one promote the elections in the future if we can't don't have a plan in place right now, but also for us as um thought leaders to let them know what we do have a say so in and what we really can't help with other than maybe giving advice on. >> Thank you, Mr. Bali. I do think there is room for um improvement in that regard. We have provided information about the election. Uh obviously we will be pushing that out for some um additional mentions through our website, social media and also through thrillshare which is our app. Uh, but I would also agree that um we can do some things that would give

167board members a little more visibility and talk about specifically what your roles are uh in connection with our new platform that we implemented. Well, it's not new now, but we've we implemented it last year, which is it's under the umbrella of K12 insight. It's called Onflow. Now, it was let's talk. Um, but that will allow board members uh to some of the points that I heard mentioned earlier to see the kinds of questions that are submitted or comments or concerns and you can actually see the flow of communication and the way that messaging is handled. But that would also be a great place as a repository for board member roles so they know exactly what you can do and what I really don't like the the phrase chain of command but you know for >>

168table of organization. >> Thank you. I like that. Uh so it would give our community our stakeholders an opportunity to see the flow the appropriate flow of information but it would also be a tool for you. So for example if somebody sent you an email and it was something that the entire board needed to be aware of they have the ability within that platform to see that information. They also get to see how we as the administration or district responds to those questions because typically uh those are going to be things that we have to respond to uh on behalf of the board because they're things that they're asking about us doing. So um I'm hoping that we will get you guys onboarded. We started this last year uh and it's been kind of a

169slow roll out but I think you will find it to be a very beneficial tool especially when it comes to customer service and also to help delineate what your roles and responsibilities are. It's me. >> Um to add to that, uh it is important for the public and even members to know that the board is an elected body and so we don't we don't answer to the district. We we we our job is to set policy, look at budget, approve curriculum. Uh we are the liaison um from community to from the board to the district to the community from a political aspect. Even though education it's it's sexy to say education isn't political, but education is very political. And so to my parting words on this would be not to water down the elected part

170of the board because it is a political arm. Um the uh public have to vote us in. We're not an advisory board and I think that uh the board has a public perception that it works for the district instead of the other way around. And so making sure that it's very clearly and bold. Yes, we are thought leaders, but we're also policy makers. I mean, that's the role of the school board is to write policy. It's not just to adopt, vote, whatever comes to us and move on. There is a the exact the best way to say this the people should be engaging engaging their board members and it and the board that makes up the exact same way they engage city council legislators the way they march down to the capitol about um public

171education but it's empty in the local boardrooms. the the like the engagement should be at that exact same level and not like if it's a PTA just to cheer because most boards across America we deal with complex hard issues just like tonight we dealt with teachers contracts. we're going to continue to deal with those type of things. And so make sure when that does happen um we're not romanticized so much to where it waters down our um the authority that we have um as a collective to oversee the district and to direct because we are able to go in a totally different direction and tell the superintendent to execute this instead of that. So, um, part of it is just understanding the role and right of a school board. >> And to your point, that's

172why, um, I indicated after hearing what Mr. Bali mentioned that I think that we can do a better job with that. And so that's my commitment, um, after this evening to make sure that we do that because often times the community doesn't know specifically what the role of a board is and I do believe it's our obligation to make sure they do. So, I'll make sure I'm on top of that. Thank you. >> Thank you, ladies. Mron, did you have something to add? >> Um, thank you so much for this and sorry between your face and mine. Um, I'm really excited about all of this. I think it, um, >> I think it's the devil's going to be in the details when it comes to executing. I think that's going to be I mean, it's

173going to be a challenge. It's kind I mean this is a district where everybody I mean I know everybody knows who their boss is but this is maybe you know coming through different Pamela is not the boss of everybody but you know maybe you should be >> I'm really not the boss of many people so my son >> but figuring out how to roll this out and ensure that those who are already kind of stretched in some ways are able to do this in an easy and effective way is I think going to be really important. Um, and so I look forward to kind of seeing the detailed plan of how that how that's going to happen. Um, I was really excited to see all the results from the focus groups. I love I love

