001Good evening and welcome to our board meeting this evening, September 25 on Thursday at 5:30 p.m. We'll go ahead and get started with district celebrations. Come on up. Come on up. >> It's a pleasure as always for me to be here tonight. Thank you for allowing me to introduce to you uh some of our newest partners in education. So, Dr. Wright and directors, I am proud to introduce three partnerships from Gibbs International Magnet Elementary. and principal Greenwood could not be with us tonight, but she left us in capable hands. Rona Bar, please. And anyone else from Gibbs that's representing the school, please come on up. I want you to be up here grading our partners. Dr. Wright, please join us. And who is Director Johnson, please join us as well. This is wonderful. Okay, our
002first partner. We can get over here because Jack's gonna be taking our pictures first. Um, our first partner is Restoration Church. Come on up. Glad to have you. This is the school certificate. They have their certificate. We're excited for this partnership. We know our faithbased groups do so much for our schools and they certainly are supportive of Gibbs and so we appreciate all of you. Nina Staggers came tonight with her entourage. So, thank you. Do would any of you like to say something on behalf of the partnership? >> We have more. >> Would you like to say something? >> Well, it's a pleasure to uh be a partner with Gibbs. I am a product of the Little Rock School District Park class of 2004. And it's just a pleasure to make sure we give back
003to our community. We love being working at Gibbs. I've been a substitute teacher there and so also my church and being involved. We just love to see the things that they do in our community. So big up to Gibbs and big up to LRSD. >> Thank you. other individuals up here so you can greet our next guest. We're going to also welcome partner in education Apple Seeds to Gibbs as well. Apple Seeds, come on up. Kristen House here this or nonprofit organization and director I'm gonna let you hold that. Thank you. I love that we're gonna we're gonna take the picture while I talk. Apple Seeds has a twofold mission. it to increase the access of fruit and vegetables, fresh fruit and vegetables, and also empower young minds with knowledge and skills they need to
004live a healthy life. And we're so grateful that you're providing this to give students. Kristen, would you like to say something on behalf of the partnership? >> It is wonderful to be here. I am also a product of uh the Little Rock School District Park View 2000. So in good company and yeah, Apple Seeds, we're a nonprofit. We like to inspire healthy living through garden and nutrition education. We have a garden. The kids come out and we are just so excited to start this partnership with Gibbs. Thank you. >> Thank you. [Applause] >> Okay. And Chase Waters is here from uh Cout Rocks the law firm. Help me say is it >> doesn't rhy. >> Okay. Well, I needed your help with that for sure because I wasn't sure. But thank you. I've heard of
005I've heard of y'all a lot. There's a school. Um we're excited to have this law firm as part of the group joining uh Gibbs and they're helping provide student behavior incentives and school supplies. >> We can't have enough of that. That helps the school come at Stay Calm, right? Please, would you like to come say something about the >> Thank y'all for having us? Um, you can call us Fraggle Rock if you don't want to call us Q Tech, but um, a lot of us at QE have kids in LRSD. Chase actually has a child egg gives and maybe in the next couple years we'll have two more. They're little so they're not old enough yet, but uh, we're excited about this partnership. So, thanks for having us. >> Well, thank you for doing this.
006I'm [Applause] >> That's it for PIPS. So, uh, we have two partnerships from McDermott. So that would be director Adams. Come on out. And do I have principal G and B? Please join us. Yeah. Y'all y'all are wait. >> Okay. >> Yeah. F first we have uh two partnerships with McDerm that we want to recognize. One is Special Olympics Arkansas. They have a they're a unified champion school program here. And I think this is so cool because it helps foster, you know, positive school climate by teaching kids the acceptance and differences that we have and and making it a better and more peaceful climate. So, I think that's great that they're doing it. Let's give Special Olympics Arkansas a hand for their participation. >> And then we also have Unitarian church. >> This is the
007school. >> What a what a blessing this group is >> to Little Rock School District in 2018. They started a food pantry at Stevens. Now they have moved to McDermott. We can't say enough wonderful things. Thank you now Pat and Marggo for being here and representing the church. And I know somebody would like to say something on behalf of this partnership >> because it's just wonderful. >> We are so happy to be at McDerma. It it's just they've welcomed us with open arms and we see a lot of need and it's right in the neighborhood of our of our church. So that makes it very special partnership. So thank you very much. >> Thank thank you for all you do. >> Thank you. And that's our partner my partnership presentations. But before I take a
008seat, I want all of you to be aware that we're planning for event stain menal reading day and that is Tuesday, November 18th. So if you have a young student you'd like to read to, please sign up with us. You can scan the QR code. We've been doing this for 28 years and the objective is to put a classroom reader in every elementary classroom in the district and we've been successful in doing that for 28 years. So the exciting part is the tradition continues. We continue to reinforce literacy uh uh initiatives in the city and we would love for all of you to sign up and read to a class. >> I signed up yesterday. >> Good. We want you to we I think we've already received 175 >> uh registrations. So we're excited about
009that. Thank you for always giving us your attention to our partners in education and appreciating them as much as we do. Thank you. >> Thank you. Thank you. In the spirit of celebrating, we're going to continue on with our celebrations for the month of September. Today, of course, is a very special day. LRSD proudly honors the courage and legacy of the Little Rock Nine on this historic anniversary. Their bravery continues to expire inspire our commitment to equity, inclusion, and excellence for every student. We call their names. Mini Jeene Brown, Elizabeth Ecford, Ernest Green, Thema Mothershed, Melba Patillo, Gloria Ray, Terrence Roberts, Jefferson Thomas, and Colorado Walls. Together, [Applause] together we remember their contributions while building a brighter future for all. By the way, the National Park Service is hosting Little Rock Central High School National,
010a a free public event this evening honoring the Little Rock 9 at 7 PM. So, in case you leave here enough time, please head over to the Harry R. Kindle Health Nugget Conference Center at Philander Smith University right across the interstate. >> All right, we had an exciting time. I think this was last week. uh LRC and First Security Bank. Um one of our community partners and families celebrated the recent grand opening of another bank at one of our schools. This one was at Chico with a ribbon ribbon cutting ceremony. Through this partnership, LRC, we now have five studentrun banks at elementary schools. And you may remember last year students and families have saved well over $100,000 through this program. So congratulations to Chico. [Applause] Congratulations to Pinnacle Views Pericles Wayne who was named to
011the Thermo Fisher Scientific Junior Innovators Challenge Top 300, the nation's premier STEM competition for middle school students. Pericles is the only student from Arkansas to earn this honor and we are proud to have him in the Little Art School District. His project, biases and stereotypes of large language models towards social groups, was showcased at the Central Arkansas Regional Science and Engineering Fair. Way to go, Mr. Wayne. We are so proud of you. We're also proud to honor our 2026 National Merit Semi-finalist and commended scholars, a total of 23 between them, more than every private charter school combined in this city. Just wanted to throw that a total of 23 uh between them. You see their names on the screen. Additionally, we must give a special shout out to Park Views Harper Finn Avery who scored
012a 34 on the ACT. And check this out, it even gets better than that. And to Caesar Angel Gomez Campos, who scored a perfect 36. [Applause] We will be honoring all of these students as well as our principal scholars with a reception in November. So, congratulations to all of these students on your tremendous accomplishments. Student leaders from all of our high schools trained with HIP reps last week. And for those of you who don't know, HIPP stands for Health Information Project uh to bring mental health and wellness resources to their peers. Um, and in case you don't know what this program is, this is our third year. And so we actually use uh peers uh 11th graders and 12th graders at all of our high schools to provide um health related mental health related uh
013lessons to 9th graders at all of our high schools. And so by the time every uh student uh gets to 12th grade in our high schools, they will be um exposed to the HIPP curriculum and we'll have peer-to-peer models um to assist with um just some peer support with uh issues and things that our students experience in school and in life. [Applause] Well, some of our schools are also being recognized for what we are. Speaking of reading, we never want to miss an opportunity to promote Reading in the Rock. And if you pay attention to us on social media, you'll see that Reading in the Rock was not a one-time thing. We are reading in the Rock every single day and keeping this initiative going. And we appreciate the support from our parents, teachers, and
014community partners. Thanks to a $3,500 donation from the Arkansas Blue Cross Blue Shield, plus an extra $500 from Restoration Ministries Christian Fellowship, every McDermott student got to take home a book to build their home libraries. You see this amazing effort in the photo at the top left. LRS joins McDermott Elementary in extending a heartfelt thank you to Arkansas Blue Cross Blue Shield and Restoration Ministries for bringing books, smiles, lasting memories to our students and families. We are encouraging everyone to take the pledge uh to read or to help. And we also this week received our second individual donation of $10,000 to our LR Steve Foundation to support our reading in the rock initiative. So we thanks to uh all all in our community who are supporting um this noble adventure, not adventure, this noble initiative.
015We also kicked off our I love this name. Uh we also kicked off our first Java with Jamal. That's me. Uh last week, parents, staff, and community members came together um over coffee and conversation to share thoughts and concerns as well as to ask questions. We had a great turnout and it was um I will say I came with kind of low expectations. Didn't think people were going to come out, but it was well attended and really enjoyed some of the conversations with parents who came out to that event. And the next one will take place on October the 8th at Man uh Middle School 7:45 8:45. So if you are available to come out, we ask that you please come out and have some jaba with Jamal. >> Anyway, moving on. Next, >> I
016don't want to talk about this. >> You want to talk about >> Congratulations, Dr. Wright, on being in uh the achievers in their 40s. All right, let's move on. >> In a few short months, I will be ineligible for this award. >> We are really excited about our third episode of Right-On Education. And you may see a familiar face in the audience who was a part of this particular podcast. Um, this conversation is with parents um of current students in our district and parents of students who who are no longer students in our district. So, we're having a conversation about why some parents choose to stay or why some parents choose to leave and what we can do um as a district um to better support families um who leave our district. And so, this
017podcast was actually so good um that we are going to do a part two because we actually ran out of time to kind of delve into all of the topics that we wanted to talk about. So, uh when it drops sometime next week, >> Friday, uh please check it out. But I guarantee you there will be um a part two. >> Where is Where is it? Dr. at home. >> That was at home. That was filmed at home. >> That's what I thought. >> All right. There's no shortage of exciting things happening in the Little Rock School District. Tomorrow at Forest Park will we will host their annual patriotic assembly and Central will feature fly day where students interested in STEM will learn about drone technology. My eyes getting close to 50. Uh drone technology
018and careers and even get to test fly drones. This event is in partnership with the city of LeBron. [Applause] And we're almost done. Hispanic Heritage Heritage Month is observed September 15th through October 15th. and Little Rock Southwest will host its annual celebration in honor of this observance tomorrow at 1:30 p.m. And Hamilton Learning Academy will host its first ever student showcase called Misunderstood on Thursday, October 2nd at 5:30 p.m. featuring student dance, music, and poetry. So, if you are available to come out, we would love for you to come out and support our students at Hamilton Learn Learning Academy for this first ever um event featuring them. Again, that's uh Thursday, October 2nd at 5:30. Uh, the event at Hamilton is open to the public. The address is 4015 Stannis Road. Then next Saturday, catch
019our early childhood team and other LRC staff at Hillrest Harvest Fest. Be sure to stop by the table. I'm >> sure you'll be there. >> I will not, but >> Oh, yay. Never mind. I'm very excited. I was invited, but I will not be there, sadly. >> Be sure to stop by the table, learn more about LRC and our awardwinning preK programs, and pick up some goodies while there. And last, but certainly not least, congratulations to board member Michael Mason and his recognition as a member of the Tiger class of 1975 state champs. Uh he and his team teammates featured here were recently honored at Central's um football game. Was it last Saturday? Last Friday. >> Two Fridays ago. Um during halftime. And so congratulations to Mr. Mason and the class of 1975. I was
020negative one. You you work here? >> No, I was on the way. >> All right, that is it for our our celebrations for >> for the month of September. >> Thank you. Thank you. >> All right, so we're going to move on to public comment. And this is a place in the agenda where we hear from the public, parents, stakeholders, and friends of LRSD. I'd like to hear public comment regarding LRSD issues, additions. Okay. Um, we allow three minutes for public comment. Our responsibility is to listen to your comment. We are not allowed to respond or have discussion. And so, you know, generally speaking, we just ask that you try and be mindful of the three minutes uh rule. And if you get to you hear the bell, please wrap up whatever idea that you
021are addressing at that time. I don't like to cut people off, but if it, you know, if it, you know, goes on, we need, we have to do that to just be conscious. Okay. All right. Okay. So, Dorothy, Miss Star, come on up. M, >> how y'all doing? >> Good. How are you? I am the parent um of a student who attends LS RD's U school and we've been playing like tug-of-war with one of the schools about her early graduation. She has all the core credits, all the requirements that she needs to graduate. Uh but the issue we're running into is we're getting kind of like moving the goalpost now that the time is here. Um, so I'm here asking that you guys um at least direct the superintendent and the principal of the school
022to get my daughter the paperwork that she needs to graduate. She has done everything that they've asked required. even in the early graduation uh paperwork that I signed, none of the requirements that he says as policy is in the required state law that I've seen. So um I've already spoke I've the the thing another thing is through the emails even though the email consists of all the people that's in a chain of commands I've only been getting response as to what is right and what is wrong by two people which is Miss Hetty V Miss Hatter and the principal. Um, and so the things that he just saying is contrary to what I know the policy to be. So I'm here asking Mr. H, Miss Hatter if need be to get the state involved in
023this because the state policy does not say anything that the Little Rock School District is asking us to give. So, I'm here to if necessary to graduate early, if we need to pull out from LSRD, then we'll do that. But the thing is, they keep moving the goalpost when I've already signed things that said that she would graduate 2026. So, that's my concern. I want to know why things are constantly moving and why the requirements of her having a letter. I think one of the requirements was her having um an acceptance letter from a college, but the thing was she can't apply for colleges without knowing that she's going to be able to graduate early. So that's one of the things where we're like, well, we could apply for colleges and did all of that
024as she's uh taking summer classes. We paid almost over $4,500. So we knew what the goals were and that goal was not in there. So my thing is, okay, now we're at the time to where she's supposed to graduate 2026 and the goalpost is moving. So I'm prepared to She has all the required credits back and she has 18.5 right now. >> What is her name? >> Julia Jones Park. >> Okay. >> At the end of this um spring term, she'll have 27 credits once she graduate. So, it's only required to have 22. She'll have 27. So, I don't understand why we're kind of setting a barrier for her to not graduate early. >> Okay. Thank you. Thank you so much. All right, Miss I'm sorry, Miss Morgan. >> Good evening. So, I know you
025probably wondering why I have this cowboy hat on and shoes. So, when I leave here, I'll be attending an event at my school, but Versus >> What's V A Q U E R O S and >> versus Spanish? >> It's it's Spanish. >> Spanish girls. >> So, good evening. >> Good evening. >> You want me to you? Okay. >> Yes, ma'am. So, the Project 2025 advisory board had no problem putting forward a plan to dismantle public schools through a universal voucher scheme. And in 2023, our very own governor got the ball rolling with the Learns Act. This year, third graders who do not meet the state threshold will be retained. Yet, our state still does not provide universal prek. Our child care centers and better beginning centers were notified on September the 19th of cuts
026to their budgets that will go into place on October the 1st. We know from decades of research that high quality preschool changes lives. It builds confidence, social skills, and a strong foundation for learning, especially for children from disadvantaged backgrounds. But here in Arkansas, many of our kids are being tested and judged before they've ever had a fair chance to catch up. They face a state exam in the third grade that digs deeper than what teachers can realistically teach day by day. And far too many students start school already behind, not because they lack potential, but because of circumstances far beyond their control. Educators are giving everything they can, but we all know the truth. Depending on your zip code, the resources available to support a child may or may not exist. That's not equity. That's
027not opportunity. And that's not the Arkansas that we should want for our children. If we want to change outcomes, we must first address the nonacademic barriers, food insecurities, social, emotional, and behavioral needs. Then we must bring in our community like we've seen tonight, partner to join us in this hard work. It cannot be done alone. I believe LRSD can rise to this challenge. In 1957, Little Rock stood on the world stage with nine courageous students who integrated Central High. Our governor at that time opposed them. But that did not stop progress. That moment of bravery is still remembered across the globe. Now decades later, we face a different kind of giant. Supporters of vouchers have no problem being loud. They have no problem being bold. Why should we, who believe in the power of public
028education, be timid? Why should we whisper about our love for our children when they shout lies about who we are? This is our moment to stand tall. This is our moment to be proud and to put the future of public school children at the center of every decision. History remembers those that showed up with courage and I believe that we can be those people again. Thank you. Okay, Miss Stagger. Miss Stagger, >> she left. >> Was she late? >> Yeah. >> Okay. >> Probably thought that >> um same as she. >> All right. And then there was another stagger, it appears, that was with perhaps they were together, both gone. Okay. All right. And then Lori, >> I'm a teacher. >> You're just signing in. We appreciate you signing. Okay. Compliant. Okay. We appreciate it.
