Agenda Meeting/Board Work Session - Nov 13 2025

001It might help if the mics were turned on. They weren't on. >> That's one. >> Now I can hear. >> That's one. Pam. >> All right. Dr. Wright, can you hear us now? >> I can hear you loudly. >> Hear me now. >> Can you hear me? >> It's Pam. Get her. >> Ma'am, >> I said it was Pam. That's one. >> Are you ready? >> Yes, ma'am. Can y'all hear me? >> Okay. All right. >> All right. All right, we're going to go ahead and get started November 13th and work session and then we'll move um quickly at ser 7 7:30 or before 7:30 into an actual board meeting. >> I'm thinking about that just to put it in here. We can either make one there two meetings, the agenda meeting, the regular meeting,

002you know, either one of them will run long, the other one will run short. I mean, do that on purpose that way. We can either stay in agenda meeting till we got everything hashed out and then just threw at the regular meeting. Or we can do it the other way around. >> Why would we want to? Cuz she's always complaining about staying so late. >> Who is that complaining about staying so late? >> Uh all right. So, November 13th, Thursday. So, welcome. We are so happy to be here and loving to do things in a timely manner. See, see, >> that's all. That's all. All right. Okay. So, um, let's go ahead and go to 2.1 planning update for Hall High School. Dr. Rice. >> All right. I'll do a quick little intro. As, um,

003Mr. Daryl Smith and, uh, Principal McGee should be coming up to the table. Um but as the board recalls several months ago or a couple months ago um the board did um vote to allow us to begin the planning process uh for a small non-traditional high school for hall in addition to some other decisions that the board made for the hall campus. And so since that time um we have been actively planning. The plan as we expressed to the board at that time was to um put some plans down on paper, go back to the students, go back to the staff and have some more uh conversations about what that small high school would look like. Um well, in the course of planning, u we began to run into some challenges and issues that Dr.

004Lauren kept telling us, "No, we can't do that. No, we can't do that." Uh yes, I'm blaming you, Dr. Lauren. Um but she was correct. there were some um accreditation standards and things that we would be violating um around um staffing and some other things that you'll hear about in just a minute. And so the only way for us to actually move forward with a vision that we had um for this small traditional high school was to consider a um conversion charter. And I know there's a lot of misconceptions and things out there about what a conversion charter is. And so hopefully tonight's uh conversation will help to clarify what that is. And so we um had a meeting with Mr. I had a meeting with Mr. Daryl Smith. Um and then he came out

005to one of our planning meetings and we had some discussions around what we were trying to do, the vision for the small traditional high schools, some uh innovative things we were trying to do with the programming. And so he helped us uh to understand that if we did um consider a convergent charter um uh direction that we would be able to do all of the things that we were planning to do. So without getting into all of the details, um Mr. Daryl Smith. Is he Is he there? I don't see him. >> He and Mr. McGee should be coming up. >> All right. If you'll go ahead and take the mic. >> Mr. Smith, he should be >> I hope I get his title right, but I believe he is the uh assistant commissioner for

006school choice and parent engagement or something like that. Um but his role tonight is to help um kind of explain to the board and to the public what is a district-run uh conversion charter. Um so he he'll share some information with you and then principal McGee is going to come up and share um information um about where we are with the planning process for how uh this high school how we're proposing that high school um will work. And so um I'll turn it over to Mr. Smith um to um talk to the board about u what a districtrun conversion charter is. And through the the bulk of their conversations, you'll hopefully come to understand why um we are seeking uh this particular route uh for hall for the upcoming school year. So without further ado,

007I will turn it over to um Mr. Daryl Smith. >> Thank you for being with us, Mr. Smith. >> Thank you for for the invitation. I certainly appreciate it. Again, my name is Daryl Smith. from the Department of Education, Office of School Choice, which is what houses the uh or overseas charter schools in the state. Uh we uh as Dr. Wright had mentioned earlier, we've had some initial conversations about what it would look like if Hall was converted into a conversion charter. And so, um my role, I guess, here today is number one, answer some questions about what it what it really is a conversion charter and how that would impact, uh Hall and some of those things. Obviously, I think the details are going to come a little bit later as far as some

008of the plans that have already uh been made or in the you know are being presented for you all today. And so certainly again [clears throat] appreciate the opportunity to be here. I think the easiest thing to do is probably just to start with what is a conversion charter. And so a conversion charter typically is really just a public school that's in a local school district that is being converted into something that's a little bit more flexible. Uh it is a way it's a it's a mechanism a program that's been around for a long time that allows a local school district just to say we want some more flexibility than maybe what some of the standards that require right now uh under the law. And so what it does is it allows you to kind

009of create a new innovative model that says there's some things that we would like to try but in order for us to try it we need to free up some space. you know, we need to we need to get some waiverss and some exemptions on certain requirements so that we can do some new things and do some different things. And so my job in our department is basically to say, okay, show us what you want to do and we're going to kind of help clear the way for you and try to find out how can what waiverss can we give you, what ways can we do so that you can put together the model that you feel will best serve your community and the community of students that you're ser you know that you're looking

010at serving. And so really it's a pretty simple uh process in sense that once we get the model in there's an application process that will go through the charter authorizing panel. They'll look at it. They'll they'll they'll review it. Ultimately we'll make some decisions on if it needs to go forward or not. Most of the time you from a conversion charter. You know we'll help you walk through that to make sure that we have a great application presenting to the charter authorizing panel. From that point they'll hear some discussion. They'll hear the the plan just like you're going to hear today and in future uh meetings. And at that point, once they've approved it, excuse me, once it's approved, then it will go to the state board for final just affirmation at that point. And

011so, it really is just really based upon the model that you all uh want to put together and want to present. um looking forward I got an initial look at it I think uh a couple weeks ago and from our you know from our standpoint we don't see any concerns about the way this is being put together and about the way that um the some of the things that you're planning on doing to serve that population in this in this type of a model. In fact, [clears throat] there's several other schools in central Arkansas that are planning on a similar type model. Uh in fact, we're going to hear one from Jacksonville here in about a week. Actually, a week from today, Jacksonville, uh, the Jacksonville School District is also going to put a model

012in that is really, really similar to what you all will be hearing today. Um, Palaski County will also be doing something fairly similar, not exactly, but similar to again what you're uh what you all are proposing uh here in the next few days. So, u, so this is not unheard of. This is not brand brand new or anything like that. there's a lot of schools that are looking at this type of model in order to serve this type of population that you're looking at here. So, we're excited to help. We're excited to, you know, do everything we can to make this a possibility for you all and for the students that you uh are looking to serve in this particular model. So, certainly happy to answer any questions that I can. one question. Um the

013benefits you would see as opposed to the traditional model and from what I understand um it just really does not fit as a traditional model but this would be an option to allow for things that would actually compartmentalize and you know allow for what we need. >> Absolutely. I think the biggest benefit is just the flexibility and and the fact that you can there's there are way there are waiverss that you can get from some of those traditional standards for accreditation that you have to follow uh in uh from from the state. And so this is a way to not necessarily around them because you still have to do some of them but you it gives you some flexibility on how you do them. Obviously the state's very prescriptive in some of the things that

014it you know that it requires. This allows you to do them in different ways. >> Okay. Questions? >> Okay. Yes, ma'am. >> Of course, this would be something new that we're doing. Are you allowed to share any information on other schools or school districts that have did the same model? I'm pretty sure it was different. Some of the waiverss and some of the exemption exemptions that you >> Yeah, I can give you some examples of some of them. In fact, I've got picked up one right here on the way in just to make sure I had some because I figured that question was probably coming. Um, for example, like the attendance. So you there's a way that you obviously you have to take attendance. We have to make sure kids are showing up for school

015but the way you take attendance like course if you're in a virtual setting or if maybe it's a hybrid setting it changes the way that maybe you can take attendance. So it gives you some waiverss on how you take attendance. Not that you take it. Another one might be um just for example like clock hours, seat time, some of those things because it allows you some flexibility and when kids have to be in the school when they're not in school and what can we do virtual, what can we do uh in person, you know, those that those types of things as well as um maybe like library media specialists like you know so you maybe have one for the district, maybe you don't need one for that particular school. So, it's a way that you

016can uh you know, again, not have to staff it fully like you would a you know, an independent LEA school within your district. So, it gives you some flexibility in staffing. It gives you some flexibility in scheduling. It gives you some flexibility in just some procedural and operational things that you're doing within the school. >> Thank you. >> Yeah, you're welcome. >> Go to Adams. >> Thank you. And thank you for coming. And I want to follow up with I think in the same line that that Miss Johnson was in [clears throat] in the information that we were provided there was a list of schools around the or districts around the state that did that have these conversion charters and I wonder if you could elaborate some some more about particularly secondary schools that you've

017seen. Um have there been any that have done this mo something similar to this model? I know you mentioned that Jacksonville is considering that but have you seen other schools that have already implemented something like that and if so what kind of um results have you seen? >> You bet. Uh so Kabat Panther Academy is a is kind of I guess is right now would be the leader in the pack in for this particular model and they've had extreme a lot of success and high quality school uh as far as what you know how they serve those students and what those students and the outcomes that they have for those for that particular school. So, uh I would certainly say the model works when it's done well and it's done uh efficiently. Um just like

018anything else, it's got to be, you know, there has to be, you know, you have to take the time and you have to put the time into it to make sure that you're doing especially in a model like what what's going to be proposed today. Uh it just it takes a lot of intentionality and so um so I think KBIT's been probably as far as this particular model is the closest one to what you all are what's going to be proposed today. Um, like I said, Jacksonville will come before the charter app authorizing u panel on next Thursday because that's when it when it meets and their model again just looking at their model and looking what I saw from the model that I saw a couple of weeks ago are really really similar and

019so we anticipate that again being a successful school as well talking with Dr. Ou at in Jacksonville and just some of the things that he's planning uh there. So, um, have we seen a lot? I mean, have we are there a lot of schools that have this particular model? Not necessarily currently in the state, but there are some that are working and and they're doing it well. So, it's certainly there's some models out there to follow and to look at and say, "Hey, this is how it's done. This is how it's done pretty well." Doesn't mean it's going to necessarily have to, you know, be a cookie cutter for Little Rock, but it does mean that there is something out there to look at. >> Thank you. One one other question. when you've talked about

020and talked to communities or schools or stakeholders around the state around about conversion charter schools, >> what are some of the the biggest concerns or misconceptions you think that you run into and and how how do you address those? >> Yeah, I I I think nobody knows what a charter is a conservative charter is. I think there's a there is some misconception is what is a charter and like is that a private school or is that is that where you have to pay tuition now to go to the school or what and they don't don't necessarily realize that it's a public school uh it's part of the school district just like all the other schools that are part of your school district. So, I think that's going to be um as from a PR standpoint,

021I think it's just helping the parents understand that this still is part of the, you know, the Little Rock School District and this is still we're under still under the authority of this board and uh you know, we're running. It's just that it we give you the flexibility to design it a little bit differently. And so I think that's that's the probably the biggest concern from a community standpoint is just helping the community understand what a charter school is. And then specifically when you say a conversion charter, what is it that you know what do you mean by that? And and I think the easiest way for me to explain it, it's like it's just a school within the district that's been given some flexibility to try a different model to serve, you know, a

022student population. >> Thank you. Last question I have at this point was um I noticed in the information that we were given that that for other charter schools you that are not a conversion charter schools but independent charter schools >> open enrollment. >> Yes. That that they can come from um students can come from outside the district that they reside in even though they're not part of the district. Correct. Out of that locality. >> Um but that is not true for conversion charter schools. >> That is correct. That is the one that is a limitation for for a conversion charter. You still have to draw from within your your um district boundaries. >> So I wondered about the rationale for that because you know for our other high schools you know because of the school

023choice you know we we could get students outside of the district to come to Southwest or or Central or we have students who are in live in the dark school district who go to schools outside of our district Robinson or something like that. What is the rationale for that kind of a limitation for a conversion charter school? >> I think part of it is just the way the board's set up. I mean the governance of it. Open enrollment has its own board, you know, and it's not necessarily it's not elected it's not an elected board. It's a you know it's an appointed board. So I think because of that it gives it a little bit more flexibility. Um it's also open enrollment doesn't receive any type of local funding and so it's just foundation funding.

024So there's a funding issue with that that open enrollment. Uh, I think the idea of a conversion charter having the still staying within its boundaries or that it is a local it it's still part of your school district. I mean, you're you're still accountable to for the students in that school and you're still responsible for how that school runs. Um, and so I think because it's still under the local school district's authority, it puts it in those boundaries. Now, that doesn't mean that students can't school choice into it. So, you can still just like we had before. So when as students from outside of your district and school choice into to Little Rock, they can still choice into this conversion charter. So you can still technically based on the way that you know the school

025choice is landscape is here in our state that students can still school choice into that school. So, you still in I guess uh in essence can pull from outside of your district, but it's just you just have to follow the school choice rules as opposed to it being just an open enrollment where you can just recruit from any from anywhere. >> Yeah, you call. >> Oh, this sounds great, but um >> too good to be true. >> Absolutely. Cuz I don't trust y'all. >> Well, okay. It's fair. Let me be honest. Hey, >> that's why we're here. >> I was in I anyway. >> Okay. >> Um that's the same conversation about magnet schools that we've heard over and over >> again. And when Park View became a magnet and then we started throwing magnets

026around. >> Now uh I have I have questions. Now you said that will they get like the the conventional charter schools get really more money than the public schools do, right? >> No, ma'am. An open enrollment charter school that doesn't receive any say open enrollment. I said charter schools. Charter schools. >> Well, in our state there's only two types of charter schools. There's an open enrollment charter school and there's the conversion charter school. >> That's where I don't understand the the difference. Okay. Okay. And um I've seen similar in other states. >> Sure. >> And when they had an open enrollment I mean open charter kind of school in in the Kansas City, Missouri public school uh district. >> In fact, they took over my old high school. Okay. And then after then it it

027operated a couple of years and then they crashed and burned [snorts] and I just have this issue about charters. Uh I all of this sounds great. I just don't believe it. >> I And the reason why I don't is because so many problem uh so many promises have been made to districts around this state and particularly Little Rock School District >> and all of a sudden someone gets a chance to well I don't like what you did so I'm going to take $50 million from your school district and that's okay. And if I think that if we get this, you know, it sounds great. I just don't believe it will be implemented. I do not. And that's my opinion. >> Sure. I understand that. >> Um, what else did I say? Now, uh, how much

028money will you all get per student? How will we get? >> It's your foundation funding. So, it's treated just like every other school. He said that we were going to get uh they're not this ch this school will not be included in the money like our taxes pass. >> Well, no, it's it's it's under your authority. So, it's still under your I mean, it's just it's just the school's going to operate just like it is before. It's under your >> I'm talking about money right now. >> Well, I understand that. I got you. >> U like how much will it cost? like um they will not be getting our our our property tax money. That's what you kind of said. >> Open enrollments don't do that. Conversion charters are part of your school district. And

029so you will allocate the resources to that school just like you do Hall as it currently exists. It's just going to have some different flexibility to uh to present a different educational model within your district. So it doesn't change the funding mechanism for Hall at all. All it all it does is create gives gives Hall in this case some flexibility to try a different model of education. Okay? >> So it's still under your authority. It's still under your budget. It's still completely based on the allocations that you all choose to give to that school based on whatever budget they need to run the model that they're running. Assuming that you all approve this this particular model. >> Okay. Now you also made a statement that like for instance um you won't need a media specialist

030which everybody knows that's a librarian. Let me finish please. >> I don't know that I said I don't know that I said you don't need one. I said that you don't necessarily need one in the building is what I >> same thing. >> Well and that maybe I mean >> it's the same thing and and like uh >> I worked in the library for four years and >> library is important. I get >> and and and like if there's not one there, who's going to run it? I mean, really. And like um you haven't decided what you're going to do as far as how what kind of special I mean what kind of school this is going to be. The only thing that I really see possibly is you let anybody transfer there. Now, we

031could have done that, I think, when the state took over this district, I I felt, >> but they didn't. And they were still going by the uh um um they were they by by the zones. >> Mhm. >> Instead of letting people, which I thought they were going to let people whoever wanted to transfer, they could. Now, what I was looking at at the proposals is like you're going to cut uh a lot of programs out. Period. Now, I'm a home economist teacher, family consumer science, and I don't see the point. And let you're not offering that. Okay. >> Wait, can I may I stop you for just a second? With all due respect, I'm not doing anything. >> Okay. What I'm saying, I'm here, you know, your superintendent and those your that administrative staff

032is designing an educational model that they feel will best serve your district and other students in your district. My job is to help them figure out a way to do that within the law and within the the parameters that I have in my office. So, what they decide to do has nothing to do with me. Okay. I just want I just wanted to make sure that that that you that it was that I didn't think it was you personally. >> Okay. I'm sorry. I just want to make sure that >> I was just about the law. >> Sure. I understand. >> Now, what does the law say? I mean, that does it say that uh >> you cut certain programs or >> so the the the point of the point of waivers is not necessarily

033to say you don't have to do something. It just says you get to do it in a different way. So it's not saying that you that the whole the concept of let's just use that library media specialist because that's what you brought up just a second ago. So it's not that well I brought it up and then you brought it up back to me. How about that? >> So so the idea is not that you don't have to have the things that a library media specialist does. It just gives you some flexibility on doing it in a different way than what is prescriptive in the law. Right? And so it just gives you a different way to do it. You still need to help kids understand how to use do research and how to you

034know how to do what the light that you still have to do that. That's still part of the game. That's part of education. So we're not saying you don't you get can't do it that you just get to stop doing it or like attendance. You have to take attendance, right? We got to know if the kids show the kids are showing up to class. But what we're saying is that you get a different there's a you may have a different way to take attendance. And so the conversion charter allows you a different opportunity and a different way to do some of these things to to maybe to to better facilitate the model that you're prop that's being proposed. >> But >> can we let me >> Yes, ma'am. >> But be that as it may,