174a good focus group and so thank you for all the work on that. Um, one thing I one thing I didn't see in here and it's a very comprehensive plan and I'm super excited about, but one thing I didn't see in here was preparation around crisis because I know many of us on this border like sometime sometimes we're sitting here waiting for something to happen that we're going to have to react to. I know we see all the things in the news and the media. Um, is that part of this? How does that fall into marketing? kind of that crisis prevention, disaster preparedness type of um piece of our work that helps to protect our relationship and the things we build up through this in the case of something that you know some unintended or

175you know national event or something. >> Absolutely. And you're um you're very um very smart woman for for recognizing that uh crisis is actually my background. I deal with crisis situations every day including earlier today. Um so while it is it needs to be a part of this it was not um part of this specific scope. However, I will say that every good brand campaign has to prepare for anything that could damage the brand. And so while I acknowledge there need if if a crisis plan does not exist um one needs to to be created uh the the but this specific scope was more about recruitment and creating a plan and a message to recruit students. But I do want to acknowledge that again branding you have to plan for a crisis. Um so I

176will just say you know if if you want to issue a certain a different scope there's there's different crisis you know experts uh that can help with that. >> Okay. Um the only other question I would have along with this is how much impact do you think we can have this year >> depending on how fast we roll it out. I mean I guess there are a lot of ifs in that. >> There's a lot of ifs and I'm going to tell you these these are very lofty and ambitious objectives. Um, what I put in this plan is if I were going to do everything strategically, you know, the right way, it would be this way. Um, it's going to take a lot to build this foundation. It is uh I believe that you have

177to have the solid communications foundation. You have to have people trained and committed. Um it's a discipline and people need to understand the why and be bought into the why. Um I do think that this can be ready for the next um enrollment window if you act quickly. Um >> do you mean by that like this fall or do you mean what's happening right now? >> I mean what's happening right now. This time next year you should be ready. Okay. >> That helps. Thanks. Yes, thank you. I just wanted to to say a word in support of of that of that theme about diversity and the and the choices. I I think that um that really resonates with me and when I think about this district, you know, we have so many choices and so

178many diverse so many kinds of programs to try to meet people that we have to live up to that and we in many ways we can and of course we can improve. You know, if you had a kid who was in athletics, if you had a kid who's in the visual arts and the robotics, if you had a really gifted and talented kid, if you had a kid who learned in different ways and had, you know, learning challenges, you know, we should have the capacity in much in many ways, we do have the capacity to meet them where they are. If we have somebody who wants to learn languages and and all those things and I think that be able to that's something that we have that no other district in our area has. We

179we can we have that and that um and I think be able to really emphasize because that is a strength and that is a capacity that that nobody else has. No other charter school system, private school system, even a public school system in our in our area has as many choices and as many programs. And even what we're doing at Hall with proposing there is another way of of trying to have different pathways there too and so that people can know and uh so I'm really excited by that and I hope we can really lean into that and I think it could be effective. >> Good. Thank you for sharing that. >> Okay. Pam, you know, what you've committed to, I think it's a great thing because that would help with customer service because I

180know this for a fact that when people in the know, they make better decisions. So, uh, giving them whatever they need, sharing whatever they need, letting them know the dos, the don'ts, who can, who can't, why not, or whatever, I think will do great for customer service. And I think that would really have an impact throughout the district on customer service because if you notice a lot of people come to you with a one-sided situation and then they don't know the other part. Now if they know the other part maybe that would change and they could say you know what I figured it out and I can resolve it. But when they don't know they go at it one way and then when you get the other way it's like oh well I didn't know

181that. So I think that's going to be a great thing. I'm looking forward to working with that customer service league. >> Thank you. And thank you also for stepping up to be a part of the customer service committee. For those of you who may not be aware, we do have a committee that was established about a month ago and they've been working very diligently behind the scenes to make sure that we have processes in place to acknowledge great customer service and also figure out ways that we can work to improve our customer service as well. And for the first time this year, we will have a customer service ambassador of the year who will be recognized alongside teachers and other employees of the year. So, uh, Miss Johnson has committed to being supportive because that's