029Okay. I was here. >> You are here. President can come. Denise Morrison. Denise Morrison. >> You would like to speak. >> Come on up. >> Everybody. >> Hello. >> We meet again. >> How are you guys doing this evening? >> I'm going to put my timer on for myself. >> All right. >> And y'all said 3 minutes. >> Yes, ma'am. >> Okay. So, I just wanted to kind of like come and uh just talk about some of the things that we spoke about. Um, one of those things were when we were going over the PowerPoint, um, I don't remember what slide, but there is a point where you guys say that y'all don't necessarily have a plan when it comes down to the nontraditional version of what HA would look like. is that's what I
030believe you guys have said. Um, a few of us u have said that this feels very rushed. Uh, one person in particular besides myself is director Kathy Webb. She also voiced her views on that Tuesday at the parent meeting. I mean, I feel like there was like a laundry list of things that it just seemed like the plan was just not all the way put together. One of those things. Go ahead. to the point where we didn't get a chance to finish a meeting. The PowerPoint didn't stop. There was a presentation presented and it didn't finish because we had questions that were unanswered. So, we had several different breakout conversations, >> which was very effective. It was very effective. Um, one of those topics was 9th grade being closed. Um, and then 9th grade and
03110th grade potentially being closed next year, but then the following school year opening back up and saying, "Hey guys, you guys can have 9th through 12th now. Um, but we need to see how we're going to do this population." I feel like that's a double-edged sword. You're kind of like pushing people out and then say, "Hey, wait on standby. One day possibly we'll let you guys back in." And then thinking that everybody's just going to funnel back. that's not building stability. There's no trust there. So, I feel like that's also going to bring things down. Um, moving on, >> another thing that was brought up, the first rationale for recommendation, the recommendation is to close. And um, Miss Hatter corrected me. Hollis had a couple of different names. Um, but the first point on the
032PowerPoint says it is not financially operationally feasible to operate a traditional high school with fewer than 200 students. With fewer than 200 students. So with that being said, the point is why are there 200 students there? But also what does it look like to create a space where students can be there? So they brought up recruitment, they brought up other things. >> Putting hall back in the school zone. >> Are we are we speaking together? Are you all sharing this three minutes? >> Yes. >> Is that what I hear you say? >> Yes. No, I'm getting support. Go ahead. >> Okay. Um >> is that yes or is that a no? >> No, that's a yes. Well, how um but anyway, like we said, I mean things like putting it back like putting Hall back
033in the school zone. Like y'all took it out. Y'all took Hall out and then turned around and was just like, "Hey guys, still get that population there." And a lot of that is unfair. I mean, I'm pretty sure that may not have been done intentionally, but um it happened. I mean, we're done. Oh. Oh, and one last thing. I believe we spoke about the meeting that you had and a lot of those students there, they felt intimidated. They felt abandoned. I mean, like I said, you were there and you did the best that you could with students that you had never met, but a lot of those students were not comfortable because they felt like no one was there for them that is there with them. Um, and unfortunately the majority of those students had
034games tonight or practices, so they couldn't be here, but I mean I'm pretty sure when you come back and revisit they'll be there so that y'all can discuss that matter further. But thank you for your time. >> Thank you. Thank you. >> Okay. Um, Miss Morrison. >> That's her. >> Oh, that was Miss Morrison. Okay. I'm sorry though, >> but I think I have another. >> Okay. >> All right. >> He asked to take her time. >> Who asked to take her? >> Um, okay. So, this is what >> Unless she stays there. >> No, what we'll do is we can add you. We can add you. Okay. Tell me your name, sir. >> Darius Kenn. >> Darius >> Kennrew. >> Kenn. >> Yes, ma'am. >> All right. Come on up, Mr. Appreciate it. First
035of all, I want to thank the board for the time. Go ahead. >> Hold on one sec. Just one second, dear. Yeah. >> Mr. McGee, would you like to be added this as well? Okay. And and let me just clarify something. Yes, ma'am. Um, so I have Hall High Alumni Association as an entity. Is there an individual I'm sorry. Is there an ent an individual that would like to speak for Hall High Alumni Association? I'll do that. Is that you? Okay. Perfect. All right. >> And then Ross Martin is just in and of himself. Is that correct? >> All right. Okay, I got you. All right. Okay. >> Thank you. One, I want to thank you guys for the time extended time. I want to thank um first of all the different board members. I
036got to meet Miss Anna Strong. We had a great conversation. She came and showed up. We had a great conversation about our views and our thoughts about the future. So, I appreciate you cuz she represents the area that Hall is in. Even though this is not zone, she represents that. So, thank you. Also, I was on the big damn bridge uh walking. I got to meet um Greg Adams and we had a great conversation, 15 minutes and talked about opinions and perspectives. Lastly, I appreciate Miss Hatter and Mr. Wright for just open to conversation and perspective. My biggest thing and biggest push as it relates to Little Rock School District is clarity, consistency, and being concise. So when it relates to clarity, number one, the PowerPoint that you presented, if I'm expected, if I'm a
037taxpayer and I support students, you have my nephews here today who are part of Little Rock School District. If you are presenting a plan, I need to be clear. The PowerPoint that was presented on Thursday was not clear. And when we say it's not clear, we go with specificities. The first one was this. when it relates to statistics, it talked about the numbers about why uh students were at the school. I guess um my question was that uh isn't concerning with that is because of the level of the lack of recruitment for the school to bring the school to a particular enrollment number. And I think that's important when you have other schools that are overpop populated and could maybe students could work best in a smaller learning environment. That's the first point. So secondly,
038as it relates to even capacity, when I'm looking at capacity of the school, it alarms me if you want to create and build a new school when you have case in point a sign at the school right now that says administration that's new, but you have hallways that are aren't painted that the students are currently using. the administration building that's using the 600 wing right now where I was a freshman at looks pretty immaculine considering that building's um age but the hallways are not that same way that our students walk. >> So whatever decision you make is your decision. However, I feel it's a very important point considering that a lot of board members and a lot of um board seats will be open and people are watching in the community. What are you voting
039for? What information are you creating in a strategic tangible plan to execute? And lastly, how can we trust you if you are doing what you are doing now? Some things you have worked on, I respect you moving back and forth. Some things that you are working on is are very good. It's very good. However, when we had our questions and concerns even at our meeting on Thursday or Tuesday, >> Tuesday, >> we had so much push back from the administration of this district and um not necessarily the board um but we had that because of questions we specifically had. So, we asked about a statistic of a number or a recruitment. Can we see a foul for a particular situation or thing? We didn't get that information. And so, lastly, I will ask this. when
040you are making your decision, I think it's important to have a local public school with sports that students can attend. Secondly, I think it's good to have a open candid conversation with the community and I believe because we came, we able to push that. And then lastly, I think that as we celebrate the amount of years from the students who integrated Little Rock Central High School, black students going to school that they were closed to. It's interesting that we are having a vote about who students who are at a black and brown school and we're thinking about closing on the same day. I hope you have a great evening. Um I hope you make a great decision. Um we're here to support you. We're here to push you and we're here to ensure that our
041students and the future of our city and school district is efficient. Thank you. this again. >> Good evening evening. >> Right. I will try to be brief. So, uh to the board members and Dr. Wright, thank you. First of all, thank you for your service to this community and for the difficult decisions uh decisions that you face not only tonight but on a daily basis. Uh as you deliberate on the the future on Hall West uh school's future, I ask that you remember something very fundamental. Behind every budget line and every policy change, behind every reform proposal are real people whose lives are deeply affected by your decisions. Think about the student who walks through the doors through our doors each morning despite facing challenges at home because she knows her teachers believe in her
042potential. Consider the parent who works two or more jobs but never misses a PTSA meeting, trusting us with their most precious gift. Remember the teacher who has spent 25 years perfecting his craft, giving up his lunch sometimes to tutor students who need it, excuse me, who need extra help, not because he has to, but because he cares. These people have created something remarkable together. Hall West now ranks in the top 7% of all Arkansas schools for supporting students who struggle with English language arts. We're number one in the district for growth in science, number one for college and career readiness. We lead LRSD in multiple other major categories. Not through luck, but through the dedication of people who refuse to give up on any child. All of this has been accomplished with almost 40% of
043our students having individual individualized educational plans. These aren't just statistics in a report. They're proof of what happens when a community of people comes together with a shared mission and vision. Hall West isn't just a building, nor is it a budget item. It's where dreams take root, where young minds discover their passions, and where dedicated educators pour their hearts into shaping tomorrow's leaders. I'm not asking you to ignore fiscal uh realities. What I am asking is when you cast your vote, please remember that the true measure of education isn't found in spreadsheets. It's found in the faces of the people who walk our halls every day learning, teaching, and growing together. Whatever you may decide, remember schools are made of people, and people deserve our very best consideration. Thank you. Ross Martin. >> Hello. >>
044How are y'all doing this evening? >> I'm doing pretty good. >> So, my name is Ross Martin. I'm an 11th grader at Hall West High School of Education. I started out my freshman year at Woodrock West High School. And now I have been at Hall for my 10th grade year, my 11th grade year, and hopefully to be my 12th grade year. I come to talk to y'all today because as someone who has moved schools a lot throughout elementary school and middle school, I'm not trying to do that for my high school education because nobody should have to go through that sort of change in their four years of high school. Not once, not twice, not any times, but there is not really been a plan, a visible plan from the start. There, the original completion
045date for the Little Rock West building was going to be about one year. Then it got pushed back more years. It got pushed back a few more years after that. We were told we were going to be able to stay in the Little Rock West building during its completion, but then we were told that we would have to move out. And whenever I drive by the Little Rock West building, I see no reason why we can't be there because there is being no visible change to the original building. So, I'm coming to y'all today to ask to see me, to see my peers, not as a statistic, but as a person. We are students. We know what's happening. So, I please ask y'all to consider me, consider my friends, consider my teachers, consider my principal,
046consider my security guards, consider my school police officers whenever y'all cast y'all's vote. Thank y'all. >> All right. Am I overlooking anyone? Overlooking anyone? All right. Thank you. Thank you so much. All right. So, we're going to move forward to Sunfire PPC 4.1. [Music] >> Good evening, board superintendent and everybody who's here. >> Good evening. >> Um, just bringing forth my PPC report. Yesterday the compensation committee, we actually um had our first meeting. We kind of just looked over the budget, see what we have, what we don't have, what we need, what we don't need, that sort of thing. So, um we're scheduled to meet again next month, and we'll kind of keep you posted on that. Also, on Monday, the small PPC committee will begin uh meeting to begin the board policy on the
047classified language as well. So, we'll meet all day beginning on Monday to start coming up with language for classified. Um, next month at our October meeting, we will seat our new PPC members. And we still have some positions available for Fair Park, Forest Park, Hamilton, Jair Middle School, McDermott, Metropolitan, and Rockefeller. So, if um those of you in TV land, if you're at those schools and you're interested in being a PPC representative, you can email or give me a call. Um just to follow up from last month's board meeting, we did get the duty situation eventually um taken care of. And um unless you have specific questions, I may just leave it like that. questions or Thank you. >> Is there any is there anything um that like you in anything you wanted us to
048pay close attention to or is there any type of um >> anxiety or anything there? >> Of course, there's been anxiety. I just want to say that um the situation was not a PPC um fault. It wasn't an an HR situation and um we have talked to those schools and um the situation has been handled, but I'm not necessarily proud of the way it was handled. So that's why I just, you know, at some point I don't like to bring forth business >> on this type of platform. >> But I do feel like the PPC does need an apology. Um because our com concern had gone on for weeks and that is the bottom line. And um we had one more school that the same thing was happening but it's been taken care of as