035don't you think we need a little more information before we go with this? I think that's what I think that's what your superintendent and this young man sitting next to me are going to provide you a little bit later in today. >> Okay. Okay. >> All right. Okay. Do I just try? >> Hi, Dr. Smith. Thanks so much for being here. >> You bet. >> Um uh and al this question actually may be a little bit more for Mr. McGee, Dr. Wright. Um I know we've talked in this room about extracurriculars at Hall and I wondered if in your new and maybe Dr. Luring too. Um I wondered if in your new vision for this if that has changed. Um so that is one question I wanted to ask specifically if you are looking at

036um asking for waiverss on any health and safety things. My u first thought is like for example school nurses. I know that can be something that can be asked to wave at times. Um, and then I wondered how special education fits into this overall model. So those are the three questions I have. Extracurriculars like band, sports, etc. Nursing and special ed. >> So I'm going to let these guys talk about the model respect. I'll I'll maybe address the second part or of your two questions. So uh when it comes to there are certain things that can't be waved can't wave special education. It's still a public school, right? So that has to that they have to have that as part of their school. >> Um right. And so there's certain there's federal laws that have

037to be followed and state laws that have to be followed with students with disabilities and IDEIDA type laws. So that that that can't that's not something that can you can just say we're not we're not going to do >> right. Um um the school nurse is something that again mo most of your safety laws cannot be waved. I mean you still have to provide a safe environment for students and so we're not you don't can't wave those. So there are certain laws that you can't be waved and that's why I said until we see the full model in paper we can decide yep you can't you can do this you can't do that you can make you know this is a waveable thing this is not a waveable thing >> school nurse is not necessarily

038waveable the nur but maybe the RN you know but you you may be able to get an LPN versus an RN you know that type of thing you know have somebody overseeing the the medical p you know personnel inside of that particular building so there's some there's some flexibility again I think that kind of goes back to that my original statement of you're not getting rid of things, you're just giving you the flexibility to do it in a little different way. >> Okay, that's helpful. >> What about the extracurriculars piece? >> So, uh, yes, we we have been, uh, looking at our extracurriculars. >> Oh, I'm sorry. Go ahead. Sorry, Director Strong, if you wouldn't mind, because I don't want him to just start going off answering specific programming programming questions until he has an

039opportunity to share the program as a whole, if that makes sense. >> Okay, that's fine. No, yeah, that's absolutely. We can wait on that. I just I know I don't know if everybody's already read the plan or not, but I know we've all had time with it. So, cool. Okay, I can hold that question till later. Okay, I have one here and then there. Director Baller. [clears throat] >> Yeah. Thank you for being here this evening. Uh my question is uh hypothetically speaking, if the district came under state control again, would a charter school, a conversion charter school, uh could it be turned over to another charter school or a nonprofit or some outside entity because of the laws that we currently have? Well, I think that goes for just a district as any district

040as a whole that if if it goes into a state takeover, you know, there's that with like a state trans like a transformation contract maybe like up like like if like in BLE where the state obviously has taken over Bllyel, there was a an external operator who's come in at that point to help uh with that district and help with the operations of that district. And so uh to answer your question and I don't know that would it come into that particular charter. I I think it's a probably a bigger picture if if the state comes in and takes over a district that you know there's a bigger picture of what's the best for that district and how what needs to happen in order for you know for that district to start performing at the

041level that the state would would you know would like to make sure that we're benefiting all the students in that particular district so that you know we're providing a high quality education. >> So it could happen. Well, I'm assuming yeah that there's a lot of hypotheticals in there like if if you know the state takes over >> because the reason why I'm asking because once it's designated as a charter school, I didn't know if it made a difference because it was a conversion charter school. >> It doesn't make because it it would be it's just a school within your district. So, it would be treated just like every other school in your district. So, they wouldn't be if if we got to that nuclear option of a state takeover, then that would just be treated

042like another school. Now, let me also say this. At any point in time, all right, if you don't like the whole charter thing and you don't think that's working for you, you can just tell you can just call up my office and say, "We're done." And then the next school year, you're just a regular school again and you're not a chart. You won't be a charter school. This is not locking you in for anything. you you will sign there's a contract because a a charter is a contract you know they're saying that you're going to perform a certain way and we're in and you know and then for that you know we're going to we're going to give you some autonomy because of that we're going to give you some flexibility because of that. So

043so there there's an agreement that we'll we'll come to um about once once the model has been established. And so at any point in time if you decide we don't want to be a charter school anymore, you just say we're done. We just want we want out of the contract and you're out. There's no we don't have to worry about >> no penalties. >> Okay. And then my second question is um does will it being labeled as a conversion charter school, will it impact the current process to get enrolled at all? I think that's going to be up to you all. I mean, what you know, the students that you know, it is a public school. So again, it's like it's you know, students in that district. It's just that you're giving basically all the

044students in your district the opportunity to participate in that school. So whatever enrollment um procedures that they put in place for for that particular school is what would be in place. But it is a public school. So it's not it's not a private school. You can't just decide I want this one and this one and this one and this one. >> But certainly this school seems like it's going to have um a a uh >> it could be a different enrollment process going to serve a different you know a a very distinct population. >> Okay. >> So [clears throat] I think that's the group that you're >> Thank you for being here. >> Yes sir. >> Um I don't mean this to sound like an attack question. It's not my intention at all. >> Uh

045I've served on this board 25 years ago. We had one conversion charter then. I don't remember which school it was. Elementary school. Cloverdale. Thank you. >> Uh I think we only kept it running that way for a year and a half. I know we quit in the middle of a year. That's just the foreground, the background. Um so we've had some experience before. This is a completely different administration, both ours and yours. >> Yes, sir. >> Uh we may not have implemented it properly. It wasn't successful. But again, we can't just say it wasn't successful once, so it won't ever be successful again. We can't say that at all because the circumstances have all changed. That's just my statement. Now, my question is, >> what is the rationale on the part of the state department

046of education for having rules that are strictures that have to be waved in order to give schools some autonomy? Well, I don't know that I want to get g get into the legislative issues on on that. I mean, obviously that's that's a bigger discussion, right? And I think that's probably something you probably want to bring up with the the legislation uh in in a couple years when we get ready to do that. Um I what I do know is that this allows for innovation. And that was kind of the the point of it is that when a when a it's like hey a district says we really believe there's another way to do things and we want to try it right and so how what's the mechanism for us to try that. So this conversion

047charter idea, >> right, is designed to say, "Okay, school district, let's go. Let's give you some let's give you some freedom and maybe it's going to be the best thing ever and we can all learn from it and then maybe it does change laws, right? Because we might see that, wow, if we gave certain waiverss here and we we let this school district do certain things. If all school districts had that ability, that might revolutionize the state of Arkansas. I don't know. >> You do. But you do know >> but I but what I'm saying is that is that the reason the conversion exists is to give schools that freedom to try things. >> And that's exactly what I was asking. Why do they have to have special release to try things? >> Well, I

048can't answer that question because I don't make the laws. My job is to implement the law. >> Yeah, but that's just it. It's not it's that the the board of education and the department of education have a procedure for letting schools not follow the law. You've got a way. And you said earlier it's not to get around the laws, but that's exactly what it is. It's to get around those laws. If you've got that procedure in place, why is the legisle letting you continue with it? Or why can't everybody have it? And I you don't have to answer. That's just >> I and I appreciate your question and I think I appreciate from where from from where it's coming from. Um but what I will say is that that it really is designed to help

049school districts innovate. >> I accept that. I accept that. Okay. >> Other questions are come. Yes. Yes, ma'am. [clears throat] Yes. Okay. So, I appreciate you being here. Uh I I just have I I would like to hear from the administration. >> Absolutely. Um please and so be and and maybe you can answer the question within the with whatever you give us um whatever is was not presented. But what is uh stopping um the district from having innovation? because because that's the whole point of us merging west in part um keeping the um west um school of innovation lea number uh because it's innovative. So, what is going to what is different outside of a conversion I mean changing it over to a conversion charter? Um, we have the autonomy to change it. We had

050um we have had I don't know almost millions of dollars pouring poured into um hall with a number of business partners and different industry to attract and um students. So what is the approach now? Because a large number of the city they they they have not chosen um hall have not been a school of choice for a number of school years now. So what is the difference um now in the idea? What is the the epiphany that like you guys have come up with that is going to make students particularly want to come the hall? >> So I will um attempt to answer that and I don't want to get into uh Mr. McGee's presentation but if you can go all the way back to what we the small nontraditional high school that we >>

051Dr. All right. Would you like to go ahead and allow him to >> I thought I was >> What' you say? >> Oh, I thought you couldn't hear me. >> Yes. I was just I was just going to ask you if you'd like for him to just go ahead or or would you like to >> No, I was attempting to answer her question. >> Okay. Go ahead. I'm sorry. I didn't know if you wanted him to. Go ahead. >> Okay. I lost my >> I'm [laughter] sorry. We're 50. I'm sorry. >> I'm I'm sorry. We're 50. I'm sorry. >> Um, so, so the, so right now we're trying to offer, we're not trying to offer a program that is going to serve more students. We're not trying to address, we want to attract more students

052to hall, but we're not trying to um, make Hall the big school because number one, we know we don't have enough students for all of the high schools that we have. So, what we're trying to do is design an innovative program. Um, and Mr. uh McGee is going to tell you the the element elements of this particular program, but I'm going to give you one example that I hope will answer your question. So like although we have this innovation status right now um we have a small number of students who attend the school and so under a traditional model which the innovation model wouldn't help us um we will still have to offer a English one, English two and English three and English four and have four different teachers um for all of those courses

053if it was under this traditional model. If it was under a conversion charter, we can have one teacher. You can have 10 9th graders, 10th graders, seven, you know, depending on how many kids that we have in that particular school. And we wouldn't have to have four different English one teachers for all of those courses. Um, we can have one teacher who's certified in English. Um, and remember with this particular model, the actual curriculum uh will be through Egeneuity and the teachers will be serving more as a facilitator. But in this case, we will only have to have that one teacher and we can have 20 students in the class, but all of those students can be in different grades. Under a traditional model, even with the innovation status, we can't do that. Under a

054conversion charter, we can ask for a waiver, and that would allow us to be able to do so. And that way, we'll be able to um accomplish some of the things that we said that we wanted to accomplish with this particular u uh small non-traditional high school. But I'm going to turn it over to Mr. McGee so he can uh give you the elements um of the program that we that that they put together um already and hopefully that will shed some more light on why um it's it's necessary for us to seek um a district conversion charter versus trying to do it the traditional way. >> Thank you. >> Yes, sir. >> Uh good or good evening everyone. I'm sorry. Uh my name is Carlton McGee. I am the current principal at Hall West

055High School of Innovation and uh I want to just speak to you a moment about what our current vision is for for next year. So um we want to transform our our institution and one of the reasons uh that we or some of the reasons I should say that we want to transform is because we want to create a model that uh may not be offered to every student in Little Rock but is desired by students in Little Rock. And so that that we want to fill a gap if that makes sense. Um, we want to make sure that our families here in Little Rock have alternatives uh to education. Um, you know, uh, we have a school that is a fine arts and and science magnet and it's a great school and fine arts

056and science is not for every student. It is not the desire for every family. We have a a historic school that is a very large school uh, very successful. That might not be the desire for every family. So we want to try to fill another niche. Um what we what [snorts] we're looking at is a school that is designed in a sense that it is compet competency based. And when I say that in a traditional school uh a student comes in in August, they take a class all the way to May. They pass that class and then next August they go to whatever the next course is in that particular line of uh or subject. Uh what we're looking at is something where students have the ability to come in and work at their own

057pace. If they work ahead, let's say they they finish the entire class by December. Well, in January, they can move to the next class. They don't have to wait till May. Um we have a number of students who apply for early graduation. And we do think that this model will serve uh those families. There are a number of individuals who um are perfectly fine with only spending three years, maybe three and a half years in high school and moving on to whatever their post-secary goals are. And so we want to provide that opportunity for them. Along with this uh is going to be uh project based uh there will be uh lessons or excuse me activities that are project- based learning activities that the teachers will facilitate for the students. We want there to be

058uh a hands-on uh component. We are using or looking at using uh egeneuity for the curriculum part. But again, this is not virtual school. Students will still come to school, be in class and uh you know do the work. Teachers will still be working with students, making sure that students stay on track and like I said, students have that option to work ahead if that is uh what they want to do. Um when we talk about uh community connected we want to uh give students the opportunities uh for internships for work experience or to start college. So for instance, a student may come to school and because they have worked ahead with their classes, they may come in the morning part and in the afternoon they may go to an internship. Or you might have

059a student who comes and in the afternoon they go to one of the local colleges and they can start their college career before uh they have uh what we would traditionally call, you know, finished quote unquote high school. And so that gives that that flexibility for families. Um so what learning looks like and and the superintendent uh alluded to it just a moment ago. Uh a student would come in, you know, the teacher would be there working with students uh presenting uh or excuse me, using uh small groups to work with students and move them through the lessons and and through the uh the content of the of the course. And if a student finishes the course, they don't have to wait. They can go right ahead into the next course, whatever that course may

060be. There will still in in the current proposal there will still be some because everything is not offered uh in egeneuity but uh there will still be some in-person uh class or I use the word in person uh classes that are are what we would call traditional where you do come and you stay the semester and you know the like we normally would or whatever but a lot of the classes uh will have that that I'm going use the term fasttrack uh capability. So students can move move through those classes. Um like I said before, this expands opportunities for students. Now students will have uh opportunities for internships and and time for that uh to start college. Uh some may want to start trade school and uh which is a type of you know post-secondary

061uh institution. Uh but it allows flexibility. It allows students to make their own choices and families to make whatever choices they feel like are best for them. Um, that's kind of that's kind of what I I'll skip that one. What I have and what questions do you have? >> You have. >> All right. So what this sounds to like to me it sounds like graduate Arkansas and um our pathways program mixed in with it sound like it's a bunch of different things we already do in the district >> um except for the competency base. So, it's Graduate Arkansas, which is a charter, which a number of our students go to, and then um the pathways, we talked about the internships. So, where will the partnerships come from? Um and then the early college, you that

062that term wasn't used, but the early college option. And um Okay. So, okay. And so, right when we talked about this a couple meetings ago, then when we voted to close um hall and move it to a hybrid um that was a virtual academy with the in-person option. So is that this because as far as the teaching component or as far as the course component that was what um was said to where multiple students regardless of age is able to be in the classroom um or whatever space they're in and we can have a proctor if you will um in the room and then a virtual teacher coming in. Is is that model is that approach uh the same approach that like you you are talking about now right where children come in with with

063with their lap laptop they're virtual they are and for those students who cannot work at home they're able to come into on campus sit in the classroom and be on their laptops completing their assignments through edenuity And once they complete the assignment then they move on to the next. And so is so what we heard last meeting whenever that was what we're hearing today the intern option the early college option I think those two things was added. Essentially, we are hearing the same thing except for you guys um is looking at doing a a a conversion charter to have waiverss to where you to to to where you have more flexibility. So, you don't have to abide by by certain laws and rules that the other um three high schools have to abide by. Correct.

064Did I get that in one in a nutshell? Essentially, >> uh I I think I understand what you're asking. Um I can't speak to what uh you may have uh heard at at the previous meeting. Um I I don't know that I that that was the particular meeting that I was at. Uh but uh what I can tell you is uh again it's it's it's not virtual. So students don't have the option to stay at home for classes. They still have to attend uh school. We we're still you know uh taking attendance so to speak as they come each day. uh the the egeneuity just provides us the the curriculum if you will so that students can work ahead if they so choose and move to the next course when you know if they do

065so in an early manner. So that is if I understood you correctly and I think I do that is uh something that is different than what you described from from the earlier uh from what you heard earlier. Well, >> but other than that, I think >> Yeah. So, but but yeah. So, so it is different than what I've heard. And so, I just wanted to uh say it out loud so I can be clear and just have an answer come back. It it was just a a a question for clarity and you provided that clarity. Thanks, >> Dr. Long. >> No, I just wanted to say it's actually not different than what was presented. Um the first the last time we had um a conversation with the board, we were just presenting the idea of

066a small non-traditional high school. And now what Mr. McGee is presenting today is the fleshed out plan for what that would look like. Um I think what uh Miss Hatter might be referring to is when we discuss some of the programming that would stay in the building. We do have a virtual academy at hall which is totally different and separate from this proposed programming that Mr. McGee um is describing. The programming that Mr. McGee is describing is for students that will attend in person every day and we'll continue our virtual academy. Those are who do um work from home online but they also have classroom teachers that support them as well. they just don't attend in person. I think the um common thing with both of them is that they both use or will use

067the proposed plan for hall and uh virtual school use egeneuity courses as part of their instructional program. So I just I just wanted to >> um we also have Rose >> um I got two questions. These internships, will those count toward the service hours that you're supposed to get before you graduate? >> I'm sorry. Uh to my understanding, unpaid internships do uh or can count. Yes. >> Okay. And the second question is how much does egeneuity cost? >> That uh would be a question for the district administration? We so we already have a contract with Egenuity. Um Hall already has um all of our high schools do already have Egeneuity. That's one of the reasons that we're um wanting to use it just expand the use at Hall High School. We already use it for

068our ACC programs for our credit recovery program and our virtual program. So it would just be a matter of adding um a few additional licenses uh for original credit. That's what the courses are called that are not credit recovery um or accelerated for hall. So that's one of the reasons that um egeneuity was part of this proposal because we have an existing contract and it wouldn't be another contract of an exorbitant amount added to what we're already um paying for our virtual. >> All right. Thank you. >> Okay. I have a couple of questions. I have one Adams. I have strong I think I had Go to first. Anybody else before I'm go to Okay. >> Okay. >> You guys lost the order. >> All right. >> Thank you, Mr. McGee. Um, so when you're

069thinking about this, if this was implemented as presented and as where it's looking here, uh, could you tell us what what parts about this proposal really excite you as an administrator and educ and educator and where do you think our challenges would be? >> Um, the thing that excites me most about this proposal is the ability for students to work ahead. Um, I think that would be very attractive to, uh, families in Little Rock. Um, it's is it definitely is not going to, you know, fit every household, so to speak. Um, but I don't think there's any one thing that will, but I do think that this will, uh, be attractive. Uh in terms of the uh challenges uh from my seat uh the the challenge the the biggest challenge that I'm at least thinking