182a >> um, >> big nominate me, please. Yeah, I think it's going to be a great thing because I I am a stickler for customer service because I I feel strongly that when you get up, regardless of what kind of day you have, if you're in the public, sometimes you have to let your day you have to put it behind you and you have to just do what you're supposed to do. And I think it would carry a lot further because I've been exposed to some terrible customer service and I'm like, whoa, you know, but I I keep it moving. I just observed and I try to just sometimes dissect why are they acting like that? But sometimes it has nothing to do with you. nothing at all. But we need to let them know

183just a little smile, just well, yes, ma'am. And sometimes when people try to reach out, I think you should stick with that person all the way to the end. I've made phone calls and I bet you I've talked to six people and told the story six different times and I'm like, is it really worth it? So, I think there's a lot of little bitty things that we can do. I am so looking forward to this. >> Thank you all so much. I thoroughly have appreciated you. All right, we're going to move a little further. >> Thank you. All right, thank you guys so much. >> Was awesome. All right, policy personnel and legal 5.1 discussion uh the superintendent evaluation LRSD board transition in March of 2026. >> Uh yeah, so this really just hit me

184uh last week. um was just sitting here thinking, I know we've had a lot of conversations around the board transition and so it just dawned on me um to pose this question to the board um in essence does the board does this current board want to complete uh my evaluation for this year before your term ends or is this something that you want to hold over to the new board? Um, and I guess the answer to that will will that's a a a question that I think the board needs to uh determine because if if it's if it's yes, then we've got um a short window to kind of get that done. >> Yes. >> At this point, at least the majority of the board will be returned. Maybe more than that, but um now

185or then this majority would probably carry the day. So I I'm not concerned that much about now or then. >> Any other comments about that? Any comments, concerns? >> Yeah. What uh what impact would our evaluation have on anything business-wise? >> Money. >> Okay. So, all right. Thank you. >> Okay. >> Well, he just wanted clarification. Okay. Um no questions. Come. I was just going to say I'm I'm good to wait on I think it makes sense to wait. I think four of us, right? We'll be back. >> The majority of the new >> at least four. >> Well, I guess um well, it's not a guess if if we wouldn't be able to decide here since it's a >> it's not a business meeting. So, if that's the case, then it will need to

186be a vote >> at at the next meeting. >> At the next meeting. Yeah. I was >> I mean, but yeah. >> Yeah. Okay. >> I just have a question there, Dr. All right. Do you have just as somebody who's going to receive the evaluation, does that make do you have a um an opinion about what would be more constructive for you? It doesn't matter to me at all. It just dawned on me that that question just needed to be answered before um this board transitions. It actually be less work if it's not rushed and >> Exactly. >> Yeah. Okay. Okay. >> Okay. All right. Thank you. >> Something to consider. perhaps if we need to take a vote, we could do it next time. >> Okay. >> Do we >> Is the Go ahead.

187>> Is the the So, you all want this on the agenda for next? >> Do we want this on the agenda, guys? Would you like to have it on the agenda? >> We need to make some kind of a decision. >> I don't think that we I don't think that we need to make a decision about that. Um, currently, >> we need to Sorry. Yes. I think we would need to vote on it if we were going to move it up if if we're going to do it at the right time. >> But if we're going to do it at the same time that we usually do, we don't need to do anything. It sounds like Is that >> right? >> The consensus. Okay. Okay. >> Unless you do an exit like some some boards

188do an exit. >> She's got you exiting >> with the I don't I think we're done. >> I don't It doesn't It doesn't swing me one way or another. All right. But um okay but two I we would need need to make a decision because two there is also an impact to budget cuz it says that at least I thought I read where he said he's looking at >> taking a lower contract amount. Well, it says days, which is >> days, >> which which which is interesting. Um because I recommended that a year or so ago. So um so I don't know if that's something that is something that like would automatically impact the um f F uh the 27 budget. So that's something that the current board would have to talk about, especially since

189we're talking budget next board meeting anyway and voting on that. because we would need to have to take a vote because of the budgeting aspect of it for the upcoming year. >> So, >> I don't I don't think we would have to decide then. We're we're going to vote on a budget framework. I don't think we have to decide that particular detail before this board goes away. We I mean, we could we could certainly decide to do the evaluation, but I don't think there's, you know, there's still time before the next fiscal year, and so that decision could still be made. >> I do have a question because I mean, I probably wasn't I I don't know, you know, I don't remember this. Um, have the Did the board I mean, I know I said