049well. But um I do think the PPC does need an apology. >> And um of course I I try not to be the only one lifting up these heavy topics. But that's why I was deciding if I was just going to see what whether I was going to say anything or not because I always speak on these type of topics. But um who would you who would the PPC um expect a a apology to come from? >> HR >> and this had been an ongoing situation. So, um, at at bare minimum, at bare minimum, um, at least the board should be able to hear that grievance because, you know, I mean, and it's not a grievance in a technical term, but at least if we're always talking about and we created a million-doll department with
050salaries and operation about wellness, but we constantly hear the PPC talk about as one claimed it um a couple years ago, mental illness because of the anxiety and the um professional trauma that our educators are going through and then we expect them to go in the classroom and educate kids and expect it not to transfer over. At some point, somebody got to say something other than Vicky Hatter and um and and to to where um the board is setting a tone to where it trickles down into our W2 staff. But um I think everybody knows how where I stand at on this, but other members up here in Little Rock, you do have an opportunity to to replace all of us really. Um but um somebody needs need needs to say something because this workforce
051that we have it have gone into a survival mode. PPC have been saying it for a long time and we cannot expect um it not to affect um our our um students and families that come into these building. We just heard a mom come up here talking about a campus level issue at a district level or excuse me a board level that is potentially going to go go to the state when state law is very clear about early graduation. So the board need needs to reset and set a tone to where certain things are not tolerated that that like this members of this board have allowed to go on for a long time now. >> So we appreciate you bringing that and it sounds like you're addressing it specific to where you're asking for that
052to come from. So we appreciate that. Thank you for sharing. >> So is it going to come? >> We appreciate that. So any other questions? I just have a comment. >> I understand what you just said, but have you reached out to HR? And >> I have >> and so you you did let them know how you >> I have. >> Okay. So, you have >> I've had a personal apology, but again, I do think the PPC needs one as well. >> Okay. So, >> and and at the end of the day, the bottom line is it's just that the wrong statement went out to the leaders. >> Okay. And I did, you know, my own factf finding and I found out where the information came from. I don't think that the information was said
053to undermine, but the information was it was said >> and it just caused too much chaos >> and it caused chaos for me personally that I'm just not going to say on this platform today. But that whole situation caused a lot of people a lot of chaos, especially when the language was very very clear about secondary. And so I'm just hoping moving forward that nothing like this happens again because I love working with everybody. And as Greg has heard me say lots of times, nothing is ever personal with me because 99% of the concerns, they don't bother me because I'm like a chameleon. I can work in any environment with anybody and not have a problem. So anytime that I'm standing here, it's for other people and not even for me. >> And so again,
054I'mma I'mma leave it at that. But I am disappointed in what has happened because again I get calls and I get text messages and um and and people did work those weeks um doing the duty that they shouldn't have been doing. So um I'm just going to leave it like that unless you have additional questions. >> We appreciate you bringing it to our attention. Any other questions? >> Okay. Is there Hold on. Are there any other qu Did I hear somebody down here? I'm sorry. >> Okay. I absolutely have no idea what you're talking about. None. And if if this is going to be brought out into a public forum, this is something that should have come to the board before now about that. And like apparently uh there something went on that I have
055no idea what it is. Well, you were here last month when I brought up the concern about the duty pay, >> was I? Yes, you were. >> They're pay they're working and they're not getting paid, which >> we have been working the first three weeks because a directive had went to um certain middle schools that secondary duty would be I mean secondary teachers would be doing duty. and I brought that last moment >> and then after I said what I said that's when Vicki said it sounded like an HR issue and to reach out to them and that's what I did. >> So what you're saying to us today is not really to us. It is making a statement that you feel that HR owes you all a personal apology. >> I'm not and and
056and and and you really have that right, but the way it was presented now I wasn't here two weeks ago but it happened in August perhaps. >> Yes ma'am. >> Okay. and I was here and I do remember now that you have um made me remember uh but I didn't know how that was resolved personally. I didn't know one said anything how it was resolved. So as a board what did you want what did you want us to do? >> I'm just giving you my monthly report. That's all. That's it. I got you. >> And I think I heard her just indicate that she felt like there, you know, the um committee was due an apology that she received a personal apology. And so that's well taken. I think that, you know, um we recognize
057that that would go then back to that individual or that um you know to HR if you will, that department and go from there to address it. Um, is there any other questions or comments? >> I You got something? Mine's going to be pretty quick. Um, if if if you know again you guys have an opportunity to replace all of us. Um so you bring the PPC and others have have brought concerns to this board and we sit here members sit here like okay well they brought it they can go back to the person that injured that caused the injury without any resolve and we just keep playing this yo-yo which goes which I still stand by what I said initially. Um, we might as well have an advisory board if members of the board
058members of the board continues to not um, operate within its vein and its authority. And we hear our staff um, continuously talk about the injury that's happening um, in the downline. So, we do evaluate one employee, but we hire all 3,000 employees. So, um we we do have an obligation to ensure that there is followup when injury is being levied at the board because it have not been taken care of at the point of injury. And if the point of injury is an authoritative figure, if then if I go and um tell the judge that the judge hit me and you go tell me to go talk to the judge, you you can't where is the reconciliation and all of that's going to come. >> So the problem is we have cancer in this board
059which is why we see it throughout the um district. So at the end of the day, um you we we we could sit here and we could see the pain on the president of the PPC's face. We could hear the pain in her voice. And although she says I don't take it personally, obviously there's some some some personal injury because we see the emotion. So I mean I I mean I I will yield if then I heard what my colleague said is that she expressed a concern. She received a personal apology. She believes that there's a PPC as a group need a policy apology and the board is basically telling you to go back to the person of injury to get your apol apology and we don't want to know whether or not you you
060got it or not or whether or not you are repaired. >> I didn't hear that being said. So what I heard being said was that you addressed the issue personally. it was addressed and re received and um there was some resolve there. However, there continues to need to be some resolve and so my hope and at least feeling is that since there was some resolve to begin perhaps that will continue. So if there is not then there is an opportunity to follow up with us. So thank you for the information. >> Wait a minute. I need to say something. I need to say >> was there something else? I'm sorry. Go ahead. I want you to understand that the board does care. >> Absolutely. >> But you have to understand something too. All of us
061don't get the same information at the same time. And so we respond to what we receive. >> Absolutely. >> We care. We know that there's a protocol. We know that there's a chain of command. So don't ever think that we don't. Anybody that's listening to me, don't ever think that your board don't care. But I can tell you this. If one person get the information and the other eight don't, then that's the one person that's gonna respond because we don't know. So, I don't respond to something that I'm not aware of or I hadn't received the email or you hadn't asked me to look into. >> So, we need to just stop saying that the board don't care cuz we do. And you're absolutely right. You can reelect the whole board and that is your
062right. But let me tell you something. I'm trying to do what's right. If you send me an email and say you having a problem, I'm going to send it to the superintendent. I'm gonna let the superintendent handle it because when we get involved in it, nine different people, you going to have nine different this and that and I don't do that. So, what I'm saying to you, I understand. I do empathize. You have spoken and I'm pretty sure somebody in the room has heard you and they probably going to reach out to you. >> Okay? So, don't feel that we don't care. But let me say this to you. If you're going to address one board member, you need to address them all. Send one email. >> I haven't addressed any board members. Oh well
063there again some people get the information and we don't just >> but we do care many of you all there >> but we appreciate you speaking to that >> well I Mr. I'm sorry. I'm >> growing. I don't see it. I mean, >> it's racial. I have no idea. >> All right. >> Okay. Nearly nearly everything that Director Johnson said was what I wanted to say, but there are a couple things that I need to add to it to make sure they get emphasized. my last >> I love this school district or I wouldn't be back for this second round of it 20 years later. >> And Director Hatter said we have one employee that we supervise. The rest of you are ours too in the sense of we're trying to create a situation where
064you can teach the kids. >> Absolutely. >> That's what we're that's what we're here to do. Mhm. >> I'd like to >> We spent a lot of time on this after you said you wanted to just leave it. >> That's why I didn't speak up until now. >> Mhm. >> You said you wanted to leave it. >> I said what? >> That you wanted to leave this matter. You said you wanted those words you used. >> Unless there was a question. >> Unless there were questions. >> Yeah. Unless there were questions. When I sit here and hear things that I don't need to have anything to do with, I don't need to micromanage this district. And none of us do. It's not what we're supposed to do. >> Not what we're supposed to be doing.
065>> That's not what we're doing. >> When somebody says they need an apology from somebody, they don't need it from us. And so, we can't vote to tell somebody. You need to give them an apology. If the superintendent hears what he thinks he hears here, if he hears I need to get on to somebody and get this straightened out, then he does. If he doesn't hear that, if there's not a bunch of people saying that sort of thing to him, then, you know, it's his responsibility and we can >> yeah, decide whether we agreed with him or not. >> Okay. I'd like to say one more thing and I'll be >> Mr. Mr. Rose, are you complet uh sweetheart? You know I know your name. My confusion was the complete confusion. Yes, I was here
066when that came up. And I'm sorry that it worked out like that. But what I resent is the implication that nobody on the board cares. That was said. >> Not by you. Not by you, baby. cuz you know you should know me better. >> Absolutely. >> I resent that because that's the reason why I even asked the question what what's going on here. Okay. But it was implicated that the board we just let only some certain people just care and the rest of us don't. That's not true. We wouldn't be I wouldn't be sitting here. I I I didn't care. >> had an inkling that No, I know all of you all care cuz y'all just like me. You don't get a chick for doing this. >> Okay. >> So, I know we're all here
067>> because we want to be here. >> Don't even get any ego boost out of it cuz most of the time it goes in the other direction. is that I'm just saying that yes, the PPC we were hurt. Like I said, when we found out about we were trying to figure out where did this come from about us having to do this duty thing. Once I found out where it came from, I spoke to the person about it. They apologized to me, but at the same time, I just feel like that there should be an apology to the PPC because again, over these last several weeks, it has been hard for some of us. And that's what I said and that's what my time is for when I get up here to make a board
068report about what has happened in the PPC. >> And that is what I have done today. And I don't mind answering any questions about it. But again, it it has been a pretty hard situation. And again, I don't take things personal cuz I'm going continue to work with everyone in good faith as I have always done. >> And we appreciate the report. And I think that what you just said and what you said 15 minutes ago or so is the exact same thing. And so what I just would love to emphasize is that we can go what we generally do is go round and round and round and say the same thing. And so what I would love to do is to just be concise and say and I appreciate you bringing it to us.
069you know that we stand in support of you and that's why you said it. >> That's great >> because we do. So the right thing should happen. If it does not, please follow up and that's it. >> And that's I mean it it it doesn't need to go on into all of these pieces. >> So I'm going to tell you right now we just ready to move on. >> I agree. We ready to move on. >> Mr. Bali had his hand up. >> Oh, Mr. B. I'm sorry, Mr. Bali. >> Uh thank you for being here and giving your report. Uh you don't know this, but I was speaking very highly of you a couple of weeks ago when recommending that someone at the school that you're employed with >> come to you about an
070issue that I felt like could be worked together better if you collaborated with them. >> Yes. >> And so uh >> and they reached out. >> Yeah. So I I'm glad they did. But I appreciate you and thank you. I was unaware as well. But I think the one thing I just wanted to say is um I think we can do a better job as a board modeling the way that the working relationship should be so that the whole entire community and our school district can see that this is how you work together whether it's in the classroom or the administration. And so that's what I'll commit to and thank you for you what you do as well. >> And I like your hairstyle. >> Thank you. Thank you so much. You're welcome. >> Okay.