070about and planning for is uh the training and and professional development that our teachers will uh receive in order to uh prepare for for the transition into the new model provided that it is approved. >> Thank you. I wanted to circle back to my question about um extracurriculars, all the sports, band, choir, all just all the thing clubs, all the things you can think about. I know that came out as something important to many of the students that are currently in school at Hall. And I'd like to hear about that. Um and then the answer to the question your your challenge about training and PD. Um I was not on the board at the time that everything ch every that foresight STEM opened but I have heard great things about how that K8 came together

071and the training that went into that and the extra um time the the from what I understand the teachers came back early um all of the staff came back early to um train together on how to implement a K8 model with high levels of success and I think we're seeing that in that school now. Um, so I wondered if if you if you all see that as a possibility as well. So extracurriculars and then the you know early coming back early this summer if everything moves forward appropriately. >> Yes. Uh so in terms of extracurricular uh that's really a matter of numbers and uh interest from the students as to what we anticipate offering uh for next year. So uh when when we get that information uh as we go along that'll allow us to

072make better decision around that. uh we we do uh plan to offer you know extracurricular activities but again it just depends on the interest. Uh in terms of uh stu uh teachers being able to come back early um it is it is my hope that uh we can really start the training in the spring. Uh but coming back early is definitely something that uh I have in my proposed plans uh move you know for moving into next year. So >> I'm mostly asking about that because I assume there would need I don't know if the that would be an addition or a different contract for those specific teachers or if that would be an add-on to a contract but you know just thinking about that as we head into can't believe we're already almost at

073time to go through all of the hiring uh and contracting process again. Yes. >> Okay. Thank you. Thank you so much. And I did I will say I also did look up that list of um waivers and nursing as well as some health and safety things are on the list of things you can wave. >> Um so yeah, that's all >> I don't have something Dr. Wright. >> Yes. And I know you all probably already have a draft list of the things you want to wave. Um so >> Dr. Wright, >> I just wanted to also add to uh Mr. McGee's response. So, this school will be a nontraditional small non-traditional high school. So, it is not going to offer the full slate of athletics and activities that you would find at our traditional high

074schools. And so, if students are interested in the full slew of full, you know, offerings of athletics and extra activities, then what we're designing is not for them. We will, as Mr. McGee stated, you know, depending upon the the enrollment and numbers, we will offer extra activities, but there will be certain things around sports that we're just not going to offer. Like I can tell you right now, football is not going to be an option, um, at this particular school. Um, and so, and if students and families desire, you know, the full array of sports and athletics and activities, um, then this school that we're designing, um, will not be the school for them. >> That's helpful. I just, you know, in some ways I think if we are going to to market it, we

075need to have some level of clarity of some minimum amount of things that I mean I just for especially for our juniors and seniors if we want them to stay, you know, maybe even letting there be some spring conversations once once we have a good idea about who will be there, being able to have have some conversations ahead of time so we can >> so people can ensure it's the right choice before we get to August, you Um, and we and we decide that ahead of time. So, thank you. >> I'm sorry. I'm sorry, Miss Lauren. >> I wanted to clarify the question about the the health and safety waiverss. Um, one of the things benefits that Hall will have is that we'll have multiple programs there like ACC is there. So those programs will

076be able to once we realize and figure out the numbers for Hall, the numbers for AL, the numbers for ACC, we'll be able to combine services. So nursing services for all of those programs can be used. Um we probably can do the same thing around library and media because they're all small programs, but there's enough of them that we can be able to pull services around some of those things. So we wouldn't be asking for waiverss for those things. So you're or so you're telling me not to freak out if there's a waiver there in case it's allocated to a different uh different build or a different program within the school. >> No. No. What I'm saying >> you still have the services available, right? Yes. [clears throat] >> Absolutely. Yes. Yes. >> Dr. Bali.

077>> Yeah. Well, she uh assistant superintendent Lauren kind of answered my question uh halfway. So, AL will still transition to the Hallow campus for next year, right? >> I will leave that to the district administration. >> Well, yeah. Okay. Thank you. Uh cuz I was I've received some phone calls this uh this last week or so about whether AL will be at the campus and also uh the extracurricular activities question because open enrollment has started. So, people want to know what their kids will be able to do before they enroll at the school. Uh so I'll just um I'll just ask this question. Uh in in your opinion, do you feel like uh throughout the community community engagement process leading up to now with this new model that the Hall High community will embrace this

078new model? And um yeah, >> uh yes, I do. Uh I I do think that the uh the community and when I say the community, I'm I'm referring to uh the students and parents uh that we uh serve as well as the people who live, you know, within the neighborhood around us. Um and Little Rock as a whole actually. Uh I I do think that people will be happy with with this model once we um you know, get it into into action. >> Okay. Sorry, I just have a couple things. Uh, some of them have already been answered. Uh, I'll start with the more I guess this one. Um, so we're talking about Hall, um, West High School, uh, being housed in the Hall High School building. So, my question is, how many different A

079is going to be in that one building. So we have a small traditional high school that will be competency based. That's one school. AL that's another school. ACC that's another school. So ACC is going to >> AL and ACC are programs. They don't have AL I mean LEA numbers. There will be only one LEA number at that school and that'll be Hall High School. >> Okay. And so they the AL over off of Colonel Glenn will come to um the hall building and ACC at Scott Hamilton will come into the hall building. Where where it's already at? It's at Hall. >> It's already at Hall. Okay. And so um so in at at Hall we will have a total of three different programs there. Um, this is just for my own so I can be

080able to answer questions when I'm asked. >> Um, for um, eventually adult ed education will be there too, not next year. But yes, ALE and ACC are actually the same program. They're both alternative learning programs. They're two different sections of the same program application. >> Okay. And so we're going to have all four of those programs. Well, we're gonna have three of those programs with the small high school on one campus. >> It's big campus. >> It is very big campus. >> I Yes, I believe that's what the board voted on. Um the last time we had this discussion, the board voted on that. >> Okay. and and and that's and and that's again like I said it was more for me and um for the publics and so and so they'll understand what they're

081um sending what what all will be on their child's campus. Um and then the other thought I wanted to just um >> think about like yes >> I just wanted to say yes everything that Dr. Lauren said, "I don't want to I don't want to get us off on another tangent, but I will say once we begin to look and see the space um that uh these programs that we're proposing to be housed on the campus, if we see um that the space isn't adequate for these programs to function effectively, then we will make some some some changes. I know that I've I've gotten a couple of uh emails and some conversations from staff at AL. You know, AL has gotten off on a great start this year. uh and we definitely don't want it

082to uh revert back uh to to what it was before. So if we see that once we begin looking at space allocation that uh the space allocation will compromise our ability to to provide quality programming that we may we may make some changes. So I don't want to I don't want to um you know say for a matter of fact that yes all four of those programs um will be operating on Hall's campus. That is the proposal. That is what we brought to the board. That is what the board approved. But once we get to planning and looking at space um I do want to to to make sure that the board is aware that you know we may make changes if we feel that the space will compromise the ability program to operate effectively.

083>> Dr. Wright I thought initially the reason you brought this to the board it was because budgetary reasons. So, so, so if if and of course perhaps I won't be here. I'll be somewhere else. But, um, if if that's the case with us having a continual decline in enrollment and budget issues and operating in the red for three years, I mean, that that was the whole point of you bringing it to the board. So I at some point I I think um clarity uh may be appreciated among members right on exactly what all you are proposing as well as the community um to to where everybody is clear on on what what will be housed at the um Hall High School campus because um if NIF AL stay over there then that's a impact to

084budget obviously. So um so that is just something to think about. It doesn't require a response but I um it it will have some impact to budget. Um my my last thing that I'll just um cover because these other ones have already been answered is with the Forest Heights K8, which is a a great performing uh school. With the creation of that, we actually uh uh uh reassigned all of those students uh that was there. And then um at the time we we actually handpicked the students to go into um Force Heights K8. So those students came from Gibbs, Williams, um uh Palaski like like all of the high performing schools to create uh that school initially. And so it so for for although um Forest Heights is a uh great uh example of right

085of a very successful K8 uh school. We have to understand that like we went and the district intentionally sought after the high performing seeds or students in the district and that's how that um school population uh got built. It it started off that way. So, I I just wanted to say that because I didn't want um for whatever the results is for Hall for people to say, "Oh, well, Forest Heights is a great performing schools. How come Hall is not?" That's because we kicked everybody out of Hall and then we put um parameters on the students that was able to apply to get into Hall and then we opened it up to all of our high performing schools. >> Other questions? Yes. Um my concern is >> I don't know at what number you'd have

086to transform back to a traditional school. So say you have 230 students at how and say in the next year you get maybe another 150 to enroll. Does that require a transformation? Do you have a contingency plan and say hey you know what enrollment's up we need to convert back. So if that happens, what is the plan >> at this time? Uh this proposal >> is uh long term. Uh there there has been no plan about going back to a traditional high school. I and especially considering uh and Dr. right may be able to speak to this better than I. Um, you know, the fact that we're opening another high school in the next couple of years. So, no, >> anything that >> I was going to say we actually had conversations about putting uh

087a cap on the number of uh students per grade that we will um even um allow to enroll at Hall. So, it will remain um a small enough number to continue operating in this particular model. >> Okay. Director Callaway, did you have something? >> No. Okay. All right. Um, any other I wanted u Mr. Smith to just clarify uh for the board the timeline and then what is the board role um in the application process as as we close. >> But can I ask one question before we jump back into that? Is that okay? >> Yes, ma'am. >> Dr. You're right. Did you just say that we may not be moving the AL from Hamilton? >> That is >> okay. Maybe I totally misunderstood that then. Okay. I just I saw something on social media

088about that and and I maybe I Okay. Thank you. That's all. >> Okay. Go ahead, sir. I I'll speak to that. Um and and I want to before I say that, I want to say one thing that alludes to something that was discussed earlier. At this time there's been no uh determination about uh staffing and you know who's going to stay, who's not, whatever the case may be or anything like that or whether we open up extra st whatever the case we we have to look at enrollment. We have to look at uh who intends on coming and things like that before you know we make those time kinds of decisions. Uh what I will say about uh the timeline um we are asking that you and and Dr. Wright correct me if I'm wrong.

089We're asking that you vote on vote on this at the next meeting on I believe it's the 20th uh on on the 20th and give us uh permission to submit the application for the conversion charter and in which case uh it is my intention to have that application submitted by December the 4th and the uh charter uh charter approvable chart charter authorization panel will uh meet on the 18th of December and to take up our application and determine whether they'll accept it or not. >> Okay. Thank you. >> I have a clarifying question. So, um if we're if if the if the request is for the board to uh approve the um the application to to go forth, we already approved um this administration have already brought us a proposal to look at a convergent

090charter um 23 maybe 24 I've slept I don't remember the year. Maybe it's a 23 24 school year. Who knows? Who cares? But so if this is our if this is our second request to go through with an application, so technically we would we should have two conversion charters because um we was asked to do one and now we're asked to do the another one. So my question is what happened with with the first request? I can I can answer that. So the first request um was for our virtual academy and we were requesting um some flexibility to continue using some of the um COVID waiver exemptions that we had when we started the virtual academy that essentially went away when we went back to inerson instruction. And so um working with uh Desi, we

091were initially um it was initially recommended to us to go through a charter uh conversion charter application for our virtual school. And so that was what we brought to um the board um I think it was 2 years ago. And during that process, we went through the we completed the charter application. We did our um review with um the charter review committee and then right before we went to present it to um the state board for approval, we had another meeting with Desi and they told us for what we were trying to do with our chart, our virtual academy, it actually wasn't necessary for us to get a conversion charter um approved. And so we did not actually go through with requesting approval for that application, but we didn't find that out um that it

092wasn't necessary that they determined it wasn't necessary for us to do that until the day of the meeting where we were supposed to go pre present to the state board. So that's what happened with that application. So we actually don't have another um conversion charter and it it wasn't disapproved. We never um presented it for approval to uh the state board. >> Okay. So my my um uh suggestion to the board, which is an old suggestion, um it would be for this this board um to monitor what all we um as a collective, not individuals saying, hey, you can go check you can as a board because that's what a board does. is supposed to inspect whatever we expect expect and u follow up on what we approved and get reports. And so um moving

093forward that might be a good practice to do to um to have a clear understanding of uh where things are at after uh we vote for them. >> Sounds great. Okay. Any other anything else specific to this that we need to discuss? any other uncertainty or anything that would >> So if if we followed that timeline and we voted if we did approve it in the 20th, if you presented it and turned it in in early December and it was presented to the chart charter authorizing panel on the 18th, if they approved it, then take us to the rest, please. So once the charter authorizing panel approves it, [clears throat] it it's that's uh for the most part that it's approved and what it does, it goes to the next so it' go to the

094January state board meeting uh for just affirmation of that decision. Um typically obviously if they had any questions or something they would they would bring them up at that time but more than most of the time they will abide by the decision that the charter authorizing panel unless there's just some deep concern or something's come up after that decision was made. So, so it would be a official official I guess at after the January state board meeting. >> Thank you. >> Yeah, you bet. >> And thank you all so much for your presentation. Was there one other >> one other? I'm very >> one other. >> Just on that note, since we won't have formal approval until January, school choice and all the registration time will have ended by then. And just for the district

095leaders, like what is your I mean are we going to allow some like extra flexibility in January if people decide they want to switch over and choose this? What are we thinking on that? Or if they decide, hey, only 12 people are enrolled here. I'm out like what how how will that >> So for one out of district um school choice uh applications don't even start until January. um they start they are January 1 through May 1. So we still would have um which is our goal and hope that we have um lots of students transferring into our district or requesting to transfer into to our district um into all our high schools um K12 schools actually through school choice. But also we have open enrollment periods so that we can get the bulk of

096our student um enrollment numbers in so that we have those numbers to use for staffing purposes when we start our staffing allocations for schools in the spring. But we don't close enrollment. So if students come um or parents come in January, February, March and say hey um we want to transfer in and go to hall then they can. So there's the open enrollment period is for us to get as many of our students assigned to their schools of choice as possible so that we can use that information and that data for staffing purposes. But we don't actually ever really close um enrollment um for the majority of our schools um until they're full. >> Thanks so much. >> Yeah, now y'all are pushing it. Go ahead. I feel bad. Come on. >> I have a

097question for Mr. McGee and and I wrote this down prior to and I meant to ask you this before. I've had some questions from parents um about whether or not they're going to have like band or choir irregardless to what we choose next week. >> Okay? because if not u since um Park View was original arts and science magnet actually was arts because I was there then it became an arts and science and that's what you're talking about doing there because that's what you mentioned so but my question to you irregardless to what happens on the vote next week will there be a man So, uh, as Dr. Wright said that our programming, uh, will be limited, but we will have some extracurricular activities. Um, it it is it will be determined by interest. And,

098uh, as a former band director, you know, I'm I'm rooting for the band, but, you know, it it all depends on what what the students in the community sign up for. >> Well, you'll recall that I suggested that if we only had a jazz trio, that would be enough for >> that is a band. >> Thank you all so much for your time. I we appreciate it. >> So, we're moving to 2.2mmies. >> As soon as you can, >> you know, >> anyone need a break? >> No, I was just going to say, you know, right as we're moving forth with the conversion charter, it is worth saying that um we are entering the charterization of right of our district. So, um, so right as we move forth for a vote, just know that we're

099voting to begin the charterization because that's what it is. >> I'm sorry, is Dr. Right. Um on see if I can facilitate this process. >> I'm sorry. Just a sec. >> I can hear you now. >> Okay, that was my fault. >> Well, I don't know that I am facilitating anything. The board requested to have a work session to I guess continue the conversation that we were having uh last week regarding >> the proposals and where we are uh with the foundation. So I we are here just to continue uh to respond to any of the you know, concerns that board have about what's been presented and what I've shared. >> Okay. Um, so, um, did you all have anything particular you'd like to kick it off with or would you like to default to

100questions? >> Sure. >> Okay. >> Kind of a recap. Yeah. Just to kind of >> indeed. Yeah. >> Madam Chair, on on here it says um Mrs. McGomery will also be a part of this. Where is that? >> No. >> Are we on the 2.2? >> She's She's I think she's there. >> Is it here? >> Where we at? >> Awesome. I feel like >> Oh, you're talking about >> Is there a Miss Montgomery that's going to be a part of it as well? >> She's over there. >> Okay. >> Oh, there she is. trying to hide from us. Are we? >> She says she doesn't have anywhere. That's okay. >> Yeah, she doesn't have much. >> She could just talk real well. >> Yes, you can come up here with us. >> We love

101each of those. I'll take it. >> Thank you. All right. Go ahead. Yes, sir. So, I'm sorry. I'm sorry. Thank you. >> Absolutely. Thank you. So, good evening. Thank you, President Wesley, for having us back for an extended conversation from the last board meeting. And thank you to the board of directors for allowing us to come have some more conversation tonight. Uh at our last meeting, I acknowledged that I threw you received a lot of information about the Ford NGL model and and what is required for successful implementation from the Ford NGL uh framework. And for many of you, that was probably new information or information that you have heard and may have forgotten. And so what I wanted to do tonight, you have two handouts in front of you to to hopefully provide a

102little bit of clarity to that conversation, right? All right. And so the handout one that I would draw your attention to is the first uh the memorandum, the originalou back that was signed when uh all four central Arkansas districts said, "Hey, we're going to do this and do this work together." Um I believe director Hatter at last meeting talked about LRSD's key role in that work. And and LRD was not a passive signer to that agreement. They helped get the the superintendent from the other districts to the table, get them to Nashville to see the model. Um, and they also strongly advocated that that when the original when the when the new nonprofit was established to lead this work that all districts should support it financially and equitably. And so those commitments that were made