190that, but I was just an individual board member caused a little strife at the time of me saying it, but did the but did the board Oh, you remember? Yes. I'm glad you did. Um so did the board ask for him to take a um reduction in in days in the contract uh the same proposed for all other LRC employees in the proposed budget plan for the FY27 because I don't even know >> did the board ask Dr. or is okay I okay I was just >> he volunt you >> okay I was just curious because you know I I I would like and it's it's a true statement I would like us as a board um even moving forward right to give the same uh gratitude and latitude to our educators the same way

191we do um other employees with little to no not uh notice or even input in into um the details of employment. So I I I just want us to think about how right when we're talking about contracts, making sure that like we're fair, equitable across the board and and and not just at top leadership, but also but more importantly with our teachers and our staff. that does not make nearly as much as uh district administration. >> Okay. 5.2 districts uh compensation committee review process discussion. >> Yeah. I I didn't put an executive summary for this because I I really wanted to um bring this to the I spoke about it uh spoke with um President Wesley about this, but we have a district compensation committee and if Miss uh Burgess can come up to to

192provide more um I'm going to try to explain what this committee does. Actually, I'm not. Miss Burgess, can you uh give the description of what the committee does and then I'll tell you what the dilemma is um that I'm that I want to bring to the board. I cannot see anybody. >> Good evening board. >> Good evening. >> So, we have a a district compensation committee that consists of uh both of our PPC uh leadership, classified and certified. Um classified was just re um rejuvenated this year. They they hadn't been a part um since I've been here. So, and also we have district administration, myself, Dr. Lauren, Mr. Bailey, and we meet to uh look at variations of any type of recommendations for compensation for uh whether it's an employee group or if it's a

193um pretty much a group of employees or the whole district as a whole. I wanted you to say more, but but specifically if a if if a if if an employee um or a group of employees have, you know, their jobs may have changed or they may think that their >> I'm sorry, Dr. I don't mean to cut you. You're talking about the compensation appeal committee. >> Yes. >> Okay. So, the compensation committee that exists. Then we have a compensation appeal committee. And so that's I'm I'm I misunderstood you. I apologize. So that committee uh consists of myself, um the other ladies in HR and uh Mr. Bailey and Mr. Elamine. And so anyone that feels like they need to be um reviewed for whatever position that they're in, it may not be comparable to

194what uh the job has changed or it has evolved or uh things have been added to them or um their their uh position needs to be revamped in some way. They have a packet that they complete and we review and we look at market value and we look at uh surrounding districts and the things that they've been uh asked to do to see if it's comparable to what they need to be paid or what they're asking for. That's the compensation appeals committee. >> And typically that uh committee makes a recommendation uh to me um and you know it could go either way. Um but typically I approve or not approve whatever the recommendation of the committee. Um what in this particular case which is why I'm I'm bringing this to the board um there was

195a a recommendation for um a appeal that an employee submitted but this same uh appeal um or the same let me just get let me just say it previously last year I in my budget presentation I had requested um that several employees whose jobs were changing they were getting some additional responsibilities I requested that they skip a step. So instead of being uh instead of I'll just make make it up like instead of going to step three next year, I had proposed that they go to step four um as a way to compensate for their additional duties and uh the board did not approve that. Um and so in this case we had an employee that was a part of that group who submitted um an appeal to the compensation committee and the compensation committee

196uh did think that that employees duties had substantially changed and had re well they didn't formally recommend what they did was they wasn't sure how to handle this since the board had not approved this same request before. Um and so I didn't know how to deal with it. So, I'm bringing it uh to the board to to to discuss um because we typically don't have cases where the board had voted to not provide a compensation increase and the employee brought it to the compensation committee like that has never happened before and so we are not sure how to how to proceed. times change and she deserves a she the employee deserves an opportunity to appeal the decision to your decision to the board and yeah we voted as a group of people but we didn't