071So we're going to go ahead and move forward to five. Uh, approval of the consent agenda that Madam >> President, I'm sorry. Yes, >> there are two items on the consent agenda I'd like to pull down. >> What now? >> What? >> Oh, sorry. >> I'm so sorry. We were thinking that there was no student advisory committee. I'm sorry. Student advisory. >> I'm so sorry. >> Especially student advisory. >> No. Okay. >> No classify. >> Well, good evening board. >> Good evening, Mr. My name is Tony Hart. I'm a member of the student advisory board and I'm from Central High School. I'm currently in the 10th grade and I'm here to give a report on what we've been doing these past couple months. >> Okay. Good evening board members, superintendents, and people in attendance. Thank
072you for the opportunity to share an update on the student advisories board's recent work. At our meeting on May 2nd, which was last year, we took a close look at the district's code of conduct. We all agreed that it needs to be revised, creating both a streamlined, quick reference version and a more detailed one for those requiring full information or more broader response. We also discussed ways to increase awareness and understanding of the code among both students and staff because if expectations aren't clear, it is tough to foster and present present a positive school climate. We highlighted the importance of ongoing teacher training, especially regarding the modern definition of respect and the recognition of diverse learning styles. Today's student body is more varied than ever and we believe our curriculum should reflect that diversity keeping
073students engaged in the material relevant. We h we highlighted the importance of ongoing a key agenda item was proposed which was a cell phone policy set to be implemented this year. We provided students feedback emphasizing that while structure is important, consequences for policy violations should be fair and not overly harsh. For example, we recommended restorative practices and educational approaches for first-time infractions rather than immediate in school suspensions. As we know, disconnecting a student from a positive learning environment instead of actually addressing the issue is extremely inconvenient. We also stressed the importance of increased mental health resources, particularly as students adjust to these changes. Additionally, we expressed a strong interest in establishing a student representative position on the school board. We believe having the student input at the decision-making level will ensure our perspectives are consistently
074considered. During our recent September 4th meeting, we welcomed new members and set clear goals for the year. We reaffirmed our commitment to providing ongoing feedback on the code of conduct and began planning impactful student led events such as the legislative summit. We also explored alternative disciplinary approaches including restorative practices like the teen court which we believe can make discipline more constructive and less punitive. To keep the board informed, we discussed providing monthly student reports at future meetings, ensuring a continuous and authentic student voice within the district's governments. We also like to let you know that we are interested in having another leadership summit similar to the one two years ago at the capital. In summary, the student advisory board is dedicated to advocacing for fair, supportive, and relevant policies. We look forward to continuing our
075collaboration with district leadership and ensuring that every student's voice is heard and valued. Thank you for your ongoing commitment to your district and its students engagement. >> Thank you. Are there any questions? Board, any questions? >> Thank you so much. >> I got a question. >> Yes, sir. >> What's your grade point? >> My GPA is currently a 4.0 unweighted. >> All right. >> And you're also a tiger, right? Yeah. >> Any other questions? He said, "Any other questions?" Here's what he said. Any other questions? All right. Thank you so much. >> Thank you. >> All right. >> Now then, >> yes, >> it has been the board's practice for us to for members to just ask to have consent agenda items removed. That's what I'm doing. We need to remove I'd like to remove
076not need 5.3 and 5.6 Six for discussion immediately after the consent agenda votes. >> Uh I'm I think I have concerns about um removing 5.3. We've uh we've removed it previously. We've had it um presented in the agenda meeting prior to this meeting. And so I'm just concerned that we continue to discuss it. >> Mr. Kuz, have you earmarked taking things off the consent agenda? Is that what you were marking just a second ago? >> It's not. >> All right. Okay. Okay. I'm Okay, I'll resend it. I'll resend it. I just think it's redundant. I'll resend it. I'll resend it. >> It's hardly redundant considering some of the things that I've heard. >> Well, okay. I'll resend it. >> All right. >> Consent, please proceed. Come back to me when it's time. >> Okay. I'll
077entertain a motion. Right. I entertain a motion. >> I can. Um I move that the LRSD board of education approve the consent agenda items as follows. 5.1 personnel changes. 5.2 community service learning applications. 5.4 food core 25 to 26 uh 5.5 purchasing reports. >> Okay. It's been moved properly second that the LRSD board of education approves consent agenda items as follows. 5.1 personnel changes. 5.2 community service learning applications, 5.4 food courts 25 through 26 and 5 purchasing reports. Any questions? No, it's a consent. All in favor say I. >> I. Any opposed? Motion carries. All right. So, go ahead. >> Go to 5.3 then. >> Yes, sir. >> Uh, that's the seven yellow mornings contracted services proposal. I brought it off the consent agenda because I believe that there are uh well I've heard from
078the public I've heard from the private I've heard from here there and yan that there's some resentment and to the to the salary to the financial portion not call it a salary to the uh our end of the contract And there are individuals who I believe are sitting on this board who would not approve it. That's all I have to say. >> Okay. Okay. Any other comments or questions, discussion about 5.3? >> Great. >> Well, anybody comments? I don't know if there were any questions. >> I mean, I would I would move that we approve item 5.3, seven yellow mornings contracted services proposal. >> And I'll second that. And now we have >> It's been moved improperly. I'm sorry. >> Most more discussion now. I think >> it's been moved and properly second that we
079approve the seven yellow mornings contracted service approve uh proposal. Any other discussion or questions? All in favor say I. >> I. >> Discussion. Just she did this. Miss Callaway had her hand up for >> I'm so sorry. I'm so sorry. Don't >> be skipping me. I know. I think it's his fault. I just can't. It's my eye. >> All right. Go ahead. I'm sorry. >> I've heard from uh quite a few people and as a former educator and a lifelong learner and a lifelong teacher educator who is certified in several different areas. The objection they wanted that and I agree with them. They wanted some more information on how uh uh how the person that was getting this done was certified to teach. Now, with I it it could be broken down in a lot
080of different ways. And I was not here uh when uh you all had the agenda meeting and y'all cut me off. I couldn't see you. uh trying but I wanted to know how does that break down that 80,000 >> the 80,000 is that for um is that salary or is it insurance or is it uh uh whatever whatever they raised these com these with me and I understood that because um personally when I started teaching it was $7,200, you know, and like then you're going to get somebody I don't know if she's certified in all these areas or whoever is going to be doing this, but it has been raised not not just by me. They said it to me, sent me emails and text messages and phone calls. How I couldn't answer them. >>
081Okay. >> Someone um speak to that. I need I need someone to speak to me. Speak to that. >> Okay. >> Like if I'm making $7,200 a year. And uh back then they used to pay our insurance without us having to pay any because we couldn't even afford to live if we did. But the certification issue I think that the program sounds good but the whole problem was the amount of salary. >> Okay. So I will attempt to address uh your questions and concerns. So number one, the lensure uh certificate certification issue is not necessarily relevant in this particular case because the person who's providing the services is not the teacher. Um there is a teacher of record in the classroom. Um and so this person is just providing um supplemental services uh to the
082AL program and so there's no lensure requirement. She's not the teacher of record. she's not responsible. Um, as we discussed the last time, there was a breakdown or document that showed what the teachers responsibilities um are and then what the services that the contractor is providing. Secondly, I think people are comparing um salaries as if this is an individual, this is a group. Um, so I want to point out that seven yellow mornings is not just one person. If you looked at the proposal, there are um other guest artists and other uh people who will be a part um of this as well. >> Number three, when you look at I know there there were some comparisons to a beginning teacher salary and the $80,000 amount. What people need to also understand that salary, a
083teacher salary and when you add in um other benefits, retirement, health, all the different contributions that we make um to an individual salary that that that taxes that I mean that is bigger than whatever the salary is. >> With a contractor, that person, we don't take out taxes. They don't pay they're responsible for paying their own um taxes. They have to file. They have to do all those different things. And so it's two different types of of of amounts. No insurance like it >> liability insurance. Those are things that that the individual the sole contractor has to take um out of whatever the amount that they're getting. So this isn't just for a person. This is for just like we contract with other groups there. There's more than one individual that that could be working
084and that will be you know compensated for this. I think that that really does answer the question uh because uh we're looking people are looking at that's the salary >> right >> and >> okay you really >> thank you any other questions or comments okay it's been moved and properly second uh all in favor say I >> any oppose the motion carries I'm sorry any oppose because I'm kind of okay the motion carries kind of. Wow. Okay. All right. Okay. So, we're going to move on to the >> 5 what was it? Six. >> Six. >> That's a donations of property. And while I suggested it last time, apparently I was declined. So, I'm going to read the donations to make sure these people hear the thanks going out. >> Okay. >> Uh Sam Fuller
085has donated $1,000 to the Central High volleyball team. Comprehensive Health Psychology and Testing, $1,000 to the Central High volleyball team. Wayne and Pamela Cult, $1,000 to the golf team. Had to look for where the zero was. Corey and Brooks Montgomery, $500 for Central Football. RM White, $50 for Central Football. My screen went off. Uh Tri Dream, Believe, Work Foundation Incorporated. And I may not be accenting that right. Uh donation of hygiene products for students at JA Fair. Uh, Matthew and Amy Lewis, $300 for incentive and materials for staff and faculty members to McDermott. Restoration Ministries Christian Fellowship, whom we acknowledged earlier as a new partner, donation of $500 to help students purchase books at the book fair at McDermott. Uh, Carrie and Melissa Stockdale, $400 for incentives and materials for staff and faculty members at
086McDermott. An anonymous donor gave $3,000 for football items at Southwest. and Ringwater Holton Saxton gave $1,000 for AP chemics and AP physics and chemistry to cover lab supplies at Southwest. >> Very good. Okay. >> Was it your request that we actually list them out in the Was that what you asked for? >> Mhm. He did ask. >> Yeah. I just wanted I just wanted to be read. Okay. >> I don't know how that was an oversight. I think it was just over. We used to do it and it makes more sense to do it because there's nobody at home sitting with the agenda in their hands and the people who are listed there probably want to hear their names or they might want to they might make them feel a little better. >> It's no
087problem. We appreciate it. I think it's great. Ju >> just as another piece of information when u from 2010 to 15 at least when we had a student representative on the board that was their responsibil their responsibility that they would read the donation. >> That's what we did back then too back before that. That's cool. >> Oversight. Okay. So, chair will entertain a motion. >> I move we accept these donations of property to the LRSD. >> Second. >> Has been moved and properly second that the RSU board of education approve the agenda item donation of property. Um any question or other comment? All in favor say I. I. >> Any opposed? The motion carries. All right. So, we're going to move forward to 6.1. >> Can I interrupt just a second to say something out
088loud? >> Yes. >> Mr. Bailey, I've seen you do this before. Could you come up here and make it cooler in here? >> Yes. [Music] >> He usually goes over there sometime in the meeting and does it up or down. And it's getting pretty hot up here. >> All right, we're going to go ahead with school grades overview. Who's my uh point person on this? We have our two of our three amigos or amiggas or amig >> three of our two of our three assistant superintendents who are going to come up um and give an overview of our school grades. This is Dr. Bratshaw's assistant s for networks two elementary and middle schools and Dr. Cooper, assistant superintendent for network 3, which includes all of our priority elementary and middle schools. >> And some important
089information will be shared um guys. And um we really want to make sure that we give you our attention and our focus. And I know it's we're about at an hour and a half now. So, if you guys will work with me to just make sure that we focus on this type of thing versus other things that perhaps can be a distraction. So, I just want to kind of put that out there because this is so important. I want to make sure we do that. >> Oh, Dr. Lauren is on Zoom. >> Oh, well, all three are >> here. >> Yeah. First of all, let let us say that thank you all for giving us the opportunity to talk about our schools and the growth and the things that we've kind of got planned. And
090um uh we're going to walk through a slideshow here and then hopefully be able to answer any questions if you guys have some. >> Those stripes are really >> They're really I know. I might need to sit down. >> I know. >> Are you able to see Dr. Lauren? >> Are you somewhere you? >> Yes. Yes. Yes. >> All right. >> Thanks. >> I don't think the >> Oh, all righty. So, we're going to start off with some goals for today's presentation. We're going to review data from um our current data since um 2022. Share some outcomes from this um school year from well from last school year from 2025. Highlight some growth areas and some challenges that you know we're still working very hard with our leaders and all of our staff to make
091sure we get through um some of those things. And definitely a wonderful part to celebrate a lot of the um growth and significant improvement in doing the right work. So extremely excited about um to showcase our schools. >> I did not create >> he did not he did not um but definitely want to um take an opportunity to celebrate our um the hard work of all of our staff members on our campus. >> All righty. So here's a summary of our letter grades from 2022 to 2025 last school year. and you see um how we've progressed um and decreased in some areas. So definitely some celebrations here, but here's a summary over the years. >> Can we just say out loud uh like Dr. Director Rose was saying that we've decreased our number of F
092schools by half in these four years. So I just wanted to say that aloud >> there'll be some other >> there'll be some more celebrations. Um, and here's just another way at looking at the data. This is a gains and losses chart from 24 to 25. And the accountability system is figured on achievement growth for all students, the growth of the lowest cortile, and then your success ready graduate score for the high schools. And so this is just another way of looking at our achievement gains and then some areas where we'll talk about a little bit later where we know we can recognize we've got some work to do. And those are going to be the areas that we're that we're really going to focus on. Um, this is another comparative slide. This is our
093district versus the Arkansas simulated school rating. So, it just kind of gives you a comparison of the number of A B CDs and F schools across um the state in totality and then kind of how we rank um in regard to percentages with with the state in those scores. >> Okay. All right. So, here we are with some celebrations. All right. So, here we have Man Magnet Middle School. Um, they have increased their overall score by 51.44 points. They were an F and as you can see now, they are a letter grade of Z. >> Dr. Cooper, before we before we leave that, could you give us a context just for us and and for the public of that 51.44? >> All righty. So, when you look at the growth that they have, they're broken
094up in different categories. So, the first category that you see is achievement. So, they had an increase in 530 in math. And then here you have growth for all of your students. So, that's broken down in each category. So that's um ELA and EOP growth and then math. So that's growth for um all of those students in those categories. And then here you have growth in the bottom quartile and that is combined um a combined score of 23.91. So here here's an opportunity for schools to really grow because when they grow their students and also grow students in the bottom quartile that's really double. So here is an opportunity um where our students it counts twice. So growth of all students but if you're in the bottom um 25% that bottom quartile if you grow
095then you've actually you count that twice. >> Okay. >> And if students don't grow in that bottom quartile it is counted twice. >> It is counted twice. Right. Right. >> So I guess it's it's proper to um I guess who Mr. Clayton was the principal at this time or whoever was the principal is considered would probably be considered a turnaround principal. So, and then if they took it from an F to a C, um that is really really good. >> Well, let's go give a little deeper set of credit. It's the math teachers who I mean well of course obviously but but but two you know we want to um support the teachers as well as those that that are uh leading the school cuz apparently this would say that they are inside the classrooms
096that are doing what they're supposed to be doing or maybe not I don't know but >> and then also the support um I would also like to acknowledge Dr. Lauren is on Zoom, but I definitely want to acknowledge the network one team and their support that they provide to man um constantly in buildings working in PLC's. So, just doing that work and us all working together as a team to continually um support schools. So, kudos to everyone that is working to make sure that we um do what's best for all of our students and teachers. Okay. So, we can move to the >> clicker number. >> Sorry. >> Okay. Sorry. Um the next school uh to celebrate is Gibbs U international magnet. they had an increase of 85.9 over 11 um and moved from a