103in 2018 are what we've been working from. And they were I think this board re reaffirmed that commitment in 2022. It was a a Novemberish presentation. I remember I can't remember the the I think it was 22. Um, but as you'll see in the in the second handout that is in front of you, uh, the commitments on paper, and this is where the conversation was last week, the commitments on paper don't necessarily match what's happening in practice. And so the second handout is a scorecard that uses Ford NGL's language about what is required for successful implementation based on years of doing this work. And I simply organized that that language into a rubric so that you can clearly see line by line kind of where LRSD stands in terms of imple implementation today five or

104six years after the work has begun. And so the scorecard was is not in your board packet. Uh and I apologize for that but I was invited late last night to this meeting and so didn't have have time to get it in. Um I do hope it is helpful though. It helps provide some clarity. I know you you want some time to review it but hopefully it is helpful in in understanding kind of the conversation. So the main [snorts] takeaway from from those two documents that I that I hope you consider is that a a district that prioritizes the academyy's model and and implementation, you would not expect to see kind of that 29% level of of fidelity to implementation at this point in in the journey. And so it's it's it's not it's not

105opinion. I'm trying to remove all emotion from the conversation. This is just based on the Ford NGO framework and where we are. Um I thought it was important for you to see that today. So with that, I know we're going to go into conversation. I think that the conversation tonight should really center on is this what you as as the school board and the governance structure of this work and superintendent, right? Is this the framework that that you want to do and is it is do you want to implement these things as kind of outlined in front of you? Because it if if the commitment isn't there and you don't want to do this work, then talking about any any type of agreement doesn't really make sense. And so if if those expectations aren't committed

106to and monitored and enforced, the work stalls kind of like it has here recently. And so in closing, we we still strongly believe that this framework is one that is researchbacked and it provides opportunities that serve all students and communities across the country are seeing transformational results when they implement this model as intended. And we're we're seeing those similar results here in central Arkansas. So I I I strongly we're not here to to to to beg for an agreement. We're not here to plead with you to join this work. It's it's we see value in it and and we're not here to to to to negotiate or have conversations around the value of the work. It it really is just do you want to do this, right? And do you and if you do, it's

107hard work and and we acknowledge that. Um but the question is like I said, do do you want to do this as a governing body? because if you are and you do want to do this, we stand ready to support you. We've been from day one, it's always been the goal to have all high schools in all of our districts implementing this model. Um and and if it's one high school moving forward, great. We're here to support you. But if if if these foundational model components aren't aren't included in this, um then I think it's it's the wrong conversation to have. And and to be just fully transparent, um the the Ford N if you say yes, we're going to move forward with one school or two schools or three schoolers schools, I'm sorry. The

108road ahead is is not going to be easy, right? So Ford NGL, the national body has expressed some serious concerns about the status of implementation here in the Little Rock School District. And so there's there's some things that we would have to do in close collaboration with the district and the foundation, the academyy's foundation and Ford NGL to clearly identify what the next steps are, what the timelines are. Um because they they are at a point where they have some some serious concerns about implementation. And so I just we're we're up for the work. We want to do the work with you. Um but I do want to make sure that you understand kind of where we are and hopefully put a little bit of additional context to the conversation last week. And so all

109that to say, we're we're we're here to help if that's the route you want to go. >> Okay. Very good. Anything else that you all would like to add before we dive in? >> Okay. Okay. Open it up for questions and comments. >> Yes, >> Miss Strong. That's fine. Okay. Miss Strong and then Miss Call. >> Thank y'all for coming back. Um, I really have three I mean I have three three big questions about this. Um, and I'm just going to say my because I think some of these are for the district staff and some of them are for for the academyy's uh central the academyy's foundation. Can I just call that? Okay. >> Yeah. Um, so my my three three biggest concerns here are I mean obviously other than the financial piece because I

110think the financial buying for us right now is is a is a big barrier given where our budget is. But um the first concern is one that I brought up last time which is why does the district have to buy in with cash money and why can't we do an inind contribution like the business community can? I think that one is because I mean I looked on your website and all all of our staff are listed on your website as like your team. Um and that like our staff is on there and we pay those folks with our district dollars, you know, and they're listed as part of your team, which is great. I mean, they're part of your team doing this work, but they are on your website as like our team. >> So,

111sure. >> So, that so that that is my thing. Why why can't our investments in academy work count as uh an inind contribution toward the amount of money that you all charge for this? Um because I do see the things that you provide. I mean I know putting on the thing that I was not able to make it to this week is a huge Was that yesterday? That is a huge deal. That is a huge event that takes staff time and resources and uh costs money to put on. Those are really big very cool experiences for kids, right? I totally get that. that takes money, time, resources, and and not running a nonprofit that takes um cash, and I get that. Um but why is the district the only why are the districts the only

112entities putting those dollars in? So, that's the first question. Um the second question is, and it may be more for district, of which items on this checklist do we do already or have to do? And of those that we aren't doing that are part of this, what is the value of those specifically? So, like if we went through here and we're like, "Oh, we already do all of the things in section two. Um, but none of the things in section one, I'm just making this up." Like, how does that break down for what we already have to do or required to do by the state and what is new because we are an have an academy? And then the third question, and this is one that is really important to me in a lot of

113ways, is that is what do we lose in terms of relationships? I mean, we have relationships with the chamber, with businesses that are beneficial to our students and our community as a whole. And I've talked to Dr. Wright about this, too. You know, my concern is is um what do we lose by not doing this? Not just in what's happening for students, but in our relationships in the community. And that is that is a concern for me. And and what relationships can survive um if we want them without the academyy's model. I think that's an important question for us to know and understand and see both sides of. Um, do does everybody who's in the chamber automatically pull out of supporting our students in our districts if we don't have an academy model for example?

114Um, I know we have several programs that are really important to us. Um, what does that look like minus themies? Um, and what is the harm to our students if we if that is the case? So, I think those are my big questions. I know that those were a lot. Why why the district dollars buy in? Two was what are we already doing on here? >> In kind, what are we doing? Two, what do we lose? >> Yeah. >> One. >> Yes. Question one. I I can I'm question one. Right. >> So, from a the staffing and in kind and that I I get your question. I really do. I think the the page that you're thinking of is is a partner resource page so that if they're someone inquiring about the work, a business

115looking to get engaged, I wanted to make sure that all of our folks were represented and they could be easily contacted. Um, we do work as a team and and if we move forward, we would still be working as a team. The expo doesn't uh put itself on, right? And and if I'm tired, if I look tired, it's cuz we just put the expo on yesterday. Uh [laughter] uh I'm moving a little slow today. But so, but when we think about the question of why aren't why are schools the only ones contributing to this work? And that's that's not the case. The business community 50 for the future has committed to this work uh to fund this work for up to five years. Um they have funded it. They've funded a lot of experiences for

116us. We took a group of 32 33 folks from our community to Louisville, Kentucky for a 2-day learning lab uh that was completely funded and and a lot of LRSD participants went with us on that. And so that was another a way that the business community has funded it. Um this the state has funded it through the award of the hired grant. So when we look at kind of the three buckets of funding, we do have some funding from corporate partners, we do have some funding through grant opportunities, and the third bucket is and we do have the the other three districts have committed financially to this. And so that's how we've built this model um to be able to to help and grow and support and sustain the work. >> And then the second

117is was that to the district >> maybe combination? What are we already doing? Oh, I got it. Thank you. Sorry about that. >> Uh, well, I'm this is my first time seeing this checklist, so I'm I'm kind of taken aback by some of the percentages. Um, so, but when I look at transforming teaching and learning in 1.2 too in particular real world f future ready experiences I think about um our LPN program I mean that's community connected and that's a real experience for students um I think about um >> no the LPN program is not a part of them it's a part of an of of our career program but let me say this we have been we have been open about our commitments and what we're going to do in Little Rock School District

118as it relates tomies. >> And so um in in this work, we said that and we've been honest about our commitments. We said that we would hire leadership to lead this work. We would uh hire academy coaches at all of our schools to support this work. And we said that we would implement freshman seminar and we would develop career pathways at all of our schools. We have done all of that and we're doing a good job. Our students are participating in guaranteed experiences 9 through 12th grade and we're meeting with um Marcus and the foundation regularly to support this work. Uh we have always had um a disagreement when it comes to the how, you know, because we have a career center in Little Rock that we use uh to offer uh career pathways, but

119we have more pathways now at our schools than we offer through our career center. So, we're doing the work. Uh yes there there have been hiccups in some of the things that we we are doing but we are make making strides. Our enrollment in CTE has increased um from uh 2022 to now the number of industry certifications we offer has increased. Uh the concurrent credit that we offer for our students through CTE has increased. And so when I see a you know this percentage I'm like wow where did this come from? Because from where I see it we are working to provide success ready pathways for our students. So let me make sure we understand your question Anna. So as we're looking I mean I'm sorry director strong >> you can tell me. So, uh,

120as we're looking at the scorecard, you're wanting to gain some point of reference specific to what are we already doing within the schools. Is that right? >> I guess my question maybe maybe I'm not asking this in the right way, but we are required as a district to provide career ready. Um, I'm not asking this in the right way. Um, but as part of our school grades and all these other things, we have to know what people are doing after high school, which means we are supposed to be doing some work to help prepare them for that. Correct. >> Correct. >> And there are things that we are expected to do as part of that, including through our CTE work, >> right? >> SEC, is that a correct statement, too? >> That's correct. And so

121with with that what what is I guess what what do we get or what is the add additive piece of thea of themies through in partnership with um the chamber folks what is the additive that comes into the district I can't talk today um that we get that we aren't having to do already what what what does that bring or are there things that we are doing because of that partnership that are not checking a box for the state. Does that make sense? >> It that does make sense. >> I don't know enough about any of these things. >> A lot of the work is aligned to what we have to do at the state for the state, >> which is great. >> Yes. Um and one of the biggest values for me has been

122um our branded partners. You know, Baptist is a huge partner for us at Little Rock Southwest. um our partnership with Energy at Hall and Blue Cross Blue Shield at Parkview because all of those partners are branded partners. So that has been an added value. Uh yesterday we took our ninth graders to the career expo. Uh and I do applaud the foundation for putting that that career expo on. It was a a huge success for our students and a great um learning experience for them. um how it so and with that but prior to the career expo our district team actually wrote the curriculum for freshman seminar students to prepare them for the expo and yes the idea for freshman seminar came from Nashville and and andies but what we were given was not uh substantial

123enough for our students and we decided to to write our own curriculum and is even adopted by other school districts. So to say that, you know, this 28% it it seems to me like we're not working, but we are working and and we are doing what our state require us to do as it relates to implementing success ready pathways for all of our students. >> I have a a clarifying question. It it it's right along this uh conversation. >> Okay. >> It's directly in your line. So mine and and my quick question is uh with this scorecard um the information ma'am >> uh with with >> this scorecard and the uh responses you gave for clarity for people in the room and maybe even watching. is are are those answers directly related to the Ford

124NGL scorecard or is Metro in braided in in into the answer? And so if if if Metro is braided into the answer, unbraid Metro and take it completely out. And let's only for for for this conversation only talk about Ford NGL and the implementation um there because um much like you um then I had the privilege of serving on uh the master um planning team uh back when this got started and throughout all the way up until 2020. Um so and you know how that went. We all was on teams and we all came together different task force and the whole point of that um framework it that framework was intentionally left to be modified by districts and all the way down to the school level um to where they were able to outfit it

125if you will address it the way that they needed to address it for their populations at said campuses. So just for the sake of this conversation, can we only isolate the comments and answers to the Ford NGO and not bring Metro in at all? >> Sure. Um well, just thinking about our high schools as a whole and and thinking about Southwest in particularly, um they offer over 10 pathways that are offered just at their school. Uh we just recently added the patient care tech pathway. We added supply chain and logistics. Um we're talking about adding something in agriculture. So at all of our schools, we've been very intentional about um giving kids options and opportunities. And so, and also giving kids choice because part of freshman seminar is for students to learn about who they

126are, um, their academic abilities, what they like, what they dislike, and sharing with them all of the opportunities that are afforded to them in Little Rock School District. Uh, and so at the end of that nth grade year, students make that choice of what it is they want to do and be. And because of what where we are with the Learns Act, we're adding even more um choices for students uh where they can be u you know graduate with early college or become an AP scholar or graduate with merit or distinction completing an H2 pathway. So there are many options for for students and that I feel like Little Rock School District goes above and beyond to offer all of those choices. And so that's where we are. And then we we also our state

127expects students to complete whatever pathway that is and that pathway does not have to be CTE. It it can be a number of things. >> Okay. I like >> I think she had a question. Miss Callaway, >> I I have a question for you. >> Uh but I'd like to say I like the pathways and I'm familiar with them and I I just think that that you all are doing a great job. Thank you. My question to you, >> how much will this cost us again? >> Well, hold on. We have a number three there. We have a number three. It was a It was a threepart question. We had one, two, and then we had three. Can you hold for just a second? Okay. Uh the third portion of that, do you recall what

128do we lose? >> Well, what what do we lose? What do we lose with our relationships in the community >> specific to relationships? >> I I can't answer that. Uh I I can I can share that in talking with executives that are partners at your schools, they have they have concerns uh about the district's ability to to to do this work on their own and that when they have partnered with through the academyy's framework, it was the regionalism that drew them to the work and it was that they can make it collectively we can make a bigger impact all doing the same thing together. And so I can't speak for what they're going to do. I I don't know. Um but I that those are that is what I do know is that there are

129concerns. >> Okay. Yes. Your question >> my question was how much will this cost us again? >> Yeah. Depending on what proposal you're looking at if it's one school, two schools, three schools. Um it is based off the way it is structured is a $35 kind of uh fee for every high school student that is participating, right? And so looking at last year's enrollment, that's how that was determined. >> Okay. Now, is there a way that we could get someone else to pay for this besides coming out of our our budget? >> If there are Yeah. I mean, if there are community partners that are are willing to to do that on your behalf, right? I I think there is also something to be said about having buyin from a from a from the district

130as well, right? And so if if if I know you have an active foundation, if there's there's ways to go attract those dollars, then >> but you don't have anything to suggest that we look at. >> You don't >> I'd have to I have to think on it. >> Okay. Um >> um >> this is along the lines of finances as well. Uh what is the if and then if you know it off the top of your head um I don't know but what have the contributed amount of resources and dollar amount have been to the Little Rock um school district because uh this work been going on um for a number of years and even if we just started at 2020 even though it started a couple years before before that but the commitment

131that even this board have made um after um the release um of level five um receiverhip is there a ballpark number of how much the uh industries different industries have contributed to the Little Rock uh school district and then I have a part of 1B to end it. >> Yeah, it's it's a considerable investment. I don't have cumulative numbers. Um what I did pull though because I I figured this may come up in conversation. LA just last school year alone there was 72,000 documented in direct giving to campuses. Right. So that's through whether it be a grant award it or they bought lunches for teachers for students for experiences. They bought shirts for things like that. They've helped with some of the branding on the campuses. Um that's what is documented from last year. Um,

132and I I could I could go back and pull that data that we've we've tracked that over three years. Anything prior to that I would not have access to. >> Okay. If you could just send that to all of us, all nine of us, that would be great. My last uh my 1B question is um the the other districts that Little Rock School District uh talked and um influenced to come on board and be a part of um this global uh CTE opportunity. Um, how many of those districts have already signed on um to do this? >> All three of them. >> Okay. And then from And then right from your own memory, uh, how many of those I guess it's the other three districts within Palasky County? >> Correct. Jacksonville, Palaski County, Special, and

133North Little Rock School District. >> Okay. And and then I imagine you went to their boards as well. Is that how that goes? >> Yep. >> Okay. So when this is for my own knowledge and I'll most likely reach out to some of those members but um what was the experience there? Was it a lot of conversation and resistance like how we have um you know questions about this um work? How how was that experience? >> I I would love to hear Mr. Gosser's pers. They were not like this experience. Um uh they were they were very receptive. >> Well, well, our budget is bigger than theirs. >> I I think they were I mean there were comments made and I won't call out specific districts, but this they they saw extreme value in the

134work and and said this is a steal. I think at one of the board meetings is what was said the the contracted agreement. Um there was a in our at the PCSSD board meeting. Do you want to talk about when we they all approved and then they had a chance to have like one final comment and there was some input from them that they of impact that they were seeing through because of themy's in their own personal network of folks and so would you >> I mean that's >> yeah that's it but they they had students that are friends of of the the at the campuses that have gone through and they got an internship and then they got employment at this organization um immediately after high school and they attributed that to the academyy's

135work and All that to say, the conversations h have not taken this tone. Um, they've been very supportive and they see the value in the work. >> Okay, I I'll get back in the chat. >> Okay. Um, um, I think I have uh, Director Adams, Bali, and Johnson. Correct. And and I just want to mention just just really briefly, I don't I don't I don't necessarily believe that our discussion has a negative tone. Um I think that um you know because there are some you know um financial issues, all of the things right that we have to address and deal with and all of that. Um it's just very um important that we are very um knowledgeable about the decisions that we make and strategically how we implement those things and so you know we

136appreciate you know the openness to be able to have this dialogue. Yes. >> Thank you. I really just have a few comments more than questions because I'm trying to take on take in everything that's being said and and think about it. Um, one comment or reflection I have is is I I do believe that that we that we have basically the same goal. I think that we're trying to figure out a way to support students and have them have a better uh future and equip them for a better future. And and I do think that to me that's a common ground about everybody who's around this table. And I and I have I don't have really any doubt about that at all. I I think that's what we're all trying to do. And the question

137is what's the best way to go forward to get that? I I know there's some there could be some concern that, you know, this is um being, you know, the the district being directed by the business community. I I don't see it that way. I I really see it as a partnership and it's a win-win thing. The business community is is our community well with all these other stakeholders groups. You know, we we all have I think we have that similar concern that we want our students to thrive and and that means that they leave here to wherever they go, whatever they choose, school, vocational training, work, um military, that they go out and they're ready for that and in their setup and and it's our job to do a better job with that. And

138I and I really um I do I'm attracted to the collaborative nature that this has happened so far and you know we don't do that great with that and and I think that I I like that in spirit. I am concerned that that we have such a disperate viewpoint about how we're doing and that you know that this you know this scorecard is would be disappointing is if if this was the only information I had. It's like, well, we're not doing much at all. And I just miss this Miss McGomery. And I get a different picture. And and so the distance between between you all as our partners and and how we're seeing things. Um that is a that is concerning to me. And and I think that the money the money is to me

139more a symptom than the problem because the m you know I appreciate I know Dr. right said at the last at the last meeting you know if we decided to do this whether we did it around $100,000 $200,000 whether you know we would find the money that might mean making cuts somewhere else or adjustments somewhere else in our budget I mean but when you have a budget of 300 plus million dollars I mean you would figure out a way to do it you know if it's if it's important and but but that goes back to the question of is this the right way to do because is is the partnership working, you know, in the way that we want it to work. And and I right now listening, I'm agnostic about that. I don't know.