197vote on individual people and again it's not the same as it was you know my brain doesn't work the same way as it did then nobody else's does either >> okay um other comments on that >> that makes sense to me >> okay should be indiv idualize is what I'm hearing. >> Well, he just he just referenced one person. So, >> he did. That's what I'm hearing. >> Yeah. >> Okay. Yes, Miss This is the thing I do want to finanision but still on new hiring folks. The board itself put a >> I'm sorry. Okay. So, we are in a financial crisis. So, this is the third year, right, where we're cutting 15 upwards to 15 to 16 million. We haven't put a moratorum on hiring. We haven't had justifications come to by to detailed

198justifications to come to right to the board on why the hire is is is needed. Um we're going to try to save money on why on the back of teachers and and others by by cutting contracts no if we don't have student enrollment no when it is predicted that we're going to continue to lose enrollment as we have a new K8 coming to town. So, I I just don't quite understand how we continue to increase folks salaries and hire folks and not put a freeze while saying that we need to cut cut these budgets. Um, so at some point, whether it's next business meeting or something, but I'm going to make a motion for us to do a hiring freeze or something until and until we get things like under control because it doesn't make

199sense to again extend contracts on to extend contracts and then possibly resend them, making folks un unemployed. while at in the very next meeting we're talking about salary increases. >> It's it's insensitive at best. >> Okay. >> Yes. >> A hiring freeze would prohibit us from hiring new teacher hiring teachers for next year, right? >> Well, well again I think I think you heard me say without earlier when I said a moratorum or having detailed justifications. So like anything then then if there's a a freeze then the board is able to operate as a board and not lean more towards one way and and not um bottom line >> we don't have ongoing contracts. So what I'm saying if we have a hiring freeze we don't have any employees after June 30th. >> I I

200I get what you're saying and and and I get the semantics in which way you're going. Again, I did say for the district to have a justification on why we need positions because I am different of you where I I don't believe it's okay to extend contracts and then to re on contracts and taking families from a stable situation to an unstable situ situation as well as families trusting us to educate their kids. and why we're also trying to beg them to come into the district. >> Okay. Other comments? Yes. >> Yeah. I I just want to answer that, Miss Hatter. I disagree with the presumption that that if we discussed this that that means we looking to approve it. The the point I took from Mr. Ro's comment was that if we had an

201appeal process to be considered that that we allow that process to work its way out and then then we may decide for individual reasons or for budget reasons or other reasons to say no. But the point I thought was a reasonable point was that if we have an appeal process then we we let the process work itself through. That was my >> and and that you know that we may have to do you know to run a district we may have to do several different things. We may have to eliminate some positions which we are which are being proposed. Reduce some contract days which are being proposed. We might also decide to consider hiring a communications person because it's an investment in order for us to stay solvent in order to you know have a

202marketing person. So we may have to do different things and in all for the same goal but that's that's a decision that we would have to make together >> you know and and sort it out. >> And I understood his point. I I was making a broader point right to the financial aspects because when have we ever said no I mean really it's very slim >> we did all this very well >> I said it's very slim right I mean hey clap it up right I mean it's not often normally we just stamp it through >> so we we we we could definitely move on but at this point that I'm making is we need to provide the same level of respect and dignity and equity and fairness to our educators the same way we

203do our superintendent and how freely we do stuff and and and and as well as to other um sit to other items that have have a value to it. I'm just saying from an employee, we we just need to keep it fair and and and equitable. >> Okay, other questions or comments. >> Okay, thank you so much. >> Thank you for the information. Thank you. Okay, 5.3 followup from January board meeting policy updates discussion. Is this Mr. Hey board, I'm going to try to be less of a soft talker. I'm used to looking at you and soft talking. What you have on the agenda are some some updates and edits >> to section one of board policy. Uh a few of them and I'm happy to to be as granular in detail as as anyone

204on the board would would care to. Um in summary, there are a few things that that have that are being done as a result of rule changes. And as I have discussed previously, most of these are based uh very strongly on the model policies of the school boards association. There are a few things that with your feedback as we've discussed these things that I've incorporated in that give it more of a Little Rock spin. Uh but substantively you're still complying with law. The most um actually not substantively they are complying with law. Let me make that plain. Um, the one I' I'd like to begin by drawing your attention to is item 1.14. Uh, the meeting agenda that just to to illustrate better what we're doing, I've struck through all of the old 1.14 and