097C to a B and so the achievement was a combined score of 27.08 the growth for all was 21.86 86, but the growth for the bottom quartile was 36.96. So that is um a huge shout out to Gibbs of the growth that they had um this past year. >> Um the next one is Palaski Heights. They had a an increased score of total points of 73.41. And then in each one of those big three buckets is kind of what we call them when we're looking at this data. Um they had 24.05 05 for the combined achievement, 29.20 for combined score for all growth for all students and then the growth of the bottom quartile was 20.16. So big shout out. Okay. And here we have Maple Bell Elementary. They moved from an F to a
098D. So we want to definitely celebrate them. They had an increase in overall score. um 61.78 points. Um and then of course the three categories achievement um we had a lot of schools grow in science. So that was um so excited to see that um work happening across the district. Um so in their achievement um growth in science and then growth for all students. You see that combined score as well um 32.75 and then the growth of the bottom quartile as well. So, >> congratulations to >> And here we have Washington Elementary. Um, they moved from the letter grade of an F to a D. So, extremely excited about um their growth increase overall 37 um.07 points. So their two categories were um growth for all students um specifically in math and then the bottom
099quartile they had a combined score um increase 38.02 and J fair they also increased the letter grade from an F to a D. So we want to celebrate them and their overall score 30 um an increase of 30 points 30.37 points excuse me and then growth for all students um there was a growth in math and then growth of the bottom quartile and here we have Mary and G Lacian um definitely excited about their growth. So what um some of our team were able to do, they took some of the data from baseline in Cloverdale and then um looked at where those students were because remember Cloverdale um those students moved over to Lacy and based on their rating and um excuse me and Lacy's current rating um their score increased and that growth was
100in the bottom quartile um specifically in math. So congratulations And here we have two schools that we want to highlight. Um Brady and Stevens Elementary School. They had an increase in their overall score as well. Brady with 48.07 points and then Stevens Elementary 41.42. Um then last but not least, two middle schools that also had um significant growth that we wanted to recognize. Dunar Magnet Middle School had an overall increase of 24 about 24 points and they saw growth also at the growth of the all students in the bottom quartile. And then the same thing for uh Palaski Heights um saw had a growth 21.58 in math and science both for all and then for um the bottom quartile. So really excited that these schools are headed in the right direction and looking forward to
101what we'll be able to do for this upcoming year. some with me. Okay. All right. Another chart, another way to look at this and another way actually it's a little celebratory slide is this is a number of schools that had gains of five plus points or more in each of those three big buckets that we kind of call them. So we had in ELA two schools that had increases of five or more points which is a it's a good jump um two points in achievement, six in growth for all and then um 10 that jumped at least five points or more in growth of the lowest quartile. And then there were um schools that had jumps that were really significant gains of 20 points or more to achievement four for growth in all and then
102five for growth of the lowest quartile. So that's that's trending in the right um direction for sure. >> And then of course we have some opportunities for growth and then we're going to share more about some ways that we're going to continue that work within our network. I'm sorry Miss Smith in the networks and working with school leadership and um school teams. So if you can see if you look here you have a number of schools with a loss of five points um and then that's broken down. So there were six schools in achievement um 13 schools in growth for all and specifically in ELA and then again talking about the lowest cortile there were 10 schools um with five loss um five or more points and then broken down for math three schools um
103growth for all in math nine schools and then growth of the lowest quartile there were nine schools that um had a decrease in their points and then that's the same for science for achievement. There were three schools with decreases um growth for all seven schools that had a decrease and then 10 schools um in the growth of the lowest cile 10 schools there and then we have some other schools that um had a decrease of 20 plus points. So we really need to make sure that we are providing support um and continuing the work and again you'll hear more from that. But there were two schools that um had that loss in achievement, five schools in growth for all and then um five schools in growth in the lowest cortile. >> So I think the
104um thing that we really want to hone in on here is how are we going to address these challenges and the areas of decline and then how are we maintaining the progress that um that we have. So um Dr. Cooper's going to talk a little bit about uh plan to address the decline in scores. And we've each looked at these and all of us have looked and the building leaders too at their individual scores so they know exactly where their data is and exactly kind of what we need to do. But in general across the the campuses, this is these are the things that we're looking at at at working on. >> The first thing we really want to look at growth for all of our students. So, um, when we were talking about the
105bottom quartile, um, how are we addressing those students that need the most help in our schools, but then not just those students, but every student that walks in the doors in Little Rock School District. How are we addressing those needs? And one way we're going to do that is through small group instruction, ensuring that instruction is differentiated. Um, all of our schools have win time and that stands for what I need. So, that is carved out in everyone's master schedule. um in K5 in some middle schools they have created um been become very creative within their master schedules either creating advisory or they have an abbreviated schedule to where they are addressing those needs on the middle school level. So um the key to that though is progress monitoring. >> So while we are doing
106small groupoup instruction when time we have to make sure that we're monitoring the data of our students and when we monitor that data how are we adjusting our instruction? So that's where the network teams come in and we support. Dr. Wright was able to join us on some walks yesterday. Um so we were glad to have him there. But we sat down with the leader to say what are our next steps? How do we need to address you know whether it's PLC's um having some some of our content coordinators model in the classrooms working with our instructional facilitators. What is it that we can do? But we've um we're committed to making those adjustments as needed and um working through those intervention times, but not just intervention, but also extensions. We want to make sure
107our students that come to us ready, we want to make sure that we're extending learning for um them as well. So just making sure that we're differentiating instruction. Also, this year our focus with our partnership with School Kid um is math and that is in align with the district's instructional um practices as well. um really affirming the students identity. Who are you as a mathematician? So really creating that environment of community and um learning in our classrooms. And then specifically in high school, Dr. Lauren wanted to highlight um continuing that professional development and that growth um specifically in algebra 1 and geometry teachers um continue the focus of HQIM um highquality instructional materials and then targeted support for identified teachers and then a focus on collaborative planning and that's what I shared earlier about our
108PLC's. Um and again we want to continue the emphasis with our district instructional practices. Last year we rolled out um turn and talks, quick writes, senate stems, um academic laps, and sort and stack. What is a sort and stack? What are academic laps? What's the turn and talk? Senate stems. Those are instructional moves that really allow our students to become more engaged in the classroom environment. Um so we want our students doing the heavy lift so that they are doing the learning and working together. So um that is how we are working in ensuring that we provide that support for our teachers. Another thing we want to do is really focus on the bottom 25% our bottom cortile students. Um we have already identified who those students were. So that that was done early before
109school right as soon as we could even based on the raw data that we had. Those were those students were identified early uh by building um by grade by teacher so that we knew what kind of supports to build into that students day. um those differentiated targeted supports that were aligned to math intervention plans and the um intensive reading plans that we know that we have that we can publish and make parents aware of that we're progress monitoring using our screening data K3 for reading and um our math data from the classroom. Um and also making sure that we are ensuring that um intervention time and minutes are adhered and that they're followed and that we're being consistent and making sure that we're progress monitoring those those documents and and we're responding to point in
110time interventions um at the high school level. Dr. Loring also wanted us to point out that they are developing and implementing targeted tier 2 um interventions for high school math and literacy across the board. So once again providing another layer of support for high school students in math and literacy um and with multiple at bats to improve um those those skill deficits. Um lastly, how are we pl planning to maintain and sustain the growth that we've had? Um it's really going to be done based on a with a continued focus on strong tier one classroom instruction. Um grade level instruction in conjunction with the appropriate use of highquality instructional materials. Um, we also want to work with leaders to ensure that teachers are getting support and quality feedback based on their practice and that we
111are really using that coaching model to help improve teacher practice and and therefore help um improve student outcomes. Um, and then lastly, looking at the continued use of data to drive the instructional decisions that we make at the classroom level, at the grade level, at the PLC's, but also at the building level and making sure that we're responding to those those student outcomes appropriately in the way that we support kids, also the way we support teachers, and then I think for us, the way we support leaders at the building. So >> questions, questions. >> I have one question. Yes, Mr. Johnson. >> You know, we want to use our volunteers effectively. And so you were talking about that 25% that you have to give that extra. So if you have volunteers that want to come
112in and help you with that 25%, what exactly would you have them doing or who do they need to check in with and what exactly would they be doing? Well, I think it could depend depending on the school. It could depending it could depend on the time. There are a lot of factors there, but I know schools are always willing and wanting to have as many volunteers, as many as many hands as they as they can to assist. So, I think it would really depend on availability and and and the specific needs of the school. >> Um, >> what they've identified. >> Okay. Other questions? >> Yes, sir. >> Thank you. Thank you for the report and we're really encouraged by the progress. I had >> absolutely >> two questions. Um, one is of all
113the results that came in, I'm curious about if you were surprised by by good things or not good things or or the results that you got in. I would actually say um because we have been monitoring um and being very present in our schools and watching our data um our interim assessment data came out in um February. >> So we were able and when I say our interim data I'm sorry atlas our atlas interim data. So, we were able to look at the growth from the fall assessment, from the winter um interim assessment to the spring interim assessment. And I will say there was one school in particular we knew that they increased quite a bit >> and the principal was very intentional about working with PLC's and really looking at the student work >>
114and what the students were doing and ensuring that it was at grade level and that was one of the schools that um actually moved a letter grade but um the principal is very intentional about um providing that support for her teachers. Um, also, you know, if you had new teachers in the building, novice teacher training, um, and ensuring that that was, you know, just continuous, but monitoring the classroom assessments, interim data. Um, sometimes we're able to, you know, sometimes, you know, project to see what some um, how some schools are going to perform. So, we were it really did affirm some of the hard work that some of our leaders have done. So we were able to predict that some of our schools would really see growth just based on some of the actions that
115occurred. >> So So would it be fair to say then that because of the monitoring that that you all had done and the close that that these results were within line of what you were hoping and expecting or were there things that that kind of outliers in that regard? >> I I I don't think there were I don't know for my I don't think there were any huge outliers. I think we had a couple of schools that where we saw some declines that there were some things that happened. We teachers left at semester or they left we had extended leaves where we had you know those kinds of things can really affect a grade level and if you've only got three grade you know three classes and you you you don't have a teacher for
116three4s of the year or half of the year those can have significant impacts on and that's really a variable over which we have little control but I do think because of the monitoring and being in the buildings and working with the principles um the way that that We do. I think we I don't think we were really caught off guard. We were, you know, hoping that it might have been in some cases we might not have seen the dips that we did, but we we really felt like that we probably would see some declines in some areas for some a variety of factors. And >> because of that, that's why we, you know, our intensity this year has really changed >> because we knew we were like, okay, okay, we kind of had an indication
117that this may happen. Yeah. So what is it that we need to do um and act you know just >> with a sense of urgency and make sure that our principles have the support that they need. >> So um >> you know >> yes even though it may not have gone the way we wanted it to >> we now know how we need to address those concerns and meeting with the principles consistently >> is really what helps. But us giving them that timely feedback. So we had to really we've actually tightened some of our systems >> how we report back to them um and the feedback that they get. So just being reflective on all levels. >> Thank you. One other question um on all of the schools that were wonderful that we highlighted and
118were able to to affirm today that there were not high schools. And is that because we had a harder time making that kind of progress at the high school level or that the high school level was measured differently or could you help us understand that? >> Actually, there were some um >> there there were some Dr. Lori may want to chime in. I don't know. >> Yeah, I don't know if you're >> can Dr. stop moving. I >> I know that there were um >> first of all, high school is always going to be more difficult to move than your elementary and middle schools. Number one, it's just number one, there's just more components. >> But even beyond that, >> high schools get what elementary and middle schools, you know, how they enter. And so
119they have a lot more um to work to work from. But I do know that there were um I'm just thinking right out of hand. The grad rates are the first thing that popped in my head. I know we had one. >> That's what I wanted to >> um that four-year adjusted cohort graduation rate is higher than it was in um in 24 it is 1.05 higher. And then the merit and distinction of the of the higher graduation rate almost 2% of those graduates earned merit or distinction which means that they either had concurrent credit they had three AP courses they were considered a CTE completer or they got the seal of biiteracy. So those are all positive things that are happening at the high school level. >> Yeah. And I'm certainly not want to
120don't want to reflect negatively. I just trying to understand >> what that's like just a comment. I think uh many years ago, I think maybe Miss Johnson and I may have attended a school national school conference when we served together and I remember hearing a presentation focusing on math that has helped that I has stayed with me about how um you know as you move up the level that if you don't have the strong a foundation but you keep going up a level and up a level it's sort of like building multiple stories in a house. You might get a away with the first few stories, but eventually the weight >> will not be able to sustain it. And I think about that in high school that over time if if you haven't if our
121high school students haven't had the foundation that we'd want them to have that it's very difficult and to go. Is that fair, Dr. Wright? In the way you think of it, >> there there's >> Yes. >> Okay. There's an idea in mathematics education that that >> there's a point at which this group of kids drops off. It might be at multiplication. >> Yes, sir. >> It might be at fractions. It might be at calculus, but there's a point where you reach as good as you're going to get. And it's just where you are. Like the Peter principle, you've been promoted past your level of competence. And there's not really a whole lot to do about that. It's just where the kids land. And if you've got a kid who really wants to be an academic
122mathematician and he can't manage algebra 2, he's in for some disappointment, but he may not be able to handle much more than algebra 2. It's not so much the fault of the instructors in lots of things that we teach, we teach with mouths to ears. Mathematics is in here. It's taught in the brain and it's hard to change things that are hardwired in. >> Sorry, interrupted. Thank you. >> Other questions? Yes, Mr. I don't have a question. Uh just a comment. Um so from from what I thank you for the presentation on the grades. Uh from what I hear, it sounds like overall it's it's a lot of positive information about the growth of our schools. Uh just what I think about is retainment and recruitment as far as like numbers. Is there a way
123that we could publicize this positive information so that we can make an appeal to the community so that we not only retain those students but have more interest in these schools being uh attended and and bringing enrollment numbers up if needed? >> Yes, sir. We are. >> Absolutely. Yes, ma'am. >> Miss Johnson, >> I have one more comment. I noticed that you ladies use the PLC. So, I know if you use PLC effectively, there will be a positive outcome. So most of our elementary schools are they in a PLC learning environment? >> Yes, ma'am. >> They are collaboratively once a week to plan together. >> Oh, okay. That is so wonderful. >> Thank you, ladies. >> And that's in all of our schools. It is >> K12. >> Okay. That's what's up. Yes. Thank you.