140I can't tell, you know, I'm hearing really different viewpoints about what how, you know, how well this partnership is working and um and that we're that we're not meeting the potential that's there. And why we're not meeting the potential there is it sounds like there's not an agreement on that either. And so I I find myself in this place of ambivalence and and wishing that thinking that we need to get the partnership right and then we can figure out the money. I think the money to me is a little bit of a red herring because it it's mostly about the partnership and is this the partnership we want? Can we can we figure out a way to work with do it well? And if so, then we'll figure out the money. And but if if

141it's not what we want, if if it's not going to be a workable partnership for different reasons, then then it's not right to spend the money. That's right. >> And and and in all due respect, you know, to everybody around this table, >> but but that's where it feels like the work needs to happen. And I don't know how much of that work that we can resolve here because I expect that there's that others are are probably more board members are probably more like me although some have greater knowledge about some of these programs but that you know it's really hard to figure out how can we fix that partnership or or make a better partnership without a more granular understanding >> about it. So I don't have a I don't have a solution right

142now, but that's what it looks to me like the issues are. >> Yes. >> Am I okay? >> Indeed. Indeed. >> There was no question. But uh I do want to what the the scorecard that you see is not reflective of anyone's amount of work or the passion or the the blood, sweat, and tears they put into this. So just to be clear on that, the scorecard reflects how how the implementation is in in alignment with the Ford NGL model. Yeah. >> Right. And so if you're not if if you recall back to the the the the presentation I gave a lot of words about a lot of three little circles on a on a presentation deck. I explained the importance that the Ford NGO model and that we've adopted and we all signed up

143to do initially was around those small learning communities and having students scheduled into an academy. And I I I was just with a principal today in another district that talked about the school growth that they saw and they would have never been able to minimize students slipping through the cracks had they not had an academy structure so that students felt a sense of belonging and they were able to co- team and co-e through the lens. And so that when you see those those numbers that are say missing it's because that's that's not how LRSD has implemented the academyy's model. It's not a question of is are great things happening are it's just you're not implementing the way the model was designed. >> So it's really fidelity. >> It's fidelity to the model. Well, well, and

144that fits I appreciate that, but it it to me that fits kind of where my ambivalence is is because uh we as in the district and you as representing the model, we don't have there's there's a gap between in our partnership >> about what we see what do we need to be doing together and and then so the question is what do we do about that? and and I don't have that answer right now, but it feels like that that's where the focus needs to be. Well, my comment is that if you all don't mind, >> every district is at a different point of of implementation of this model and from the inception from my understanding and I've been a part of this from the beginning is that Ford NGL said that this is not

145a cookie cutter model and that the community creates the model that they want. But what has been, you know, the point of contention with Little Rock School District and this partnership has been the how. And Dr. Lauren mentioned that in her in our last meeting, we we we're at odds or we have a difference when it comes to the how we're implementing because we have had some issues with um the teameing. We've we we've attempted teameing and then we backed away from teameing for a number of reasons. Um, but our our students, we are providing meaningful learning experiences for our students through the work that we are doing. And so, and I'm very passionate about it because I I get up every morning um excited about the work that's happening across this district and and

146the things that I'm involved in. >> And we appreciate you. >> We did. >> Um, Bali, can I go to Bali? Am I missing anything? I think that that's correct. Did you finish M Deon? Okay, go ahead. >> Thank you for being here today with us. Um, so I got two questions. One of them is, you know, quick and straight to the point. Um, just looking at the academy partners, what are the requirements? You might have mentioned it last time, but I think I might have forgot. What are the requirements to be an academy partner? >> Sure. So, there are two levels of partnership to be as concise as possible. A pathway partner is an organization that commits to do two engagements with their partnering school per year. An academy partner which has has the

147the naming conventions of the academy. It's the Baptist Health Academy, the US Health Academy. Um they have committed to 150,000 of inind time and talent in year 1 and 50,000 of inind time and talent in years two and three. And and they can get to that through their their volunteering time, hosting tours. Those hours add up. Some have donated some equipment. Some some have given direct contributions directly to the school to meet that threshold. >> Okay. Thank you. And so my next question because we talk about a a community model. Um will there be opportunities for cuz you got a lot of bigname partners uh people that employ hundreds of people and uh budgets are way bigger. Will there be opportunities for people to become Academy of Partners uh through community input or or lowered

148value level as far as like in kind or monetary? Would there be opportunities for other businesses, organizations to be academy partners with not the same like uh requirements? That's a great qu and and we our team has talked a lot about your comment at the last board meeting, right? How do we engage the the the the the entrepreneurs in the community and and and so we've had conversations around how do we bring them into the fold intentionally and and more proactively. So I appreciate that. And so, um, what I would say is that that that academy partnership number was a conversation that we had with the four superintendents and just said, "Hey, what to to be able to do this at a branded number or name, a branded partner, what what should that number be?"

149And that's what we all landed on. Um, and so that's just what we we've gone with. I think if there's an appetite to to to look at that from the superintendents, we'd be happy to to to revise that to make the agreement what it is. But that's just what everyone has signed up for to date is what that has been. >> MS, >> how you doing, John? >> Thank you for being here. >> No, >> I'm just a little concerned because I know sometimes all partnerships are not the best partnerships and that that should be okay. But I listened to Miss Miss Montgomery talk about the great things that we're doing, the outcomes that we're getting. And so I have to support that. So my concern is if we agree to this NGL model or

150youries, how would that impact what she's doing? Have you really assessed what she's doing? Have you looked at maybe some of her data? Would you agree that she's doing great things? The >> Yeah, she works extremely. Oh, what I'm what I'm trying to figure out if we approved of this, what happens to what she's doing? How does that what do you come in and do? >> So, the work that we have done to we're we would still be trying to recruit and place business partners to to your campuses, right? I think so the it should add support to her her work. I would hope the the the challenge becomes is is there's a lot of things that have to be done within the the school walls with this with if you move forward with the

151Ford NGL framework, right? And so there are, you know, trainings and things that would have to take place that we'd be happy to to to coordinate and support with that. But you also have a team of professionals that lead professional development, right? And so, um, I I would think that the value ad would be the additional level of support that she would have, um, and the systems and structures that would be needed to to implement this model the way it's intended. You know, I I I struggle with that because it appears that we're doing great things and I'm not really sure if if approving that would create something better. I'm not really sure about that part right there. I do understand that we have great partners. I do understand that we can recruit great partners,

152but do we necessarily have to pay you that amount of money to do that for us? Um, I would have to assume that with the great things that we're already doing in themies, we have trained individuals. So, I'm still not sure on what you're telling me that you will have to come in and do. How will you affect what's already going? How will you slow the process down? Do you speed it up? I'm not really sure of that. I'm not feeling comfortable with that. >> So, I that's something I couldn't support. >> Okay, Miss Hatter. >> Okay. Um, well, I just have a change of thought. Um can you um Mr. Drew um explain the purpose of right of the foundation? Um I am one of the one of the few around this table that

153had the opportunity to be a part of it as years prior to me getting on the board to me being on the board up until COVID hit. we was all together the day the world shut down um to being a part of it even involve being aware um um of the various things not at the intimate level that I once was but uh can you speak about the role of where we are where where are we now because this is something we we spoke about for years and even in the last three years um getting to uh a this portion of a foundation and then what did the industry and and district staff superintendent want um um from the foundation to make a seamless uh process. >> Yeah. So great question. the the in the

154Ford NGL model they they call that the convening organization and that's the group that is a team of folks that wakes up every single day thinking aboutmies andmies only and in most of the the s the communities where we've seen sustainable impact um that that organization is tasked with a couple different things and that's what we've built our model off of. So, it's the recruitment and onboarding and and uh placement of additional business partners to be able to provide those experiences for students that we know are so valuable. Um, and that's a a major part of the work. And then the other piece is to keep the current engagement of our partners at the level it is or to deepen it. Right? There have been challenges not just in in Little Rock School District. It

155it it happens. There are challenges with communication. and there are turnover in in in in the school or in the business partner uh offices and that can lead to to communication gaps. And so having a neutral third party convenor that is continuing to bring everyone back to the table and say, "Hey, we haven't heard from you in in a couple weeks. Are you still like how can you how can we get you back engaged at the school or vice versa um to really navigate and manage those partnership agreements?" And if someone says, "Hey, we agree to do all these things." and then they don't do those things and we we as a third party would have those conversations and say what's going on is this what you signed up for and try to navigate it

156that way. Um, another component to that is the tracking and reporting of of the impact and the hours and and commitment from our partners and and you know we we they send a a log we send it to them and they fill it out that shows hey we this month we did eight guest speaking engagements for two hours at this school and and here was the experience and we report that back out through that annual report that I know you all have seen. So that's on the the business partner side. um we have identified I think we would all agree that there's an awareness issue aroundmies and there were a lot of misconceptions I think we talked about that in the the the previous board meeting around what it was and there was some push

157back and so being able to help tell that story um real time and and and promote the work that's going on so that students and their families choose to come to your high schools is a big part of that work and we think that it's a unique opportunity that should drive kids to the Little Rock school district or Pasky county special or or Jacksonville. Um, and so part of it is also the storytelling. So you got your recruitment and and placement, you've got your storytelling, and then the third part that we we are uniquely positioned to do is to continue to bring the the school district leadership from a governance structure, superintendent, uh, the chancellors of our our higher ed higher ed institutions and our CEO champions to the table. In the Ford GL, they

158call that the steering committee. And so that's the group as a as a region that is holding us accountable to the master plan implementation. And so any revisions that would be made or alterations to the model or adding a campus here or taking a campus away here would al in a perfect world go through that group of leaders that who who are committed to the model and want to see the model work. And so we bring we that is the foundation board of directors that is is serving in that capacity. Um so when I think those are the three main buckets. Um we have identified um areas that we think we can be a benefit when we we know that that [snorts] you know two years ago I think it was we had 50% of

159our executive principles across the the districts were new and anytime you see that transition and and if there's not some kind of consistent onboarding or conversation around it it's a real threat to the model and similarly with our academy coach positions. a lot of our academy coach positions get promoted and so every year it's kind of a a new onboarding process to say here's the model here's what we're trying to do obviously it's going to have its own flavor at your campus but here's in general here's the work and so we see that as an opportunity to to help minimize the the disruptions in implementation um we have we have taken on the the agreement with Ford NGL so that the district doesn't have a contract with Ford NGL that they have to pay the

160foundation is taking that on and that that allows us to to better gather the Ford NGL training and say, "Hey, we see this as a need across three or four districts. Let's go ahead and get that scheduled, right?" Or there's some access to some online resources that we could just push out um all through our our agreement with Ford NGO. is that one of those where everybody all came together. Um there was a a need from the school districts, all four school districts within the county and the industry leaders. And of course, I forgot about the chancellors because there was a lot of chancellors and presidents involved in that. Um, they wanted a central hub to part to to go to to facilitate and match the the the partnership. Um, and that's kind of and

161then that was the grand gold, the goal of where we are with the found creation of the foundation. And that foundation was to match industry higher ed with the districts. And the districts wanted that to take out a lot of wasted time or um like the leg work of confusion. So is is that still part of of that cuz that's it probably was said in a different way but I didn't hear it that great question. we we have two partnership managers that that is their their primary function that that we have added because in in the past it's it's been me. Um and so have being able to add partnership managers that they're going out and and they're already engaging with partners that they've identified right saying, "Hey, you need to hear about this." And

162leaning in their local connections. And so the goal with that is to massively exponentially increase the number of partners. Um because we the partners that we have are fantastic, but we need about double that and I think we can get there and that's that's they're they're we just shifted out of expo gear expo mode and they are into partnership mode. So yes, that is still a major aspect of the work. >> Thank you, Director Strong. This has been a really good conversation and I I mean I gotta agree with you guys that I kind of feel a little bit like Director Adams. I'm feeling like I'm a little ambivalent on this because you know I feel like we're so part far apart. So I think something here's a recommendation that I would give to you

163all that I think would help me at least feel a little bit more like we would have a plan that would help us succeed. I wonder if you all could take the next uh however many weeks we have until our next uh meeting, our next agenda meeting. Um meeting next week, >> not our next board meeting, not next week, but our next agenda meeting >> and come together and and tell me if you can pick one of our schools that could succeed on this scorecard. And if you can tell me a little bit more about what the pieces we need in place to help to have one of our schools succeed on on this scorecard. I would like to hear and I would like to know and honestly hear from you all if there is

164shared buyin on that because where I think we are right now is everybody's kind of I mean maybe I'm wrong about this but it seems like we're kind of far apart on whether or not this can succeed because we don't have a shared plan. We have our plan that we're doing in the district and that looks different than the Ford NGL plan. And so what I think I would like to know is if you can come together and create a plan that could would be worth our investment in this work in one school because I think that to me if we could succeed at this in one school then I think it's worth considering whether we could do it in other schools. Um I I also um I just want to say like one thing

165I really do appreciate about this is having done in the past having in the past worked to build partnerships with schools. It is not easy to partner with schools and districts. It is it is from the outside I mean I work to build school-based health centers. It is hard work. I think we worked on a contract for a year. It is really, really hard work, worth worth the time and expertise of the people who are willing to dig in and build these partnerships and make them work. That being said, it only works if everybody's bought in. And so that's what I'm I'm just still not totally clear on this. And so I would really like for y'all to like sit down and come back and maybe be on the same side of the table next

166time and say, "Here's what success looks like. if if we're going to do this and do this right, here's what it looks like and here's what we need to make that work and we've all agreed that this this is how we do it. Can y'all do that? >> I I'm I'm always down to to collaborate. I I I would say we have had those conversations. >> So, let me jump to let me jump to our leadership here, Dr. Wright, and let him chime in and kind of if it if everybody is okay. uh [laughter] >> and just you know because I because I've heard a lot and I think that one of the biggest things I heard was >> is this what we want and I think that that really is the very first >>

167you know piece that has to be decided before we're talking about what you're going what are you going to do how we going to do all of the things do we want this and so Dr. Wright per >> so let me just let me just yield the floor to Dr. Right. Please, Dr. Right. >> No, Dr. Right. Did you hear me? >> I heard you. I didn't realize I was on mute. I would say from day one um when the district decided to move forward with uh themies of central Arkansas participation with a with a Ford NGL u model and I've said this at the last meeting I said it the meeting before I'm going to say it again it's been problematic in Little Rock school district since day one prior to me even getting

168here and I think the fundamental thing that we haven't dealt with or at least I would say that the governing body hasn't dealt with is the fact that the Ford NGL model in and of itself. It does not align with the way that our schools have been operating since they've been operating. Um it does not align to the way that Central is structured and operates. It does not align with the way Park View is structured and operates. Um, we know that we had several, but at Little Rock Southwest, I would say even if we didn't have the leadership churn and turnover, we still have to acknowledge the fact that because we have Metro operating in our district, and I know a lot of students at Little Rock Southwest attend Metro either in the mornings or

169in the afternoons, all of those things prevents us from implementing the Ford NGO model the way that it's supposed to be implemented. That's why you see, and I don't see the scorecard because I don't have it in front of me, but that's why you see um them assessing um our implementation in such a um a low percentage. And so I think the board has to, you know, grapple and acknowledge and deal with the fact that, you know, it has never gone well since day one because there are too many facets or components of the Ford NGO model that does not align to the way that our schools operate. Now if there was a commitment from this board to say hey this is what we want you to do you know as the administration regardless then

170we will have to go and do a lot of work undoing a lot of the the the things that um have been working in some of our schools um for for years and years and years and years. it would take a major overhaul um of the way some of our schools operate um if we you know so I just want to say that because Parkview centur already has existing programs and ways of operating and I'm not to say that the Ford NGO model cannot be successful but there has to be a lot of intentional work that um has to be done in order for it to be implemented um with fidelity >> that has never happened in our district >> okay >> it has never happened our district since we started Um, and I just

171want >> and just so you know the score since you're not looking at it, the total score is eight of 28 29% in place >> and it will continue to be that way if unless we go back and undo a lot of practices and and do the work that's necessary to align some of the specialty programs in our schools um the way that it the the way that it will align to the model. But then we still have this metro issue. Um, so that's one thing. What I I don't want to move away from that because we we we have to settle that if we're going to do forward follow the forward NGL model, it is going to take a major overhaul um of the way some of our schools operate. And we have not

172done that work since day one um to make sure that happens. Now, like I said before, There's more than one way to domies and the Ford NGL model is not you know the only way that it can it can occur and if we were not to partner with um we if we if we move forward to not be a part of the foundation it does not mean that we are abandoning our commitment to themies. Um, you know, the next item on our agenda is an example of a pathway program and academy program that, you know, kind of fell in our lap that we have been developing outside of the foundation um with additional partners. So it does represent um our ability to be able um to you know continue to increase the number of pathways

173and programs that we offer and get partners who are willing to partner with us um without the additional extra expense um that our participation with the foundation um is causing us. So I'll just end by saying this. If the board wants to direct us to implement the forward NGL model with full fidelity, then the board needs to make that decision. However, the board needs to understand that doing so will we will have to go back and do a whole lot of changes to the way that we have been operating forever. Um, and that's not to say that it can't be done right, but it's going to take some time and it's going to take a lot of um, uh, education and training and getting people to buy in. Um, and so I'll just end it