205then have underlined everything else to to demonstrate what we're doing on adding items to the agenda. agenda circulation and public comment. Um, in this draft, I've also gone ahead and struck through policy 1.25 as it exists in your current policy uh on public comment because it is large. It is the law has changed and so this is a recitation in 1.14 of what the law currently is. It does not uh hinder anything out of 1.25. And based on our last conversation, I went ahead and entered in at least 30 minutes prior to the start of a board meeting. Um, it could be longer, but that's that's just something based on the comments that as a board you made I I've integrated into 1.14. And then um 1.17 nepotism had a definitional change that came through

206uh state law. 1.19 board member length of term and holdovers. Uh there's been a fair amount of discussion around this in our meetings. Uh the the updated wording that I've tried to capture our discussions with in relevant part reads, "Following the election of 2026 and when new board members are sworn, the district shall have seven members of the board of directors in seven single member zones. Each member is elected for a term of service of four years subject to the requirements of Arkansas Code Annotated 6-13-608D, which has the provision that you'll draw lots for who gets two-year terms and who gets four-year terms under that breakdown. So, that captures that and I've integrated that directly into the text of it and not just in the legal references below. Um, let's see. There was another item

207>> on that one. Did you also um update the officers piece? Is that in that same one? Sorry, my computer just died. >> Oh, um, it's >> because we were talking about when when those officer whether that the terms were two years or one year. Uh, I did not reflect any of any of that on on board officers if that's something that as a board you'd like. >> Sorry, I have I did not bring my notes from last time or I had all this written down and my computer's dead. So, um, we I know we'd had questions about whether whether with the new terms because that that whether or not the office the officers would be a one-year term or a two-year term based on the language that was in there. But now I can't

208see that. I don't know. >> Yeah, I don't know that the >> I don't think that was on this policy. >> That's not a provision of statute. So, >> but it's it's in here somewhere though. Um >> um beginning at at item 1.20 there's duties of legislative liaison. Uh and then at the top of the policy I think are are some of the other >> if we did a control F for officer. Is that in here? How many are in like the very first section of it? >> Right since the elected board came back there and even with the tab, it was a one-year um position for everybody and then um we were able to elect the same person if we wanted to. There were to answer that question, >> but it's a policy that

209could be changed. Sorry, I can't do a control F while I'm sitting here, but I don't know if anybody else has it pulled up in >> policy 1.3 has the duties of the president. >> Um, >> it was about election of officers. >> Officers board should elect following officers. This is I'm sorry, this is this is 1.2. >> Okay. >> Under election of officers. >> Yep. I was like, it's in there somewhere. >> Board shall elect following official officer positions. President, Vice President, Secretary and Legislative Leazison officers shall be elected at the first regular meeting following the later of the certification of the results of the annual schoolboard election or the results of a runoff election when there is a runoff election. Officers shall serve until the board reorganization following the district's next annual school

210election and perform those duties as >> that was it because our school election is no longer annual. It's every for the board unless you want to say it's annual because of the millage thing that one person goes to vote for. So that's where I was unclear until the board next board election, which I was not clear since that's now only on even numbered years. >> Well, >> and so that's what I wasn't It says annual school election and so I was I just wasn't sure if that was until our next board election or if it was the annual the annual school election which includes the millillage. So, I know that that's a little bit splitting hairs, but I I think it's important to be clear of whether it's the next time we have new board

211members elected or if it's an a yearly thing since it has been an board members have come on annually in the past. and and and two, even when you draw draw your lots, you're still gonna have potentially uh election every year, maybe not the immediate first year if you don't draw a one-year lot to run again to stagger the board, but this board is going to be in transition anyway. No, for the next few school cycles anyway be because of them because of it we'll have a board election >> with the law reading Anna says that if we leave it just like it is have one year term >> or they'll have two-year terms depending on how you read that paragraph. >> Very clearly says annual board annual school election. >> We well we don't