124>> Right. Other questions or comments? >> Yes. I just would like to make one. >> Um, is this this is the second year of Atlas, right? Um, I know that when things are constantly changing, it's hard to follow that. And I just want to say give a shout out to that. I know that things changed a lot probably. Um, especially I think the high school piece with all of the postgraduation, like what are you doing postgraduation? >> Um, and I know that takes a lot of work to develop some of the tracking systems and everything to really keep track of that. So, I just want to say kudos. I also want to spend just a second and I know test scores are are what they are. Um but to give a shout out to all
125the other educators and staff who support kids in learning with art and band and all just I mean all of the things sports all the things that make education beautiful and wonderful. Um and I know that this gets so much attention because it's how we're measured and it's our job as board members to make sure this is going in the direction it's going. Um, but I just want to make sure that we don't we that we note that education is not just this tonight. So, thank you and also great job. >> Thank you all so much. So much. >> All righty. 6.2 high impact tutoring update. It's good. She's ready. >> All righty. I think let's see. Um, awesome. While Pam pulls that up, um, >> real quick, uh, we are waiting. I was hoping
126I could come here today and tell you that we just got awarded a whole lot of tutoring money, but we haven't heard yet. Uh, we were supposed to find out on Tuesday. We're still waiting. So, um, but I do think it's important that you know what we applied for and what we're waiting to hear about. So, that's what we'll spend the next, uh, little bit of time doing. So you all know the opportunity. This will be our third year applying for state tutoring funds. Uh opportunity um through the state department to um apply uh get awarded. I think we've been awarded twice and feel good about being awarded a third time. We do our part to track data, monitor data, submit everything we're supposed to submit. So um think we're in good standing as far
127as that goes. But here are the four um proposals that we submitted. So we have one around third grade literacy um to target students who uh we know might be in danger of being retained. Um we have a middle school math proposal thinking about some of the gains that we have made this year on Atlas data and and just trying to keep that momentum going. We have a high school algebra proposal um for all the reasons you all just talked about algebra and the importance of that um for high school. And then finally a smaller proposal around high school English language development um and some thoughts and and a pilot we want to do to think about how this kind of support might help kids grow in language development. >> Well, I'd like to interrupt
128for just a second. What what is the development there? What what are you going to do with to promote the English language development in high school? >> Um can we can I >> you got that on another thing? Go ahead. >> No, that's okay. I'll but I'll address that when we get Yeah. to the to the side director. Thanks. Um so for ELA, uh we're looking actually to embark on a new partnership. We have had a a few really solid years with a tutoring partner that we've worked with and um through our outcomesbased contracting process. um it's time for us to explore a new opportunity and so that's where we are with that. We are in current negotiations but feel really really good about on your mark as a as a vendor. Um they do
129have a Stanford University uh random control trial which really just means that this has been vetted externally and and impartially as a support that works for kids. Um looking at 400 students you can see all the details there. I think the the thing to note here is this is uh one that we're working through the outcomesbased contracting model. So we've been doing this for a minute. We started in May and um uh and we're we're going to make it happen. We're going to see this through. Um but just so everyone knows I think what that means just in short is we start off with a 60% base payment. So, right, 60% of what it would cost to provide this tutoring for kids is what we call the base payment. That's what we're obligated to pay
130as the base. The other 40% we pay based on how our students reach the outcomes that we've identified, right? So excited. We haven't done a contract like this before, which is part of the reasons why it's been um a bit of a process. But I think on the back end, it's really going to tell us a lot about paying based on how our kids do versus paying based on the fact that we entered into a contract. So, um, more to more to come and I think as we finish negotiation here, you all will obviously see the full contract and get to see all the details, but just want you to know um what that is. For middle school math, uh, there is a partnership with Imagine Learning, the state department, and actually Harvard. They are
131doing a study around the best tutoring models for middle school math kids. So, we have the opportunity to have quite a large number of our students in involved in this tutoring. And as Dr. Cooper and Dr. Bradshaw were talking about, you know, and as you just saw in school grades, that bottom 25% of kids count twice and and that's a really positive opportunity for us to move a large group of kids that count a whole lot in school grades and obviously for the benefit of the children um ultimately. But you can see what we've targeted. We've looked at a certain group of score ranges. Every single one of our middle schools has kids that have been identified for this support. Um, yeah, I don't know if there's more to say there. There's different models because
132remember it is a study. So, they're looking at does a one to two does a tutor in two kids or does a tutor in three kids work better. So, our kids will be in different kind of tutoring groups. Um but it will give us feedback as well as well as you know supporting this research study that Harvard is is um is doing. It'll give us information back too around what the best size um of of a tutoring structure is. High school algebra um we have heard a ton of good things about tutored by teachers. Um I think Dr. Dr. Wright has several colleagues uh superintendent colleagues who've worked with them that have seen really great results. Um they also have received some uh some awards and identification from the national student support accelerator that's out
133of Stanford and they do a lot of independent vetting and so they've identified tutored by teachers as a really really strong tutoring vendor. So we've got 560 students level one um students. This is specifically targeting Little Rock Southwest um students in in that school. Um want to give that team a shout out because they really advocated for for being able to do this and um we've worked closely to to get this submitted and and obviously are hopeful that we get to do this. Um structurally I think you know we've thought about uh in the block schedule for mathematics based on the fact that we're really targeting the entire algebra uh you know all children who are registered for algebra. This would literally be the last 30 minutes of their block which structurally very much streamlines
134things right kids don't have to go somewhere else to get tutoring like it's just um sort of built in and and ready to be successful. and director Rose um our English langu language development um tutoring 50 students across all four campuses actually there's not a lot 10 or between 10 and 13 students at each campus um and what the goal would be is through literacy tutoring they're also working on specific language development right so working on students ability to you know uh the four domains of language speaking listening reading and writing >> right >> I just want I want to make This is clear too that these are for English language learners. >> Okay, >> I got that. >> Yeah, thanks. Um, we haven't done any tutoring like this specific to that population. I mean,
135of course, we have English language learners as a part of our math tutoring and other things, but this is really intentionally designed to be about language development through the content. Yeah. So happy to answer any questions and hope that uh I can return soon with good news about all four of these. But um just wanted you to know what they are. >> Questions questions. >> We are Can I just >> Yes. >> Dr. Callaway have a question. >> This is great. Okay. Do uh do you all do you think that you could possibly create a ad or publication by I know Democrat probably Democrat Gazette well the times about how much we've incre increased in certain areas like we have done this by degrees or percentages uh I remember while long time ago they did
136that you know teachers in Little Rock were by degree and that was really impressive. But I think like how this has gone up and the tutorial program should be going up. Maybe maybe we might get some additional funding. Do you think about have you thought about doing an ad publicity? >> I mean yeah like any anything we can do. I mean I'm not I'm not opposed to doing that. We definitely have sought out funding in multiple ways for different tutoring initiatives that we have. Um but yeah, definitely explore that >> and and then it would be maybe a positive push to bring students back >> if they can actually see because the other schools, they don't have to give this information out. And so we don't know what they're doing. But at any rate, um
137I think a ad that could give give this purpose would help in recruitment. >> Fair enough. >> Thank you. >> I have a question. I do believe it would help with recruitment but for the numbers uh concerning the students by March that number all those numbers should decrease. Well, true or false? You mean >> if you're tutoring now? >> Yeah. Okay. That's >> you're tutoring and I see we're at 400 graders. >> So again, like we we don't we're wait we haven't been able to start any of this yet until we hear back from the state to tell us if these are all funded, right? If they are all funded, we will start as quickly as we can. I think one of the challenges this year is, you know, last year we were already tutoring
138by this time, right? Last year we started the second week of school and with all of the funding uncertainty this year, I think, you know, the state department couldn't put out this opportunity until later than they have in the past. So, we haven't been funded for these yet. We're waiting to hear back and as soon as we do, we'll we'll jump right in. >> So, what do you think you need about a million dollars? Well, if I mean if you look at the total of all these contracts, I actually think >> I mean the the math one so like >> the EL one I think was around 30,000, the um the algebra one was about three 350,000. I think the middle school math one was 1.5 million and the reading um focused one was closer
139to like was between like 7 and 800,000. So it's probably closer to million. So if they're not funded, we can't afford it as a district. >> This this funding support is critical. I mean, when this was put out, we jumped on it because, you know, this kind of support right now um for our students is I mean, we're grateful that the state puts this opportunity out for us. Um because this is critical for us to to see growth, particularly every single one of these initiatives is really sorry. um targeting that low as 25% of students. >> Well, what reason are they not uh funding it totally and what is the reason for the delay or do you know? >> Well, I I'm not saying they're not funding. It's just the grant opportunity was put out
140so anyone in the state can apply for these grant for these tutoring grants >> and they have a certain pot of money that then they're going to determine who who is awarded. But they did not in the past the past two years it was funded there's obviously a delay. Now uh and you when you're looking at the administrative types of things there's obviously a delay for some reason. I think that needs to be publicized. I don't know what the reason is. >> Yeah. I mean Miss Callie I think last year when we applied for the grant we applied for it in May. This year we applied for it. It was due September 12th. >> So I think this I think because of the the you know federal funding uncertainty this year. I think everything was
141>> I think the people need to know that >> how it looks. This is what has happened >> with our funding. I don't think people really >> understand the seriousness of snatching this money. Uh, Miss McMahon name. >> Okay. >> Other questions? Any other questions? >> Are you able to give us a projection of of the third graders that are not on target? I mean, because that's data that we do have. So, >> and then looking at the >> we actually don't director. Well, I'm we're waiting for as soon as we get end of year second grade and beginning of the year third grade screener data. We actually are scheduled to have that conversation in October, >> hoping that we get that information by then to share with you, but we we actually don't have
142it. So with the uh looking at the past test scores and the assessments that that students are taking because students have taken assessments um right since they they they've been in school. Correct. >> Yeah. Classroom assessments, but we don't have state level data. That's >> that's not what I'm asking. I'm asking for district level data um for the students that are not on grade level. Now, >> based off of what we know, because teachers know whether or not students are on grade level or not, and so, uh, can we get some preliminary district, not state, district, um, data on how many, uh, current third graders that are not on grade level. >> I'm afraid that, uh, we're not going to have enough third grade classrooms, >> right? and and and and and that's the reason
143I mean we all know this and so I know we're trying to paint a very beautiful picture but at the same time we still need to be within reality. So if if we're able to know that and not just only speak about state data knowing that we have district data and if this and then if the administration team is to bring us to bring the board because we are not state board we're Little Rock school board um district third grade data and then that can help us have real conversations outside of these tree top um conversations because like we're going to have to have some hard conversations. So, it's better to have it now, you know, at least see it right as right as we're progressing each month >> what the projections are. So, when
144your state level data come out and you bring this state level data, we already know what it is because the board have been seeing district level data. That's that that's all I'm saying. So we could be proactive and and just know >> that could be difficult. >> Yeah. I mean I guess here I hear what you're saying. Yes, there's classroom data. Um I think the challenge with that just to be honest with you is the metric is set from the state level assessment and to look at classroom level data is you're looking at a lot of different factors involved. You're looking at teachers um the way they're assessing in their classroom. There's I mean we can show you grades on a on a classroom assessment. I don't know that could almost send mixed messages if
145you then look at how kids do on a state assessment. So I just I would say yes there are different ways to look at student progress but um the one we're going to be measured by I think is the one we really have to pay attention to. >> If I'm hearing and just just to make sure I'm hearing correctly. So, am I hearing you say that um teachers are not teachers and principles um and district level staff are not able to tell whether or not a student is on grade level? >> I didn't say that. I just said that I wanted to make sure that what we do look at if you're you're asking about projecting and I want to make sure if we're going to do projecting we're looking at something that actually is
146what we're going to be measured by. That's that's all I would say. >> No, I I I get that and then I get that we are and to and I'll button it on this. I get it's very I get that like we're playing a numbers game and we all know we're playing a numbers game. What I'm asking just like you you know just like we say this is hard work this is real work. Okay. I'm saying out of third graders now per building how many third graders are on reading level because this is information we know because at parent teacher conference you guys are going to tell these parents Johnny's not reading this d but at the same time that information can be relayed from a from a um bucket if you a categoral like
147standpoint that this is how many um kids in this building that are currently, you know, still having to progress to be on grade level. I mean, I I I I get the picture that's trying to be painted. I get the information that wants to be put out, but I'm just asking as a board member, how many third graders are we looking at potentially holding back to uh Director Rose's point? Because what you're going to do then when you have rising third graders not being able to sit in what should be empty seats because we have those seats filled, I'm I'm then I'm off this soap box. you guys would deal with it and come up with a narrative or whatever, but or or a solution for it. But then we can't act like you don't
148know. >> I want to be very as crystal clear as I can possibly get. We don't even know the specific criteria that the state is even using to define what is going to be criteria to to retain a third grader by. Number one, we don't know that. We don't even know clarity around the good cause exemptions that we will be able to work towards to keep a third grader from being retained. We haven't gotten results from the K to2 assessment last year yet to even know. So once we know what they're defining as a student in third grade who can potentially be retained based upon their second grade reading scores. We don't even know the second grade reading scores. I hear what you're saying. Of course teachers know. Teachers know what kids that are struggling
149in their classrooms, but there is no way possibly that we can project what that could possibly look like now when we don't know the criteria. we don't have the results back from last year to be able to give a forecast. I just want to be clear with where we with where we are. No one's trying to paint a narrative or or trying to skirt questions we don't know and we don't have the data uh to be able to answer what you're to be able to produce what you're asking us to produce. That that doesn't that doesn't >> and and I get that. I' I've talked to the I mean I I've talked to the state I talked to the state um um state board about what does that look like for um third graders and