174with that. If that's what the board wants us to do, then that's what we will do. But right now, the Ford NGL model is not aligned to the way that we've been operating as as a district. And I will go as far to say it hasn't prevented us from um increasing opportunities for our students and improving student outcomes because all of the data that we have been sharing with you guys, you know, the last couple of years, it is not necessarily because of themies of central Arkansas. It's because of the work that we have done on our own in our district um to provide extra opportunities and additional opportunities for our students. the foundation has been using our data you know to to you know and I'm not saying there's anything wrong with that because

175we're a partner but a lot of the data that they have been using to say um that because we've implemented these things you know these are the outcomes that we're getting >> it's not necessarily because of things we're getting from them per se um there have been things that we have gotten like freshman academy um and some other structures that we built in place but a lot of the things that we've done it has not been because of our partnership with themies of central Arkansas and so I just it it it it well I'll just end by saying that >> okay so I am going to go ahead and move to 2.3 unless we have need a break >> I I just I do have something >> I don't I don't want to >> but

176this is a work session right session and I so I just I feel like we've talked about it at length I think we've had some really really good conversation and I really I don't want to muddy the I just I really feel like this is a good space and >> remember the question I asked you back there >> about >> what was the question I don't I don't know I don't know but if you got I don't know what he's talking about but I mean if you guys disagree you know I'm very diplomatic >> I I just have a quick question uh so it it it it appears and too I'm just um just looking just listening um from where right looking at where are we right now today right so I did ask for

177our metro numbers and our enroll we have 331 students this year from central 120 from Park View um 55 from Hall students from southwest West that goes to Metro. We have no students from Jot Tamel and six from North Little Rock and then we have 39 students from um different charter schools. So um a couple of them is uh virtual. So, I say that to say this, even if we isolate the 39 students out, because I'm looking at just pathways, right? And that was one of my questions before, just so we're clear. Um, not only in this room, but more so for those that watch these meetings, whether it's cuz they are genuinely um, curious and concerned and truly invested in the district or for entertainment reasons, whatever the reason on why they watch these

178meetings. I then I asked about whether or not uh the you the superintendent or the district were looking at other pathways programs. Um I asked that in in a way to kind of safeguard our relationships that we have in the district because of themies. because as a district, we don't want to come off looking like bad partners um to our partners that have invested millions of dollars into our students over the years um because of these fun because of whatever these disagreements are because we have had years to get them together. From what I understand from various reports um recent reports uh the uh there is constant collaboration going on in meetings and that there's a move from administration not to want to move forth with themies. If that's the case then and we all,

179you know, understand the position of the superintendent and where he's at, then I see just one question that the board have to ask and not necessarily sending them. I loved what you said about the rubric, right? But if if the administration have already said and told us they don't want to move forward and he's saying that there's no he haven't directly seen a benefit in what they and what is being done there's only one question which is should we go forth with what director strong asked and utilize more time and resources or should we go and look at we have something coming up with farming and >> and all of that drones and automations and robotics, but that's only for hall. >> So, with with Metro and then I'm going to put a button on

180this. With Metro, we only I did the little math. It's only we're only serving 800 of our 6,000 high school high schoolers. So what happens right to the other, you know, six five 5,000 plus high schoolers because at hall we're only going to have a handful of people there. So, what are you know we do and again after March I'm not going to be here but y'all are going to have to figure out how do we prepare all of our students for um post-graduate readiness because the pendolence ring the pendulum have changed to CTE and higher ed and most of the kids now want to make money and um I was at the expo yesterday. I talked to um administrators. I talked to um and they talked about how students are making are they are

181doing internships and they are starting at some of our very nice um larger companies uh already working. Some of these kids are graduating making $23 an hour walking in the door um as a high schooler, you know, and so um we we do need to make sure that we are we have a clear picture of the type of um students, what type of students we are graduating and how we are setting them up for success with our various pathways and that there's some type of monitoring uh going on. So I said all that just to say um I don't I loved what you said. I agree with what you said but if if if if administration doesn't want to move forth with it he he have already told the you know shared that then we

182need to figure out how much time we want to go back and forth on this one topic. >> I want to say one more thing. Um >> hold on. Could you could you hold on for one second Dr. Wright? I think I had one other comment cuz I really want you to hear everything and I want you to be the last one to speak please because I think it's important just because that's right at the board meeting because I think that we want to hear what our administration has to say so that it can inform our decision making. I think that that's valid. Yes, sir. >> Thank you. I know I know you want that we're wanting to to transition but I I I just I just want to make this comment. It it seems

183to me listening more and trying to think more that as of the moment seems like we have three paths that we could choose. One path we have never done which would be to really go all in and deal and try to go with the model all the way through and and I appreciate the comment Dr. You're right. That we've never done that. And there's been resistance to that or reluctance to that or lack of, you know, uh, lack of, you know, people being convinced that that's it's worth it because it would be it would be a major upheaval to do that. So, but that would be one one way we could do. The other way we could say we've we've tried this. We've we've we've we've done it kind of partially and and nobody's satisfied.

184we're making some good things happen and we've got something good and and we're going to go a different path and and that would be sad in many ways and I would worry about our connections with our community partners. It would be clearer in some ways to do that. Um but and another way would be is there a way in somewhere in the middle to where we do go forward in a more compromised way intentionally not just unintentionally you know but we do it intentionally whether that means one school or whether that means we're going to do this part of it but we're not going to do this you know but we're not going to do this part of it you know but we come together to say we agree that we're going to do it

185in a partial way that fits us and but it's It's it's good enough to still keep a partnership going even though there's like many compromises, nobody's completely satisfied, but it's it's doable. And it seems to me like we have those three paths. What I don't know, what I would really I would love to hear maybe at a future time, I would like to hear a page or two of this is what we get. This is the pros and the cons, the cost and the benefits for each of those pass. What would it mean if we did each of those pass? Because we we've heard different ones. What we haven't heard right now, frankly, we haven't heard from the people who say it's not worth it. But we we're hearing that in the reality of it

186because we have people who who don't want to do it. And I'm not saying many of those in in the room. I'm just saying that there are people who said, "No, I don't want to do that." and that would be we're going to lose too many of the good things we're doing. But I would love to be able to see a description of each of those paths and the advantages and disadvantages to going that way. >> Okay. Thank you. >> And what does that look like moving forward? Just really quick, what does that look like moving forward with the foundation? Because um I don't have the re the contract in front of me, but and correct me if I'm wrong. it. The contract said it was to start the 25 26 school year and then

187our students have already taken advantage. Our staff is already utilizing those resources that the other three um districts have already bought into for this school year. So my question um and you can answer this later or someone can answer this. Um what does after tonight look like moving um forward uh right as this appears to be a continual conversation. So I will yield back to you madam chair for um for uh the answer the questions to be answered by the partner as well as the district. >> Okay. if we could uh address it going forward but Dr. to write your comment. I >> want to say this. So, never once uh did I say that there is no value in a relationship with the foundation. That's number one. Number two, I want to say that

188we have met and asked for consideration for the for for a flexible approach approach that isn't a one-sizefits-all. Um because we know um I mean I'm not going to go back and rec regurgitate everything I've been saying, but we know there are aspects of uh the way some of our schools in our district operates that prevents us right now from going full out with the Ford NGO model. Like we've asked for considerations and flexibility in terms of how this partnership could look for us. Um, and although we made some progress um, on paper with some of those flexibilities, the cost didn't change. And so we were still going to be paying the same amount regardless of um, tailoring this partnership uh, to better fit and to meet our needs. And so while we got some

189flexibility in terms of of of things on paper, in terms of how the partnership would look, um, it did not impact pricing. Um, so I wanted to make that clear. And then the third thing I want to make clear is the reason why I keep bringing up Metro is because teaming scheduling um is a huge part of the Ford NGO model. And when we have students that are leaving, I don't care if it's a hundred students at every school. When we have students that are leaving the campus going to a separate campus to participate in a separate program, it compromises our ability to do teaming and to do scheduling the way that it's supposed to be done in the model. which is why you see those low percentages reflected um on um our implementation. And

190so as long as we have students leaving going somewhere else like we are going to have a hard time adhering to that component of the model which is a major piece of it. That's why I keep bringing up Metro, not because of um you know the the the things you were you were saying, Miss Hatter, but it because it it it negatively impacts our ability to do the teaming and to do the scheduling the way that forward NGO model stipulates that it should be done. That's why I keep bringing up Metro >> going to go ahead and move on. Thank you guys so much for >> the the question is what happens after tonight because this is an ongoing the conversation is ongoing. Just so we're clear. >> You said what happens after tonight. I'm

191sorry. What do you mean? >> And and two I >> Oh, you're talking because I'm for for me I'm trying to close a loop or at least understand where we're at. That's fair. And and it's not pro or pro or against any side. I just want to be clear. Maybe others may want to be clear. >> Yeah, that's that's fair. >> Since the contract um for the Little Rock School District for um each student, $35 per student >> uh was for the 2526 school year. We are just about closing out a semester. So we're halfway through the year and uh they are pending approval of a contract. Um so either a we need to part we need to do something to understand where we're at because because as a district we have um part we

192have continued as if we were going to um uh be a part of this foundation and I and my last um saying or thought would be I did ask the question if um whether or not we are going to be a part of this because the expo is coming up and that is a part of that's a benefit of being a part of the foundation. So thinking about partnerships and good good being a good steward being a good partner um we are going to have to do something uh to figure out to uh and really we're at the mercy really we're at the mercy of the foundation because there is a contract that is waiting to to be resolved. >> I can't tell if I'm on or not. I I would I I think it's

193there's a lot of conversations that should be had, right? But the reality of this is is that I don't know that we're any closer to any resolution than we were two two weeks ago. We stand ready to support if this is what administration and you want to do. And I I think it's been made clear uh that uh that's not the recommendation from administration. and I we want to support you and we think we again for all the reasons we've stated um if it's not now when you are ready we'll be ready and so I I think it it would do all of us a lot of help if we made made a decision right because it's hard when you know we've got things going on and it's like well are they coming are they

194not are we in are we out I think we really there needs to be a decision um not without the due diligence and the convers like we're open to that but we really need is this the the business community and those that they they wanted in their part. >> We'll be meeting next Thursday and we're able to uh look at a recommendation and you know >> address it. >> Yeah. Because we would need to we would need to vote. >> So we we can do move forward with that particular >> because at the end of the day we are going to have to vote on something. we are going to have to vote to uh do it this year or vote not to do it this year. But then we still have the question of

195credit right and and if we look at it that way what is or if any I don't know I can't say it um what if any of the compensation for the benefits that have already been used as you know for the foundation which and what and what I'm speaking of directly is just so I'm clear last meeting I asked um whether or not our students would participate in the expo because that's a benefit of being um a part of the foundation and all of the districts there yesterday was have already paid their $35 per student to be a part of the um foundation for the 2526 school year except for Little Rock and Little Rock was very there and strong force and we were the only district that did not pay to to be there.

196And so there there there in my mind would need to be some type of resolve or um agreement on that like as far as August to to wherever it stops. >> Okay. Um is there anything you need to speak on with regard to that? Dr. Wright. >> Yeah, let's talk to you. >> No, no, >> no. Okay. Okay. So, we're going to go ahead. So, from what I'm understanding here, this is something that will be on the agenda for uh Thursday and you know, as we read the agenda, it's a recommendation that will be made. >> So, I would like to say I would like for you, Madam Chair, to ensure that the superintendent and them talk. So we'll have a something we can vote on because we we can't keep moving the >> Oh

197no, no, absolutely. >> So if you guys can get together, >> yes, we have that understanding so that we have breadth to be able to make an informed decision. >> All right. >> I think we need the thing I asked for if we're going to vote on it. >> No. No, ma'am. Because because >> we need to if we if we're going to if we unless >> No, we are saying either we're going forth for this for the 25 26 year or else we're paying and cutting our losses. >> Um you know we are >> this is the there it got to be an end because >> yeah we need some definitive information and we need it supported >> keep getting benefits and not paying. >> All right. So, yes, we need to have that

198so we can make an informed decision specific to what we'll be voting on next Thursday. Sure. >> Okay. So, thank you guys so much. I'm so sorry. >> Our next step is a meeting. >> Yes. >> Correct. Indeed. I would Yes. I'd love to have that in person. >> And And when is Dr. Wright back in town? >> Sounds good. >> When is Dr. Wright back in town? >> Uh Dr. Right. Yes. >> Dr. Wright, when will you be returning to town? >> Back Monday. >> Okay. >> You'll be back Monday. And so, how quick are you guys able to get together? because we're meeting Thursday, right? >> Yeah, we're meeting on Thursday. >> Okay. I I just want to be clear so we don't we don't we don't have to keep talking about this

199cuz I remember other colleagues saying we don't want to keep talking about the same thing. So, how quick next week you guys can meet? >> Well, I mean I I trust that they will get it to us in a timely manner so that we're able to review it. I don't I mean I know that it's more than one person that has to go into this. So we don't want to make an uninformed decision about when and all the particulars, but we trustain. No, I appreciate that. Absolutely. It would have to be then. Okay. So, thank you all so much. We appreciate you. And we're going to go ahead and move forward to 2.3 hydroponic farming solution. If you can get up. I know it's been a long I know. And thank you guys for what

200you did on yesterday. >> All right. Miss McGomery, would you mind uh would you mind uh introing and providing context for this item? >> Sure. Sure. All right. Good evening. Good night again. [laughter] >> Let me Sorry. Do you all need a break? Okay. Yes, ma'am. Absolutely. 10 minutes. Is that all right? Okay. 10 minutes. All right. Okay. All right. So, we are back from break only two minutes late. All right. So, 2.3 hydro ponic farming solution, a new innovation for LRSD. >> All right. >> And Miss Montgomery. >> Yes. Thank you. I would like to invite uh Mr. Terren Balden to come have a seat to join us. Uh Terren is the owner of >> Innovative Solutions Intelligence Group. >> I don't think anybody's going to object to this. >> All right. >> Well,

201let me say that um the hydroponic farming solution was brought to us um by Mr. Balden and it was a meeting at Little Rock Southwest High School with the principal and two other individuals who support career technical education um at the school. And what's great about this is that um Southwest High School already has a farm. They started an afterchool program uh 4H program and it's ran by Dr. Ross and they they do have some partnerships with with some individuals in our community to help support the the the farm. I mean the garden looks excuse me it's late but um and so when Mr. Balden brought this idea to us about hydroponic farming. We immediately thought about how this can enhance the pathways um automation and robotics, nutrition and dietetics, and even management that we

202that we offer at Little Rock Southwest High School currently. and how this can be a way to bring um fresh food um to a a food desert essentially and how kids can market and sell this product, grow and market and sell this product through STEM. And so I'm going to turn it over to Mr. Balden and let him present um this new innovation for LRSD. >> All right. Thank you, Miss Montgomery. Um, let me just begin by saying I'm I'm actually excited to be here even though it's late. Um, for over 40 years, Children has been my passion when it comes to giving back through the community, whether that be business andor community service. That's been the track record that I've tried to establish. And over the years, whether it's the Milton PE Crrenshaw Aviation

203Training Academy, whose namesake hangs on the wall at Southwest, uh we tried to get the school named after them, but we fell a little short. Uh I led that effort uh for over 15 years, and we continue to to look forward to the day that we can reopen back up the Wings for Dreams clubs in the Little Rock School District. Uh over that period of time, we never took a dime out of Little Rock School District. We brought value. We sent kids to um places like Pensacola, Florida, NASA, around the country, uh out of the Little Rock School District. That's the kind of value we're talking about bringing with this program and why I mention it. I I am a a a child of Arkansas farming. My my dad was one of the largest farmers,

204small farmers in this state um and his family for many years. That's aid land. Didn't seem like it was what I wanted to do. So, I chose technology and technological assistance to make the days a little bit less challenging when it came to the heat outside. And what we're doing with these is still a form of farming. And and as I go into this, I want to thank Dr. Wright, um, principal Maxi, Miss Montgomery, the whole staff over at Southwest has just been amazing. That school is amazing to me because it it was it was in the making for a long time and the things that are over there including the air land space garden that they have outside uh lends itself to jobs of the future. And so there's going to be some talk

205about careers, food, nutrition, food as health or as me medicine and what it means in this snap moment. I think y'all get it. Um, we're talking about food here in a community that's nutritionally uh deficient. Uh, that has what we call food deserts surrounding large portions of where this school could be a a major servant of clean food. Um, where students would be a part of that and opportunities for careers and business uh would lend itself. So, that's the takeoff here. Why Southwest? Well, a high school, they've got uh the kind of things over there in terms of technology, they have a garden already, they have a staff that's interested in doing this project. So, while this is a pilot project, uh, and I did hear Hall High School, this is Southwest. >> Yeah, I

206>> it'll piggy back off of what's going on at Hall and maybe some integration that can take place, but that's the district decision, not ours. We're bringing in the consulting engagement along with five major partners and we'll announce those tonight. Many of which we have their letters of support. All of which have agreed by email to be a part of this program. All of which would be the Arkansas Highway Department, the University of Arkansas at Pine Bluff, the Win Rockefeller Foundation, the Farm Bureau, and Riceand Foods. Five of the biggest names in the state uh when it comes to what they do. None of them are asking the district for money. They're bringing resources. So, I think what we're talking about is students benefiting from what this program offers, the community benefiting from what this

207program offers, and the district benefiting from what this program offers. Not to say there's no cost, but if you talk about how much money that would be produced from this to pay for itself and to enable the community to be empowered through it in terms of things like food and nutrition, uh farmers markets, fresh food pop-up markets that can be done in that community um within a certain mileage of radius. It's amazing. So that's what this whole presentation is about. So second slide. So when we talk about this, we're talking about STEM being integrated into agg nutrition science and dietetics with robotics drones which the highway department has agreed to engage us around where they would provide be providing those experiences awareness and flying of drones. Uh since they have the licenses and the work