212really have an annual we vote for the village every year. Okay, >> that's a school election. >> The on that on that section the last the last sentence says >> election of board officer shall not occur except on a once per year basis. Ah, >> okay. >> Or to fill an officer vacancy. Would that would that >> wait wait wait I'm sorry. >> Right above the vacancies. >> Election of board officers shall not occur except on a once. Okay. Yeah. And that's fine. >> So if you think if it's once per year, I just I just wanted to make sure that was very clear with the change from having an annual school board member election to having only every two years board members coming on and off. >> So that's all. We didn't have anybody

213every year. >> So, everybody had a gap year in a year. Say it again, please. >> So, just everybody had at least a two-year term on the first election back. >> No, because it was it No, we staggered it. So, we had there was one, two, three Well, so and then one year terms there was one every year. >> Yeah, I think. >> No, we we had a gap in it. Remember? >> I think two years was the smallest. I think we did >> two, three, four. >> Yeah, because I think we had >> three, four, five. >> Two, three, four, five. I was in the first group. We really >> Cool. That was just one of my questions that I wanted to make sure >> Mr. What else do you have, sir? And >>

214um we take up at policy 1.21 >> um which deals it I've reflected better in the in the table of contents at the top that that's changing the policy from the date of the annual school board election to the annual school board election. And I did a little legislative research on it and I think it's Act 503 that gets all the attention around school elections, but there were like five or six bills and most of them deal with the most of them deal with the the annual election around advorum and other other items tax. And so that's that's struck through in incorporating the ASBA wording and it explains what the annual election is. Um, let's see. And then from there, I've struck through existing policy 1.25 about public comment because that's incorporated earlier in 1.14.

215And then I've cleaned up the numbers uh to keep everything in sequence from the end. And there were a few formatting things here and there where Word decided that I wanted to in uh continue my numbering instead of starting numbering over. So to try and make that clear, there were a lot of bullet points or A's or ones. And so I tried to make them a little bit more uniform even though you'll have a policy that has like six different ones in it at one point. >> Uh just because of the way it's laid out and I don't know a better way of of designating what we're doing. I I just kind of thought if we were talking about it in a meeting, I didn't want to say, "All right, countdown to the fourth first

216bullet and that's where we are." Yeah. >> Uh, but I'll be saying we'll count down to the fourth one and that's where we are. So, >> I was just going to say I think all of our board policies could use a little bit of love on the formatting side of things like having one master word document that we edit that then turned into a PDF to go online. So, thank you for that hard work of making it look good. >> It looks better than >> Thank you so much. Any other questions? Yes, sir. >> With the um public comment. Um >> I'm sorry I had called on Mr. Adams that would stop at 30 minutes. >> Sorry, I had already made eye contact. >> Um would that stop 30 minutes prior to the board meeting?

217>> No, ma'am. It would it would mean that the signup sheet for for signing up for public the sheet itself would go out at least a half hour before the before the meeting begins. >> Thank you. Yeah, I just had a question. I about 1.26 about a board representative on the education service cooperative board. >> That doesn't ring any bell for me at all. >> Guess we don't have one. >> Yes. So, is is there a reason that we would have that in our policies if if if this is not something that we do? >> Yeah. >> Is that a model policy? >> It is. >> Yeah. Because other districts, they are part of a co-op like Jacksonville, North Little Rock, but we are not because we're so large. >> Yeah. >> And we have

218when we have those things. >> I I think LRSD is the only one in the state that's not attached to a co-op. And so this one was previously adopted. It it it didn't have any it didn't have any edits in it, so I just left it alone. But I wonder could we just take that out then if if if since we don't do it >> I don't >> but we are we so but here's the here's the thing >> we have to change it >> we are our own co-op basically and there's a statewide co I think co-op board of directors if I'm understanding correctly so this gives us a seat at the table statewide and it doesn't have to be a board member it says they can appoint the district superintendent employee blah blah