150those rules are still being written. I know that I'm not asking about state level stuff. I'm asking um it it was just a a question. >> You asking us to predict the number of third graders in our schools right now that are potentially going to be retained. >> Okay. Well, you know what? As long as as long as the teachers know, they tell the mama and the parents and we have tutoring at some point coming on. We have volunteers and so you know hopefully we don't have a bottle, you know, hope hopefully we are doing all the the correct things to have um student and grade level particularly grade level achievement um and so we are able to move our students forward. I mean, it's so so as long as the schools are communicating to
151the parents what they need to do at home, um, in addition to what the school is doing to move these kids along to where we Amen. You know what it Thank you. I appreciate I appreciate the information you gave. >> Any other questions or comments? Yes. >> Um, I would just like to say I have a I have a third grader um and I at my parent teacher conference. So, was that last week? that feels like a hundred years ago, maybe two weeks ago. Um, whenever those were. Um, I received a very informative handout and talked with my teacher about how my student was doing and um, it was great. Thank you for all the work. I know there are a lot of uncertainties. I've kind of gone through that PowerPoint on the um, AD
152website as well and it does I know there's like a toolkit and everything, but I know we don't have the data yet. So, thank you for all y'all are doing to try to help start the conversation with parents and families because I know it's not always an easy one. Um, and we don't yet know all the answers. So, thank you for that. Um, secondly, I would like to I just Oh, >> we're not voting on this. Oh, we're not okay. >> It just says the plan. It's in >> Oh, okay. Good. Yeah. >> Well, then I would just like to note that um when these do come for um vote, I um I have a conflict of interest on this. A board that I serve on has been supporting the district in outcomes based contracting
153work. And so I would just like to note that I will will abstain from that and have abstained from votes on that as at the at that board level as well. >> Okay. Thank you so much. Um go ahead. >> Um no, it's okay. I think I was going to >> this crazy our next unless is everybody good with that? Okay. >> Yes. So, we're going to move forward with another teacher program update. Nature update program update. Good evening everybody. >> Good evening. >> I am on newborn schedule cuz I just came back from having my baby >> and so I'm going to try to pump it up a little bit. I hope y'all are doing well. >> You don't have any baby pictures to put up? I of course have a hundred baby pictures
154and I would be happy to show you. Let's see. >> Well, she's getting that P since we have time. >> I know. >> I mean, she's just literally the cutest kid you've ever seen. You can't see her online, but she is beautiful >> and my sons love her. So, >> congratulations. >> Now you got me distracted. >> I'm up here for the novice teacher update. Um, it's a pleasure one to just get to talk about what I get to live and breathe and do every day. I truly thank you all because I absolutely love my job. I love the people that I get to work with and support. So up here with me, I'm first I'm Britney Kraton. I'm the novice teacher coordinator. I have Miss Lorie Fords from McDermad Elementary, a lead mentor. Miss
155Zoretta Sanders Howard from uh Little Rock Southwest, a lead mentor. And then a novice teacher cuz I thought you might want to see and hear from somebody getting the support. Um so Miss Chelsea Malcolm who's at Lacy >> been there. So, um, the novice teacher program, I really am, my goal is to provide connected, continuous, and classroom embedded support. Um, my mentors hear me talk about it all the time. These are not just words on a screen. I really do believe that we can support the kids that are in our rooms every day by really supporting and empowering our teachers. And so, um, it's it's my goal to collaborate, um, and to provide the support that our teachers need and that they deserve. And I hope that you'll see uh the connected continuous and classroom
156embedded support um embedded throughout this presentation. Um so the novice teacher coordinator role and responsibilities these are just things that I do. Um I work with mentors. I help to provide a program that or support that helps them to coach um and support their teachers. Um I also data track and report. Um I give direct support to noviceses if they choose to and that looks like individualized coaching. So I may go out to a school and support. Um I may uh do a observation walkthrough. I've uh co-taught before with some teachers. Um I also provide lensure support and we'll talk about that a little bit later. Um and then I do a lot of collaboration. I don't think there's a department in the district that I do not collaborate with. Like I had a call
157with early childhood earlier this week, special education. Um so literally any department you can think of I'm probably talking to them at some level. And that's what I love about my job. um because I cannot and I do not do it on my own. Um when you look at the data that's not data that's representative of me, it's representative of the people and the departments that I work with. Um you can see that the impact of some of the things that I do. Uh we had a 95% retention rate the first time I came to give you an update in 23 24 and this school year if you take out the the lensure stuff that I'm going to talk to you about later um our data went up even two more% um and we had
158a 97.8% 8% retention rate and I believe that that is the equivalent of 256 teachers. >> Good job. >> So if we want to just take a look at some data, if you look on the left that says retention snapshot, you can see from the program start until now. So you see we started at a 95% retention rate and now we're at a 97.4%. Um, and you see I have a little caveat there. So 97.4% 4% retained without a lensure barrier. If you include those that were not able to be offered a contract because of the new laws and policies around emergency teacher permits, if you include those teachers, our retention rate drops to an 88.6% retention rate. Um, and these are teachers that wanted to be able to return but could not because of
159the laws. Um, and so you can see that that is a a vast difference. Um, in numbers, 2.6% would be seven teachers not retained. So, teachers that left and chose to leave. And then the 11.6, that's 30 teachers. Um, just so you can put numbers with that data. Um, if you look on the top right where it says district overview, these are numbers for this school year. Um, you can see that our largest network of uh, novice teachers that we have is network three and that is our priority network. Um, you can see on the right side the breakdown for year 1, year 2, year three teachers. And even though it's not directly my job, I also provide all the support that novice teachers get. I offer it to new hires so they don't have
160to take advantage of the support, but they are offered it as somebody coming into our district so that we can make sure that they have a strong start as well. Um, and so that's on the right hand side, but I want to highlight um for network three um or for networks that have a large uh number of novice teachers, I've tiered the schools this year. Um, so our tier two and two tier three schools, they get uh they just see me more often. I do more data collection on them. They also get to take advantage of some of the other support structures that you'll see in a second. And then lensure breakdown. So one of the things that I mentioned before was the difference in retention for those who were not able to be offered
161a contract. Lensure is um a major barrier. A major factor of that is going to be taking and passing the practice. Um, a lot of our teachers are coming from a non-traditional background. Actually, most of our teachers are coming from a non-traditional background. Um, and so, not only are they trying to teach in the classroom, but they're also trying to pass their practice. And then you have life. So, that's just a lot of things to juggle and balance. And so, one of my focuses this year is to focus on the lensure, especially with all of the changes that's happening. Um and so you can see a breakdown of where we are with lensure with 75 teachers being uh fully licensed, 10 in that provisional stage and then 117 um that are on a teacher lensure
162plan. I have a Mercy teacher permit but we all we don't have those anymore. Um and so there's that. You can see most of our novice teachers are on some type of plan or alternative pathway to lensure. How does that compare that soak in? >> How does that compare to last year's? >> Um, it's about the same. I guess I could do the percentage. It's about the same. It's about 60 70%. >> That is a lot. >> I think I didn't mean to. Good evening. I'm Lori Forbes. I teach at McG Elementary. Um, before I talk about the slide that Britney made, I'm going to talk about Britney first. >> Uh, huge. Thank you. Now, she did not give me permission. We did not have a conversation about this, but um, I was so thankful
163to be asked to come back and work with Britney to support our novice teachers again this year. Uh, you can already tell why. Um, so she's great to work with. Her passion for supporting our novice teachers is unmatched. Um, I have been a mentor in the Little Rock School District since around 2013 and what we do for our new teachers is top-notch now. Um, I have teachers in my building that have worked for our district for about 5 years that want the onboarding blinder that she created. >> Um, it's she's great, y'all. She's doing she's doing the Lord's work out here. Um, so I I just appreciate her making my job easier. I have three novice teachers to help this year and uh I want to do a good job. So anyway, all of that.
164Thank you, Britney. >> Thank you. >> Um the top three factors in keeping our teachers is the strong mentoring and induction. Um Dr. Cooper and uh had mentioned earlier that u maintaining the progress for high-quality tier one instruction is a priority and with that many novice teachers in our buildings uh we we've got to support them to make sure that tier one instruction can be that top-notch that we need. Um so we got to keep that going. Um they are connected with a mentor early. I already knew in a summer I was going to be a novice teacher mentor and I already knew I was at least going to have two. Um, I was able to meet them before contract time started and go ahead and set a foundation for support. I'm your go-to. What
165do you already need? Um, and then my job was to find out uh what they don't know, they don't know. >> Before they didn't know, they didn't know. Um, so that was a great time to do that before the school year started. Um, supportive school leadership and working conditions. Uh, teachers don't leave um bad jobs. they leave bad environments. So, knowing that there is somebody in the building to help them navigate whatever is going to happen, I think is is something that has helped all the teachers I know that I've worked with. >> Um, and opportunities for growth and development. We've never had so many opportunities for teachers to get access to the exact things they need. Our Schooly uh group for teachers has got classroom management stuff going on in it. Supports for teachers
166to go and say, "I just need this some help in this thing. They can go to that place instead of just to YouTube or somewhere that's not going to be laser focused on what they need." So, we've got so many supports in there to help. And I can't thank you enough for all the work you have done to make that happen. Um >> Yep. No, I'm not saying that. All right. Um, so this year's focus, um, I really think that we built a program and I say we because this was mentor created from our very first year and so I think now we just refine and align the support with what's happening in the buildings. Um, so our my goals for this year, I think I put them in three buckets, but one is retention
167and onboarding support. Really, we've just got to maintain that 95% retention rate. Um, and then continue our onboarding process. So, we have a very strong novice academy that we do in the summer. So, this year I'm focusing on making sure we do that for people who are hired late. And so, we'll have one in December, an offering in January, and then an offering in March. Um, another big bucket is uh refining and aligning support. So, I really want to She talked a lot about the the trainings that they can go to. I'm really just trying to encourage them to participate in that training. And so I want to increase the participation in what we call training Tuesdays by 30%. Um so if you're a novice teacher listening you can get flex credit so please sign
168up. Um and then developing a video library of best practices. Uh the schooly course she mentioned is what's called the novice teacher portal. It's free to the district. Doesn't cost anything uh except for time and effort and blood, sweat, and tears. Um and so in the novice teacher portal, I want to um this year I really want to focus on videoing some very ex exemplar teaching um classroom management, welcoming people into the doors, instructional strategies, questioning, all those kind of things. So that's my that's my big audacious goal. Um and then strengthen alignment between school and district supports. Um so one of the things that I'm doing as I'm going into visit is very intentionally debriefing with the building principal and hopefully the mentor. um but it's hard to catch either one of them. So
169I've just kind of built in some things where there's a conversation that can happen um not just in an email cuz you know how that can get clouded up. Um and so really just making sure we start the conversation because the principles at the end of the day are the ones that really are in charge of supporting those teachers. And then my last big goal is practicing lensure support. You saw how many novice teachers need that support. Um, and so I'm I I have to make something that is sustainable. Um, because we keep having a decrease of funding, almost no funding. Um, we just need to find ways to support teachers with lensure that's going to be sustainable and not at a high cost to the district. Um, and so also partnering with HR since
170now teachers must be on teacher lensure plans. AD focuses on connecting them to what pathway to lensure would be best. So now we can focus more on make making sure that they're staying on track with getting to that goal. Um and so I'm going to be working with HR to kind of monitor that and then making sure that we're providing supports along the way. >> So I'm Zetta Sanders Howard. I am the lead mentor at um Little Rock Southwest. And I will tell you that last school year I had 26 novice teachers. >> This year I have 23. Oh, okay. >> So, yes, Britney and I spend a lot of time together. >> I do. >> So, there are three buckets of novice support in Little Rock School District. So, we have professional learning and
171resources which we provide the training Tuesdays for them, but we also have as the lead mentors, we do um a monthly meeting with our our mentees. And so, those meetings are required for them to participate. And so we have things that we cover with them, whether it's instructional strategies. Um we're coming up into October, so it's time for our teachers to do their professional growth plans. So we'll spend time working with those novice teachers on creating those plans, um getting their stuff loaded in, start talking about collecting their artifacts, and doing all those pieces. So we mentor them through every step of the process throughout the school year. Um we also have buddy teachers. So each building will have a certain number of buddy teachers depending on the number of mentees that you have and
172that's the person that will be able to check in with them, go into the classroom with them, um do wellness checks just to say, "Hey, are you making it today?" Cuz sometimes for a first year teacher and we're thinking about non-traditional teachers, one thing is just to make it to the end of the day. So we do a lot of check-ins with them just to make sure that we're providing them with that support. Um we also make sure that we are providing support with them as far as planning for their lessons, learning the HQIM, becoming familiar with assessments, um those types of things and being familiar with the practices of the district and the practices within their building. And then um the most important piece is our lensure and alternative pathway supports. So with the
173pro with um the novice teacher program, we offer opportunities for teachers to start practicing for their practice exams. So, um, like a lot of the teachers in my building, um, one of the first things I do when I get my list of mentees is I automatically send Britney a list and I say, "Hey, I need 240 tutor accounts for this many people in this subject area." And we go ahead and get that set up so teachers can start practicing and and going through those tests. And with the 240 tutor, it'll give them a practice exam and then tell them what areas they're weak in and what they need to start working with. And so, if that's still a struggle area, then sometimes um, the teachers may need more support. So then we'll put support groups
174together like um last year I pulled a group together of some licensed veteran social studies teachers to work with some of my social studies teachers who needed to take the test and those teachers were successful at the end of the year. So those pieces really work. Um in the um novice portal we also have a um form that teachers can fill out for support. So if they need more support or if they need something else I'm always saying hey ask you know the squeaky wheel get gets the oil. So if you need something for us, let let me know. Let us know. Even if I check in and you say you're okay, if you're not, let me know. So that's what we're here for is to provide a wraparound service for all of our mentees
175because the goal at the end of the day is to retain all of our mentee teachers. >> Thank you. >> Outstanding, ladies. >> And I promise we're almost done. This is just a snapshot of uh some of the different buckets of support. Um and so ignore my face, but I just wanted to screenshot. I do check-in videos. There's so many novice teachers. Like I spent all day at Southwest and I still only got to see 10. So I'll do check-in videos just so they can just get a reminder that like you're going to make it. Um in doing that I have had way less fire I call them fire hydrant calls where I'm trying to keep people from walking out the building like right now. Um because people just want to know that you care.