208that's a career path for students okay career pathway for students. So if we look at agriculture here as a discipline, uh we know daily you're going to eat one to three times a day or die. So this is not like something we can ignore as a career focus and a human need. So if we're talking about STEM, science, technology, engineering, mathematics, we can also throw the arts in here and integrate the motivation from the arts side, which is what I do through the Arkansas Arts Council. Okay. I already worked in the district through the arts council as an artist on tour and arts and education and I've done at least three schools this year uh for around 18 days. So I know what's happening in our district. I'm there on the ground in the classrooms

209with the students engaging them with arts uh type drama engagement to bring out STEM whatever the teacher's teaching that's what we use drama to talk about. So here, same thing. You can integrate that, but if you look at the career pathways and STEM education to support the workforce readiness piece, that brings the state workforce into the mix. Okay? And so that meeting we're having next Monday with Daryl Basset uh over at the governor's office, the secretary of labor. This past Monday, I met the city manager. He's all in in support of this. So that's seven partners that we believe will be all over this because of what it means to children, the community, and the school district, and the business community at large, especially farmers. That's where the Farm Bureau comes in. I think they

210serve about 300,000 farmers down south. So we're we're we're not talking about peanuts. We actually presented this in 2021 on the heels of of CO um at the first convention after CO here at the state house convention center. We we presented this very program and got a lot of feedback and a lot of support and that's why we know uh u the relationships over at the farm bureau and pricing foods. So next slide. So technology integration, we're talking about things like drones. Um I don't know if you guys know, but without a college degree, that's a 70 to $90,000 a year job right out of high school with a drone pilot's license or a drone certification to develop software. I have a company that's a drone company. We're going to assist with this. Uh with

211Pearson testing centers, we can help kids get their licenses coming out of high school and they can choose that career path or college and UAPB is here uh if you want to ask them some questions about scholarships and what they might want to bring to the table to help students and what they're doing with their a program. Okay. But here uh automation and robotics, we have one of the best robotics experts in the state and Kina Booth who is doing work all around the state with programs. Matter of fact, I'm a judge at UAPB this Saturday with a contest on robotics. Okay. So, my background is in engineering technology, organizational management, and financial technology through Oxford University uh as a a certified uh fintech specialist, integrating that technology into AI. Also, on a company, a

212partnership that does artificial intelligence, writes it, and it writes grants, by the way. So, we're going to bring that to the table for you. So for analyzing data and optimizing the crop yield, we'll be using AI and students will be learning that hands-on with real live growing of food inside these containers. Next, next slide, please. So the living laboratory is is what's already there. We're not having to go build new stuff. We did an assessment of what was in place, what was already going on, what was happening at Hall and those assets. And then we looked to UAPB and the assets that they have there in act and they sent you a really nice letter with a whole bunch of stuff called gifts in it to the district. So, uh I think you got that

213letter. Okay. So, um, and so did the Winter Rockefeller Foundation and so has Riceman Foods and so has Farm Bureau and all the group Arkansas Department of Highway Transportation, uh, sending their letters over. They've all replied an email. Matter of fact, they told me why they couldn't be here tonight driving out of Jonesboro from their headquarters over there. But these opportunities here for the living laboratory ties to all those uh groups in some way in terms of what students are learning with skill sets that puts them on the pathway to a career uh maybe with one of those organizations. That's what they're in it for. You know, they need skilled labor coming out of high school or through college in order for them to be able to grow their businesses and manage and run those

214businesses. This gives the kids the opportunity to do it in school with those partners and those partners come and show them, help them uh learn about their businesses, do tours and those kind of things. That's what's in those letters uh including scholarship opportunities from UAPB. So we've also done some work with the local colleges here in the city uh for Lannis Smith uh Shorter which we're moving forward with the earlier uh discussion we had about this last year at the end of November and now they're ready. So I think you'll be looking at certifications that can come through uh central Arkansas two-year stance whether that's Palaski Technical College or here at Short and then Baptist has a whole certification program going on right now. I know they got a lot of challenges and what have

215you, but they have a whole certification program for careers taking place, welding, woodworking, all those kind of things. For kids that maybe don't go this track, if they learn the basics and go through the program, they may want to offboard and go into another area. Well, our partners will have that opportunity for them to do that. All right, next. Next slide. So, the implementation plan, what are we talking about here in the first year? uh we've already begun this process. We we we we brought the partners with us tonight before we even talked to you. So, we wanted to be real as we sat down. So, we we really tasked with getting that done by December 31st. This November 11th, those are done. That task is over. Uh we're now moving to how do we

216integrate those partners into the Little Rock School District's programs uh to support as a partner what is going on with career pathways. Okay. What is going on with discovery and awareness around careers and how can they contribute to that? Okay. And they pretty much defined that in a proposal that we we're pushing forward. And I think uh uh that's going to be a lot of the work that goes into this first year. Um, so by next fall we actually be growing food in these containers at the latest. We hope that we can get a get get going a little bit earlier, but we don't want to be too aggressive here. We want to get get you guys bringing me back in here. What just I saw happen to me. So no, we're going to make

217sure we're being measured and uh, you know, we're going to promise less and deliver more. That's our attitude. Okay. So hands-on workshops and these kind of things can be taking place with programs that are already going on with school systems uh through UAPB and and work that they're doing with teachers and training and students. They do walkthroughs. They will actually come here to Little Rock, I believe, and do some work here or there with workshops with teachers and so forth. That's a big commitment coming out Pine Bluff and uh I'm sure they're going to have to think about what's going on in Pine Bluff. I was told that. So this is not an easy move for them to make this commitment, but they're the best a unit in the state. >> So we we need

218to utilize their research capacity, their learning, their technology, and the things that they know that can help us create a great a program uh here in the district where the district could benefit uh from these containers uh growing food and and the food being used in the cafeterias. I mean fifth graders can do do this stuff if we teach them right. Okay. So in year two that's where we do the expansion and refinement. We integrate the AI, the robotics, the drones and these skills that they're learning while doing this hands-on work then become the opportunity for them to look at career pathways and jobs and opportunities or entrepreneurs, you know. So we partner with local businesses. I've named them the ones that are there right now. We're going to grow that and some of these

219businesses may not even be a part of the state of Arkansas, but they'll be willing to do work here uh in digital and virtual space and share resources, okay, in the future. So, if we need them to make this happen, AWS, Google, these kind of groups, while they have some presence here, we're talking about larger assets, okay, that can help grow this model. So, uh, higher ed, you know, growing that partnership ranks from UAPB to other groups like Three Rivers, like Palasky Tech, Philander, Baptist, you know, Shorter. This is this is all important when it comes to different constituencies and different groups of kids that are not served uh maybe in a given area because of transportation or because of some other barrier uh that has to do with income and other challenges. we can

220try to overcome those through these partnership models uh with clusters in various communities. And so the school at Southwest serves as a pilot for testing that seeing how well well it works. Um and it's not our first rodeo with doing these kind of things. We've done it out of the country in Dubai and Abu Dhabi. We've done it in Florida. We've done it here with other kinds of programs. So, this is just happens to be food and something that's hot right now, which is if you don't have food or your SNAP benefits and you're the person who needs it, that's that's a really bad place to be. And if we can take these kinds of opportunities and help offload some of that into the community, one of these containers will grow, you know, even with

221food loss, well over a 100,000 bunches of lettuce per year. Just one container. Okay? And if you take that at a dollar, if if I just wanted to sell it for a dollar, and I'm talking about that's with waste, not maximizing it, that's 100 grand. And I don't think you can go to any store and buy those bunches of lettuce that they have, the leafy lettucees for 99 cents. Most of them are somewhere between$1.99 and 2.99. Okay. So, there's a lot here in terms of economics, entrepreneurship opportunities, business career paths. So, we're going to be able to evaluate that and refine that as we go through year one to implement this technology. In year three, we're talking about sustainability. How do we sustain this and create the resiliency around it to go to scale beyond

222just Southwest? How can we spread it to key areas so we have these containers located where they can serve multiple schools? You know, uh we don't know what the school numbers are going to look like given what's going on with the Learns Act and all these things that are bombarding uh districts across the country. It's not just here in Little Rock. Uh they're called different things in different states, but they have the same effect. And so here uh we evaluate the student outcomes and career readiness metrics, expand the operations and share produce with the community partners. That's when we believe we can go to scale with this and really start to see the major impact in year three. Next, next slide. So the impact and outcomes, the student benefits, I mean that's pretty obvious. They

223learn skills. They can choose a skills-based career pathway with certifications to prepare them for employers and learning that's hands-on with employee participation where employees know what kind of employee they're getting because they've been working with them for the last four years. Okay. And then developing the STEMbased I'm sorry or go the route of scholarships through UAPB or another partner here in the local area. develop the STEMbased leadership and entrepreneurial skills. Uh that's what we're doing. You know, whether it's science, technology, engineering, or mathematics for kids that are on that track, it's easy to see. For those that are not, we need other opportunities that are skill-based skills training and certification programs so they can go out of college and have a a decent lifestyle and living and make a living wage. And that's what those

224certifications provide in terms of industry recognized certifications. We're not just talking about giving them a certificate. These align with the industries uh and that need those students to be skilled at a certain level. When they test out, they'll have to test out well enough to get that certification. Okay. So, gaining a career exposure to a tech nutrition and entrepreneurship is key. and then participating in the real world opportunities, you know, things that people are doing for jobs today and the jobs of the future and the jobs tomorrow. I mean, nobody thought that AI would be this predatory and invasive this quick postco. But within a year's time, we've adopted AI at eight times the rate that the internet and the worldwide web was adopted. Eight times the rate. So, it's going to be here to

225stay. Whether we like it or not, it's going to be a part of our lives. It's already a part of their lives on their phones and all the things that they do. Whether that's music, whether that's whatever, we might as well find ways to enable and empower them to learn how to use it to their best benefit rather than be a force for something that's not in their best benefit. Next slide. I think we're almost done. So funding, that's the big question. Our fee is 15,000 spread over two years. The third year we take no money out of here. We bring money in through grant writing and consulting. And the program, the way we set this up, cannot be successful unless we help fund through partnerships and grant writing that we do through our own

226technology that we know is working right now around the country here uh in this program. So it's not about most of that is paying for digital setup fees and things they have to run to manage and report out and do evaluations and things like that. The rest of it comes from donations comes from the grant writing experience. One in which I know is already gone in and these partners were brought in by us not the district who you there's your person right there. She she was shocked with the speed in which those letters came. We had a deadline I think last Friday and you needed confirmation some kind of way. We got those to you, right? >> Okay. And letters now. Okay. So, my point is we didn't come here to drain the district. We

227came to bring the real opportunities to children. The focus ought to be on the child. That's what the district's job is, is to educate children. And so while we as adults get in the mix and do our whole thing, what gets lost in that mix sometime is what's in the best interest of the child in that neighborhood. Because one shoe does not fit all. Kids over there, kids over here, kids in this school, that school, they need different stuff, you know, and and the numbers tell us if they're on grade level or not. and we can see the outcomes in other areas that are not the most positive that we want to see. So I think things like this gives us the opportunity to incorporate all of it. You know, equipment and technology and donations

228from drones and sensors and growing systems, workforce development grants, these are the kind of things that we're working on. The state will understand this. We're an a state. It makes sense. So, uh, internships, uh, with things like, and I'm not going to make Mr. Rigggins who's been he he drives from Conway all the way to UAPB every day. He's the, by the way, this is the vice chancellor of UAPB. He's here at the direction of the chancellor and the dean of school of a. Okay, so these are not small things. And the letter they sent is signed by Dr. McGawan and uh the head of the a program who brings in most of the money at UAPV. So I you know I had that meeting with them uh last Friday to level set what the

229expectations were for this program and what would they provide. they immediately follow up with written documented letters of what they're willing to commit to and provide and that's included in a proposal that we already have going out that we can use continuously and Chris can speak on behalf of this university but that was what we got an understanding I think and the whole staff is excited about what that might mean for students teachers and ways that they can work together from higher ed to lower ed so the children that are coming to them are prepared for college and or the things the teachers are talking them about in high school, in middle school is preparing them for college and careers. So, I think that's it. >> Thank you all so much for your time and

230I know that it's been a moment. So, thank you so much for your patience. So, we'll yield the floor for absolutely for questions. Yes, Miss Ma'am, Miss Hatter. >> Yeah. Um, >> yes. >> Would you like to come up, sir, so that um or can you move at this point? office here for the real sweet potato >> baked sweet potato. >> Okay. >> All right. Miss Hannah, you had a question. >> Yeah. Thank you for this um uh this No, that's not what I was going to say, but uh thank you for no for the opportunity and then coming to um however you and and the district came came together um to uh provide opportunity right to our students. My I just have one question. um how many students will be served in this um

231program? >> Okay. The >> or pathway, it's more is it's more like a pathway and and it's a few different pathways. >> You need to answer that one. >> Well, it's really a an extension of pathways we already have. Mhm. >> So it's not uh we won't just have a pathway specifically for hydropic for this solution. Kids in various pathways will be able to to participate in growing food and learning this whole process. And we'll also extend this to after school as well. >> Okay. And so like as far as like the drones, uh this will be integrated with with the drone program that's already there or or the drone class that's there. >> Well, the state eliminated the drone pathway, >> right? And so um we don't ne we don't have a drone pathway

232anymore. So what we're what we're doing is utilizing drone technology through automation and robotics >> to support this this hydroponic u farming solution. >> Okay. But the inventory of drones that that that that that we have we still own those. >> We still own those. Yes. They're still at the school and we still own those. >> Okay. Um so roughly how many uh students? Well, it's based on interest and we haven't had our first meeting yet with students to introduce this to them. >> So, we'll just have to see. >> Okay, good deal. And my last thing is um sorry, I didn't make a note. Oh, the implementation plan. I just wanted to give you a compliment on uh you have already completed the first year um of >> well no the first 90 days

233>> the first 90 days of the on the on boarding and and so like you're ahead of that uh December 31st uh date. So yes ma'am >> appreciate appreciate that time that timeliness. So >> well I do want to mention that there's a need for a feeder system into high school. So the middle schools and the elementary schools have to be engaged at some point in order for the awareness and exposure to be there early enough so that as they get to middle school and go to high school they're on the right pathway if they have an interest in something like this whether it be the drones whether it be the robotics whether it be the food that would be an opportunity for us to expand this when we're talking about year two and a

234half to three. So, I I'm I'm some work over at Lacy's and Jair. JFair had a a a growing system over there, which was a greenhouse uh that ended up being destroyed with a with a tornado, whatever. And um but they're interested in still doing gardening and things like that. So, I know that the alphas uh [clears throat] that other group uh are working with them over there on their gardening program and they've applied for some grants and things like that. So, I know we had some early discussions about how we step that down line to the middle schools and and um uh elementary schools at some point. >> Okay, other questions, Miss Callaway. >> You were an environmental magnet at one point. >> Yes, ma'am. >> And uh what happened to that? They made

235it into a KA and that and and that program went away. But at that time I I benefited by having collard greens and everything I used in my classroom and sweet potatoes and whatever they grew out there uh they would donate it to the fax teacher >> and uh you know I realized UAPB that's what it was my last year there but before that it was Arkansas AMA college and I did >> my dad was there during that Oh, come on. Well, yeah, my mother graduated in 48. And so, but at any rate, agriculture is so important to the state of Arkansas because we are one of the least populated and and land area. I know we do have it. I think it's so important. And thank you guys for coming. I saw you at

236the banquet, didn't I? Donor's banquet. >> No, ma'am. I don't think so. Was it here in Little Rock? No, it was in Pine Bluff during homecoming week. >> I wasn't there. >> Okay. Well, you just look familiar. You got one of them faces. But anyway, uh I think this is this is what we need. I think we need this from elementary, middle school on up because after after [clears throat] a while, I need a garden in my backyard. We're not going to be able to buy or even ascertain fresh vegetables. And growing up, even though I didn't grow up I grew up in the city, we had a garden. >> I haven't had one since I've been back, but uh in Arkansas, but >> well, there's a burgeoning community garden program inside of Little Rock

237right now through ulr's cooperative district, >> and we talked to them, Mosaic. >> Yeah. >> Uh they've written some letters of support for other things that are going on. So, I think we'll be able to really >> build this overtime to something really special. Thank you guys so much for the information and I'm sure we'll be willing and able to move forward quickly. >> Thank you. >> Absolutely. Thank you all. >> Thank you so much. >> Well, we need to give Miss Shemica a hand cuz she does great with her pathways indeed. I know, right? She does great. >> She's doing wonderful. Thank you so much, Miss Montgomery. >> All right. 5.1 revised tuition reimbursement program for certified staff is Miss um Burgess. Where is she? >> Good evening, Miss B. >> Good evening. >>

238How are y'all? >> Just okay. It's all right. No, I have I have uh classified PPC in the morning, so I can't take tomorrow. I'll have to >> You have You have two items, don't you? Yes, ma'am. First. Okay. You have revised tuition. I just didn't want to, you know, mess with the in between. I just let you go. Revised uh tuition reimbursement. Then you also have the stipen schedule. >> Yes, ma'am. >> All right. So, before you 3.59, the certified personnel tuition reimbursement. That was something that's been in place for several years. And so we had to revamp it as we were going through our policy committee. This is one of the things that we did not bring and we will bring other items as we continue to um revise them according to the

239law, but we did not bring this one. So we're asking that next week when you all vote that you implement and add this to the new policies for the certified um employees at this time. So that's what 3.59. So the the blue and the red are the changes or the revisions that were made in an effort to um bring everything up to par and the PPC has already voted on this. We took it to them um about a month ago. So So they voted on this as well. You have any questions about it? Any questions? Very good. Okay. Next are a few stipens that we uh were adding to the stipens that you all were so gracious enough to approve last year. I think it was Miss Hatter and a couple of other um board

240members that asked us to look at the PPC stipens and for the chair. >> Yeah. >> And so so we we did that. We put some value to the chair, co-chair, and the secretary because we do meet in the evenings. And um so those are the amounts for that. The school safety coordinator, that's a a new thing that the state has that goes along with the safety grant. So, and we have people at each building that's designated to do those duties for the safety uh coordinators. And then the middle school athletic directors um that has not been uh updated in the last um set of stipens when we did the athletics last year. So we had to go back and make sure that we had what we needed for that. So those are the ones