219blah Um, so I don't think I mean we can we can we would have to appoint I assume our superintendent has done that. >> Okay. >> Mr. Adam, Miss Burgess, >> can you give us some >> insight on it? >> Yes. Um, Miss Strong is is correct. um myself and other members of teaching and learning uh AD has invited us to sit on um and come to the co-op meetings uh to learn new information since we don't have a co-op. So, it does give us that leeway whether it's Dr. Wright or our representative to attend any of the meetings that they hold. >> If if so, should could would we need to just change it? because here it says that we shall adopt a resolution to appoint an individual as a board representative and it's

220we've never done that that I can recall >> and if the semantics of it you know to leave it open for us to participate I don't have any trouble with that if we're already participating but I I don't like >> the way >> I don't like it if it says we shall do something and we don't that that doesn't seem like a good idea for a policy >> is there a way to open it a bit so that it could capture that more readily happy to do so. I can >> and it's at the pleasure of the board if if you all would like for me to >> I like that >> to have something edited sort of like in the next time. >> Um >> Yes. Could you do that >> and you Yeah.

221And you could you could vote it as as amended or as edited. >> Okay. >> We can do it that way. >> Sounds great. >> Thank you. >> Okay. Any other questions? >> Thank you so much, Mr. Kaz. Uh, and any other comments because I think we have come Oh, the draft for the board meeting agenda if you guys would take a look or just send in if you have any um agenda items you'd like to add. >> I just wanted to mention I did add I sent a note to Dr. Wright and Miss Burgess and Mr. Caz asking to um draft a couple of policy changes for section three depending on what we end up with on the contract. Okay. >> Um I think our contract our policy what whatever the PPC comes back

222with our policy and our pol our our contract and our policies need to align. >> Oh the proposal. >> So I think if we're going to bring a if we're going to bring an agreed upon contract back that has a different number of days than what's in the section 3 point whatever 3.19 or 3 point something um 3.25 then we just need to understand and have that alignment to come along with it. So, I don't know if that needs to be a separate item on the agenda. Probably >> it needs to be a separate item with the changes to the policy first and then we vote on the proposal. Otherwise, we're voting on proposal that doesn't match policy. >> Well, we're voting on Yeah. two different items. Yeah. >> Yeah. Make make the first one.

223>> Sounds great to me. Sounds great to me. Okay. Matter, you had something. >> Uh yeah, there was something on Sorry. Whenever you guys get to your email, you guys should start seeing emails from teachers about their contracts. >> Yeah, I just read >> I'm sorry, just read a two-page letter. >> Um the grade proposal configuration for the opening of um West High School in the fall. Uh is there any information on that? Because No, not yet. But we will be coming with a recommendation um at that uh at that meeting, which is why it's on the agenda now. >> Okay. Cuz typically, and of course, you know, I know we have been out of sync, but typically uh we would get that in the agenda meeting. So, our business meeting meeting matches that because

224we could have asked questions in this meeting to save us some time on our next >> It won't be a It won't be an action item. It won't be a item that you'll be voting on. >> Okay. Okay. I thought you said that. Okay. All right. Um I think and one last thing I do want um to I'm working with a group of folks about on a ICE policy for our district since we don't have an ICE policy. Um of course immigration customs enforcement as far as coming on our campuses. Uh we have um uh you know, best practices on what one should do and if they do come in, they only can stay in common areas and have to show a warrant. But a policy on that would be um helpful. So hopefully um

225I can go ahead and get that to you guys. Um, we have some really good advocacy advocacy groups as well as other districts that have already adopted ICE policies um relating to school uh districts. So, I know we're, you know, people may feel how they feel, but um if we're truly committed to diversity, equity, and inclusion and making sure everybody feels safe, uh that's one good way of doing of of doing that. And I think that's that's all I have >> related to that. Is that is that proposal going to include the red cards? >> Do our kids have the red cards? >> Oh, we you know what it it's going to be a proposal so you guys could do what you add in. >> It's an instruction card that kids that uh immigrant kids

226are supposed to be carrying or should carry to to know to be able to read their rights to the cop who's arresting them. Oh, you know, >> we issued them last year, but I don't think we we issued them last year. I'm not sure that we'll have some. >> Okay. If there is nothing else, then we are excused and see you in two weeks. >> That's right. And it's coming on a Friday.