241as of right now. And we also um went in and updated the stipen um guide. So what you see in red, those are the changes. I know that Mr. Uh, Adams had a couple questions on that and I have come up with some answers for you on that. So, any questions about the stipens or the stipen guide that we have proposed? >> I just have one quick one. What is the impact of what is the impact to the overall budget and and and was it already programmed into the budget the increases? >> So, Mr. Sir Bailey um did meet because we have he's on the compensation committee. I did not put the amount we can put the amounts in there for next week. Um but of course for the PPC that's just three people. So

242that that's minimal. And then for the um the middle schools I think that's like four people. And then for the the school safety that's one per building. That's one per building. So So that and I thought what was Go ahead. >> Oh, I just wonder are is are the classified also going to >> We haven't gotten to them yet. >> Okay. So you just haven't gotten to that at all. And so the >> I just want to make sure that feels equitable. Yes. >> So once we you know as we're working through our policy, we'll look at this. Uh we we have a >> in our polic Yes. The committee we're got. Okay. >> That's right. And then uh also uh we have talked about it in the classified PPC though. So so they are

243very well aware I keep them a breast of both sides so they know that this was coming and so they've already talked about implementing that as well for the classified PPC. >> Very good. >> Any other questions or concerns? Thank you so much. >> Let me tell Mr. uh Adams my >> Roger. >> So I did go back and and and it was one word that Mr. Adams asked about last time. it was um morality. So have a couple of options and I'm going to shoot it back to the PPC. So it could read a couple of ways when it talks about um the teacher develops a program that results in students achieving their potential academically, athletically, socially, and morally. And that's kind of the the the the word in question. So I thought maybe

244character or social character uh characteristics something to that effect. So I will give them that option as far as and then we will change that verbiage throughout this document. >> I love that. >> And then the thank you very much Miss Burgess. The other thing was that there were athletically showed up in some but a minority of them. But I I didn't follow the the logic of it because it like it showed up in high school guitar teacher had athletically and >> but and so those things that didn't seem to be athletic. >> Okay. Um, and all due respect to guitar people, but anyway, but but I I wonder if I wonder if that could be looked at to see if if those >> say musically >> if if those really if if that word

245is necessary at all in in those on the athletically parts, the ones that have to do with fine arts. >> Okay. >> They're pretty athletic. >> Miss Bis, did you have anything else to >> No. Any Any more questions about >> any other questions? Thank you so much. Thank you so much. You're >> welcome. We don't have >> I think we have one other Oh, what about the 5.3? >> Oh, yes. I can speak on that as well. I think I'm down for the Oh, that's the uh the P. >> That's the principal and residents. Uh that's something that um that we've talked about in cabinet, making sure that we have a sustainable plan. We know that um Miss Russo has been a pillar in in our district for a number of years and we

246definitely want to continue that legacy with um what's been built at Central and so we did not want to be caught off guard and say okay well I'm deciding that this is my year and then we don't have some type of a secession plan. So uh that was the the thought behind um the principal and residents for the the following school year. We won't do it right now. We would search right now, but we would not fill it until the 26 27 school year. >> Can I add a little bit? >> Yes, ma'am. Yes, sir. I'm sorry. >> Okay. I want to add a little bit more uh context to this. So, Miss Russo and I have had uh a number of conversations I would say over the past at least the past year, but

247I probably would say two years, a number of conversations um regarding retirement and her transition. and she has indicated to me um each time that we have the conversation that she um has no immediate plans uh to retire and so that has been uh made crystal clear. However, I have also uh expressed to her every time we we talk about my extreme sense of nervousness um around not having a clear plan of transition place because there is so many things that she has built at Central um over her you know more than two decades long leading that particular school and in my opinion it wasn't a uh she's not in a role she's not in a role to where I feel like we can just you know go through a regular interview process and put

248somebody in face. I mean, I I I told her that I need at least um a full year of someone working with her, uh learning, you know, all the ins and outs um and all the things that she has built um at Central over the years. Um and that was really a minimum of a year. Really think it needs to be a whole lot more. you know, I expressed to her that we cannot afford for whenever that time comes for Central to um lose any of its prestige um um because it is, you know, the flagship flagship uh uh school of this of this district. And so we've had those conversations um and at the beginning of the school year after the science wing open um she did request to have an additional administrative uh

249position because of the additional space on the campus. And after thinking about that for a while, I did approve for her to have an additional uh position. But we I had a conversation conversation with her about using this additional position uh for what's called a principal and residence. And although that may be a new term here, um a principal and residence is not a uh unique thing. Um it's been around forever and different districts use them in different ways. But what this would allow us to do is to use this extra uh administrative position that she requests. um and it will allow us to use this position uh to ensure that we have a um a valuable plan for transition um whenever it is that she decides that she wants to retire. I didn't just

250want to um fill it with with a a regular um AP candidate um because and maybe well I would just go ahead and say this too like when I when we look at um who we have available in the district um you know there are you know a few people who have um what I believe is the profile the experience uh to be able to lead a school like central and I can tell you that all of those people um that we have like identified who we kind of like feel like will meet that particular profile. None of them are interested um in the role. And so that left um me uh like I said having an extreme sense of nervousness because Central is not a school to where we can um afford to not

251have a real transition plan in place for whenever that time comes. And so instead of again just using this position uh for a regular AP um it's my idea um and my thought that we should use this particular uh position for principal and residence which would in in essence be a person who would be hired with the thought um that this person would transition into the principal role whenever she makes a decision to retire. that will give them um multiple years of working with her to learn learn the ins and outs um of the school um which will again will ensure that there will be a smooth transition whenever that time comes. Um so we did draft this uh principal and residents position um I shared it with her um in October for her to

252look at it um to see if she wanted to give any input or feedback. her response to me was she didn't feel that it would be appropriate for her to give any input and feedback into a uh position that that I will be having a conversation um with the board um about. And so I did communicate to her in early October that it was the plan um to actually bring this in October because I knew that you know this um idea would cause a lot of uh um uh conversation um across the city and so I wanted to have it this conversation as early as possible. But when I looked at the number of things we had on the October um agenda, um I moved it to November because that meeting was already uh that

253agenda was already um filled with a with a bunch of stuff. And so we moved it to November. And why November? Why now? Um to answer that question um in December is when we typically start um the principal recruitment process for the upcoming school year. And so if we present it uh to the board today in a work session and it is um brought to the board for action next week, it will be right in line uh with when we begin to post um and begin to recruit for school leaders for the upcoming school year. It is our plan to do a national um to treat this position a little differently than we we would do um any other position, but our plan is to do a national search to find the right type of

254candidate who we believe would fit um what you see in the particular job description. And again, this person will have an opportunity to work with her for multiple years um until she decides um that she wants to um retire. And so I just wanted to add that context um >> to the discussion. >> Absolutely. Questions. >> Um Dr. Wright, you mostly covered what I wanted to ask and I just wanted to ask out loud. Um, do you feel this this position description and the idea was developed collaboratively with Mr. So? >> Um, well, like I said, I shared the job description with her in um October, but um you know, she >> she had requested this additional assistant principal position and and then the principal and residents >> piece was grew from that. >> Yes.

255Yeah. Okay. >> Very good. Questions coming around? Yes, ma'am. um for um okay, so I have a couple of things with this and I'll just keep it pretty straight to the point. Um so if uh Mrs. Russo um requested a AP uh position for the science side of the building. Uh she that was just a regular um assistant position assistant principal position um and that's normal for her to do. My concern is that a principal and residence uh vacancy [clears throat] announcement was put out and she was or like most of us caught well I can't say most of us but was caught off guard um because it's almost it it it seems um a bit um it it it seems it it it off-putting, you know, to have to advertise a sitting principal's uh

256job essentially and call it a principal in residence when uh the principal have not announced that she's leaving. And it is due to nervousness on the district administration part to get a successor and then present it like it is new conversation um when it's not new conversation. So I I for me I then I would feel or I'm more inclined to have a a motion to have her request made met by having the assistant principal as she requested which is a normal position. and Bure which this this is something you're you're doing the principal in residence which is something she wasn't a part of or had knowledge of to have that as a separate thing because I've heard from a number of people and it caught not only public off um guard it also had

257an impact on students and so Um I would say to separate these these positions cuz one's a new position. Um and and then have it separate because they they are two separate things and I I will stop short of that. Um with that is um I do have a question after my statement with the principal and res residence. Is there any like requirements on that um additional outside of um whether it's age or anything of of those uh nature with the principal and residents for central Okay. >> Are you asking that question of who are you asking? >> Yeah, it's a question. I think he's frozen. But so, so and so my point since he's frozen, I would just say advertise it as a regular AP position and her secession, right? since she hasn't indicated

258that she's retiring. I don't know if anyone have um spoken with her, but um to have it separate be because uh yeah, >> I don't I don't like that because >> Go ahead. >> What getting new assistant principal is no longer just an ordinary thing. He sat there and promised us that we would not violate the staffing formula. >> Well, my thing is I I get that, but my thing too is I understand how this came about and we're saying October. So, um, with, you know, conversations prior to that, I just think that to to put out a principal and residence and have it create the back the the response that it has. It is hard for me to believe that she was involved in it because she would in my mind wouldn't do it

259because it's bad timing. Like, if we think about it, it is recruitment. It have sent a level of uncertainty uncertainty through the district as well, the city. >> Okay, we can hear you now. >> Um, >> I'm sorry. >> It would be equivalent um almost to the the board uh creating a superintendent in residence and um having that in place. >> We'll do that when he's 80. Well, but but but if hold on now, if we're talking on age, we can't discriminate and so I don't want to, like I said before to you guys, I don't want to be a part of any discriminatory talks or >> Okay, so you had a question. So, let's yield the floor. I think that um Dr. Wright is available now. Go ahead, Dr. Wright. >> So, I wanted

260to respond, but I didn't get the question. The the what was the question? question >> to uh separate out >> Oh, okay. to to separate them out and and and two I said uh it feels a bit uh disingenous and of course I'm at an advantage of knowing how this came about in a way and when it all started but I said it having a principal in residence it is equivalent to us creating a superintendent in residence and not informing you about um about such of of of of us wanting to hire a successor of you and then right if you haven't indicated you are leaving >> so a couple of things number one I don't know where this notion that um principal Russo was not aware of this again she and I had a

261very specific conversation about this in October um we had a phone conversation about this I then followed follow up with her uh in an email um about this. And in the email, I specifically mentioned that I know that this type of role will cause people to have all types of create all types of rumors and whatnot. And so um we need to think about a way to get in front of this before this uh is put on the agenda and before it became public. And again, I made her aware that this was going to be posted in October. Um, but again, I didn't put it on the agenda in October because it was so much stuff on that particular agenda and I knew that this conversation would be long and so that's why it was

262put on November. So, I don't know where this notion that she was not aware. Not only was she not aware, but I actually shared the uh again the job description with her um in October before it was even made public. So I I'm a little confused as to where how this notion that she was not aware. Number one. And then number two, um it is not the equivalent of posting her position because it is not a principal position. It is a principal in residence. It's simply um to ensure that we have a secession plan in place for her. I think it's irresponsible for me to not um have a solid plan in place to make sure that the school continues uh to run as good and even better um than it was as she was

263leading it. Like I don't want to be in a position to where we don't have a valuable plan and somebody identified in place uh to assume that role um when the when the time comes. And again, it's not a role that I don't think anybody can step into without having multiple years um you know, experience working up under her leadership um and getting a chance to learn all the different things that she has done and all the different moving pieces and components of the school. Um and so that's why when she requested this role, I thought that this would be um a perfect uh solution to to really answer and address two things at one time. So it's not the same position. It's not it's not a principal position, >> right? So just so it's

264clear, she what she this is for people listening because it's two positions put together. It is she requested a regular AP um assistant principal position and the administration decided to do a principal and residents and put them together. So, um I'm I'm I'm I'm just trying to um for to just just keep it together as far as I'm concerned as far as uh what this is and and it really seems like it should be two separate um positions, but um again, >> did you have another question? >> I'm just saying right since I was a part of conversations, I know how it started. >> Well, it's okay. But do you have is that essentially you want to know that? Yeah. I So I just wanted them separate. >> Mr. Adams, >> thank you. I I

265just wanted to speak um in favor. I I think that um this is a a thoughtful and creative response to a need because I think that it's really important that we make as best transition as possible on on a school which is so important to the district. And I will just mention on from a personal level, my father was a superintendent and he was hired uh as an associate superintendent to work under a superintendent with the understanding that when that superintendent retired, he would become the superintendent and that was helpful for him and I think it was helpful for the district to have that kind of succession plan in place. >> Mr. Um I I also would like to speak in support of this. I think in any large organization succession planning is a really

266important part of the work we all do. I know we are you probably are thinking about that Dr. Wright in every school um that you have of of where and when people might transition, where and when people might uh move from one position to another people might be promoted etc. about the next in line for leadership regardless of when that happens. And I think um I just wanted to put my support behind the effort to um to think long term and to think about the the long-term success and continued success of our our districts um especially our flagship high school at Central. So >> thanks for your work >> and for being I'll just just I'll just say it just so if it is just so it's not put in the consent agenda item. I'm

267I'm going to vote no on this. Um because again, the conversations I was a part of, >> I'm I I this this is a product of that. >> So, um just make sure that it's a separate item because I'm sure even with your father, they probably didn't have the type of conversations that was had prior to >> director. you have >> I'm going to support this. It's the best thing for the operations of Central for the kids who go there. What impact it have on the rest of the district, I don't know. But that's not the issue. The issue is how we can get a plan in place to provide for M. Russo's departure whenever that might be. If it's five years from now or 10 years from now, >> I I I get that.

268I'm just talking about the conversation I was having. quit talking about this conversation. This was an executive session. >> We're talking about you continue to violate executive session. We'll bring you can >> but I'm not violating anything. No one knows what that is. >> Okay. Excuse me, guys. Let's not have sidebar conversations. We want to just work on the work >> unless a cognitive >> the group work. Okay. All right. So, any other questions that we have specific to the topic? Any other questions? Thank you so much for the information and thank you so much Dr. right as well. Thank you. So, um, now we're going to go ahead and, uh, bring this meeting to a close. If we don't have anything else, if there is no Well, this is not a form meeting. Well,

269it So, we're going to go ahead and bring it to a close. >> All right. And so, we're going to move. >> Yeah. Well, sorry about that. Okay. 7:30. >> I don't think it's my fault. It's not my fault. It's not my fault. >> It's 7:30 in California. >> So, so can we go ahead and call the meeting to order? I asked this morning. Nobody told me. >> As soon as you tell me >> Miss P. Soon as you say >> that you're ready. >> All right. >> Okay. Thank you. Tell me when. Pam. Okay. All right. We're going to go ahead and call the meeting to order at not 7:30, but 9:25. 9:30 almost, but that's okay. We're we're okay. All right. So, I will call the meeting to order. We do have a

270quorum, so we're able to move forward. Public comment 2.1. This is a place in the agenda when we hear from the public, parents, stakeholder, and stakeholders, and friends of LRSD. We like to hear public comments regarding LRD 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. Is there anyone >> available >> who we're Okay. No one has to make a comment. Okay. All right. Okay. So, the chair will entertain a motion. >> I move that the LRSD board of education enter executive session for the purpose of considering the employment or appointment of a public employee. >> It's been moved and properly second. All in favor? I any oppose? Motion carries. We will retire to executive session. Good afternoon, evening,

271night. Okay, good night. >> So, good evening. So, we are returning from executive session where no actions were taken. And so, we're going to go ahead. >> Um, yes, I'll entertain a motion. >> I move for your turn. Right. Don't we have to make that a motion? We don't have to make that a motion. We generally do. >> Okay. I move you return from executive session where no decisions were made. >> Okay. >> Second. >> It's been moved and properly second. All in favor? I. Anyone oppose? The motion carries. Um, so we generally do, but we have conflicting ideas about it. So, it's good. Thank you. >> No, it's good. Okay. So, we're going to go ahead and um we'll we'll yield the floor to any board comments. Do we have any board comments? Yes,

272sir. Mr. Bali. Yes, I would just want to mention that uh I had the pleasure on this Tuesday of sitting in on the student advisory committee's meeting uh facilitated by Miss Vestal. She did a wonderful job and the students there uh had a lot of great productive conversation and they personally told me that they want to invite each board member to come to one of their meetings um that they hold once a month. this month it was at Metro, but I know before that it was at the uh at this building right here. So, I want to say that and also uh I want to send out my condolences to the Anthony family of Mr. Lee Anthony. He was a long time teacher, art teacher at Little Rock Central High, very loved and respected in

273his community. His children were also part of Little Rock School District. He passed away this week. Uh he was also the owner of Soul Brothers Records and the True Soul uh record label and I just want to send my condolences and respect to that family and uh definitely a legend in our community. >> Thank you so much for that. Other comments? Other comments? >> I would like to congratulate Dr. Wright. He um won an award this week at the Institute for Education Innovation. He received the um the Dwight Jones courageous leadership award from his fellow superintendent. >> What is what? >> Absolutely. Congratulations. >> What was [snorts] that? >> I don't know. I just saw it on the on LinkedIn and I don't know all the answers to that. >> But you had like an

274announcement. >> I didn't I saw it on LinkedIn. So I just thought I would share. >> Thank you. Thank you very much. >> Yeah. >> I was just know what he did really well. >> Anything else? >> Courageous leadership. [laughter] So if there is like how that was demonstrated. >> If there is no objection, I'm so sorry. Um >> Little Rock, um it has been a great pleasure serving you. I'm here until [laughter] March. So, um I am I I take um this work that I do very uh seriously and you can definitely rest assure that I will not back away or um become you know how it is when people leaving positions they become like a lame a lame duck and um kind of shy away from things. And I just wanted to thank

275you uh right for uh your vote of confidence your um trust to trust um the my voice and uh the leadership that have been provided. So I wanted to let you know um I really do appreciate each and every one of you and just like Baker Kurr said when he left I am still around. So um I then I will still be around and active even after um I'm gone >> more so than >> All right. If there is no objection, we will stand a jar.