176Um and so it it it truly is a a benefit to be able to do that. But um they novice sessions, training Tuesdays, the self-paced modules, wellness integration. We work a lot with uh the culture, climate, and well-being um department. They do a lot of trainings for us just around wellness and stress management resources and things. Um and so that's professional learning and resources. Novice intensives just for from two weeks ago, I was in visits and was like, well, the training Tuesday is not offered on maximizing instructional time. So, how do we do this in a way where I don't have to redo that PDF? So, novice intensives came about where we'll be able to pull just a small group of teachers who need that intentional targeted support. So, when I say it's a data
177driven program, I I mean that we're looking at data and listening to the people we support all the time. Um, she's already talked about mentoring and buddy teacher support. So, there's that there. And then she mentioned lensure and alternative pathway support. Here's a year at a glance. And so you can see what we offer at the beginning of the year, in the middle of the year, and then at the end of the year. Really focusing on reflecting on teaching, really supporting them to get an effective rating when it comes time for that, their fourth year teaching. And all throughout the year, they get visits from me. They can collaborate with their mentor. They have a support form where they can request books, resources, a visit, a call from me, wellness support, and lensure support. So
178what is the bottom line and the return on your investment? Um collaboration with HR networks and mentors. It honestly they are the reason this program is successful. I cannot take the credit for that at all. And so with their collaboration, we have just I'm just really excited about the work that we've done. Listening to teachers and providing direct and align support to what they need and also holding ourselves accountable is what will sustain results. And even though our program, as you can see, has had very strong outcomes, we have had significant cuts to our program. So, we're using title 2A funds as they last right now. That's what we're using to kind of bridge the gap right now. Um, that's what's funding our mentors, any resources we get, that's what's paying for 240 tutoring. Um,
179and so if if that does not become a sustainable um source, then we'll uh I'll be researching this year some alternative funding sources. And so, um, fingers crossed, prayers up. Um, so if you have questions, I'm here of course, but then I we have Miss Chelsea back here who's waited all night, so please ask her at least two questions. Um, and then we have our mentors. But I cannot say enough the people that I work with, the departments. Um, it's a collaborative effort. You all have some really great people in the district helping to support teachers. And so, thank you for your time. >> Thank you. Thank you. >> Question. >> Yes, Miss Kraton. I just a question regarding your uh your mentors for your novice teachers on sped. >> How is that how is
180that coming around? >> It's actually uh right before I came here I had a very great call with a sped mentor that we had last year um Miss Angelica Carter and Miss Brenda Smith who also work in the SPE department and we're going to do something similar to what we do in early childhood. It's the similar structure of the novice program but they kind of have their own sessions. So, their novice teacher sessions will be just for sped um people and for like parents who will be interested in kind of getting some of that training before they start. Um and so it's something that I know that we need and it's a a high needs area and so um I'm excited to kind of roll that out next week. >> Oh, you you roll it
181out. How successful has it been >> for the SPE? So, we um the SPE specific support we won't start until next week. So, we I just had a call with them today. >> Okay. >> Yeah. But I work really well with the the special education department and so I'm excited. I think it's going to have some great gains. >> Uh can I ask you a question? Okay. Uh someone who is interested in getting to into education uh and they have a college degree. Uh how would they go about getting into your program? >> There's about 35 ways to become a teacher in Arkansas. So um one step would be um to email me. You got my email right there. Um but also I think the AD lensure advisor will be the first step. They really
182want them to go there first, especially with all the changes. They can connect them to a pathway, but then they also send they do send people to me um about what support is offered in the district and so we just kind of start from there. >> Yes. >> Thank Yes. I have two two quick questions. The first one though is Miss Chelsea. Would you tell us about how what kind of uh how the help and support has made a difference for you as a novice teacher? >> Uh the help and support has been phenomenal. Um of course, Miss Katon, uh she's been phenomenal as far as answering questions. If she doesn't know the answer, she's like, "Okay, well, hold on. Let me connect you to this person." So, um I've had connections for me. I've
183had Miss Jared at Lacy. She's been awesome at being available. Um, I am one of the 117 teachers in the district. Um, but I am also I I had to look and pick and choose which pathway I wanted to go on to become a teacher. Um, I just completed my bachelor's. I've been with the district for 12 years. Started off at Chico Elementary as a 101 parah. Went up to a gened pair. Went to Brady as a media clerk. bumped up to secretary and now I'm first year teacher. >> While doing this, I have completed my degree. I got my associates from Palaski Tech. Um and then I received my bachelor's degree from uh Reach University. Reach University has partnered with the Little Rock School District to help teachers well to help people that are
184already working for the district >> move into the classroom. Um, it's an awesome program because it's 100% online. >> Um, and >> outside programs to become a teacher, you have to do your internship. >> Oh, yeah. >> Well, I can't do my internship and work. And so, that's where Reach University came in and um you spend so many hours in the classroom, your principal signs off all of that. So, I was able to complete uh and get my bachelor's degree. And so, like I said, um, one of the pathways is I would have to either continue on to get my masters, um, because my degree is not in education, um, or enroll with the CTE program in which that's what I did. Um, I am teaching seventh and eighth grade broadcasting at Lacy, sixth grade
185speech. And so, um, >> I had to pick and choose which pathway I wanted to go in to get in the door. Um, but since I've been in the door, I've had support left and right, um, from people outside the district, people in the district, people in my building. And so I feel supported as a first year teacher. I feel like if I have any questions about anything, I can send an email, I can make a phone call, I can walk up the hallway. Um, and I do all of the above. And so, um, I've never seen the slideshow, but as they were going through the slideshow, I was just agreeing, yes, that's what they do. Yes, it it's a comforting program. We're searching for funding. That's me. I'm like, why? Um, because the program,
186I feel loved in here. I feel supported in here. I feel valued in here. Um, and so >> that's my intake on it. I have one question for you. >> Another question. Can I have one more? I had one more question. If I could go ahead. >> Yeah. Um, Miss Kraton, >> the retention rate. >> Yes. >> Can you give us a context about how it compares to retention rates around the state or the nation about for teachers or new teachers? >> I know it's not 97.8%. Uh I I do know that um retention is going up from postcoid to now but I last I looked there was 80%. I um I follow a company called Educators Thriving and they do like wellness and retention data. They should have their wellness report up uh I
187think hopefully this week and so I'll have more of a comparison then. So if you're interested just shoot me an email. >> No, that that would be great. And obviously those those look like great numbers. I was just curious about how they compare, you know, with with other places. better. >> I fig I want to see how much better. But thank you. >> But yes, when that uh when the wellness report, it's like a report card and it'll say how they're how they're fairing. >> Well, thanks to you and all your team though. >> Thank you. >> All right, we had another question here. Okay. Thank you so much. We appreciate what you do. Thank you. >> And the funding piece will not impact the care, so you're good. Okay. All right. So, we're going
188to 6.4. for Hall West update. >> All right, Pam, if you can pull up that last um link where it says recommendation slide. >> I know we have been here for a while. So, what I have tried to do, we've had several um meetings with student, staff, um and community the last couple days. And so, I have tried to put together um a simplified list of recommendations based upon where we are. And so I'm going to run through that real quickly and then I'll turn it over uh to the board. And so I want to frame uh the recommendations that we are making um are really broken up into two parts. And so the first part is first part is uh recommendations specifically for whole west high school of innovation the school itself and then
189there are a separate set of recommendations for the use of the building. And so that's the way that I broke it down so that hopefully it will make um sense. Can you go to the first? >> Yeah. Is that Can you go to the beginning? >> All right. All right. Okay. Yeah. Right there. It didn't look like the beginning. >> Uh and board members, you have this uh copy in your um All right. So, recommendations for the school itself. right now um West High School of Innovation has basically three distinct programs um that are assigned to its LEA. Uh the special education CBI program uh the virtual academy and the traditional high school program. And so I just want to make sure that it's clear that when we say Hall West School of Innovation and
190we talk about the LEA number, all three of these things are connected um to the LEA number. Go to the next slide. So what we are recommending is that number one uh the special education CBRI program uh that it will remain um on the campus. We are also recommending um the LRC 612 virtual virtual academy. This is what we want to do. We want to expand um the virtual academy and offer an onampus uh version of that um virtual academy which will be a hybrid program. Um, and so we're basically wanting to add to the virtual academy to give um students who want to remain at Hall West and students across our district who would like a different type of um smaller non-traditional high school setting the opportunity uh to attend um this particular program.
191It will involve um well I already said that it's smaller um smaller type of nontraditional high school setting. have a different set of um staffing models, staffing models and instructional models um with very limited extracurricular activities. We went from offering no um athletics to um after having conversation with students and right now we're not offering anything. We're just saying it's going to be a small school um small number of kids. We don't know what we will be able to offer. So if students are looking for the full athletic extracurric extracurricular activity experience then this option will not be for them. But that's not to say that if we've got a group of students attending the school and they're interested in forming a club uh for that matter um that those options will be available to
192them. Um and so what specifically we are asking uh the board for today is uh approval to uh for us to continue planning and collaborating um with the stakeholders as we have to actually put teeth and substance to what the non-traditional hybrid program would look like. And the reason why we're not bringing that proposal to you today is just in the few meetings that we've had, we've we came with an idea. We've heard feedback from students, from staff, and from members of the community, and we want to take the time to build what this will look like um intentionally with those folks um before we bring that particular recommendation with teeth to you. But what I do want to say is inside your folder um and hopefully this will help to make some type of
193sense there is this document which kind of explains the basis of why we think that we will be able to provide this hybrid non-traditional option in a coste effective manner. And for those of you who are watching this document is also in the public board agenda. So if you want to look at it it's there. So um on the left side it shows what the per pupil costs are right now for Hall West. You see it for the 2425 school year and the current school year. Um it was 16,000 students $16,000 per student in 2425. And it has gone up a little when Kelsey actually ran the numbers based upon where we are now. We were we were reporting in our um community meetings that the cost was about 20,000. It's it's the specific cost
194of 20 is 22. But what I really want you to pay attention to, which is what we're trying to replicate, not to the same degree this year, we have ACC operating on on Hall's campus and we have our virtual program operating on Hall's campus. And you see the number of students that are with both of those programs. 96 students currently in ACC, 44 um with our virtual program. Prior to this year, both of these programs existed on different campuses and they had different sets of staff. This year it is the same teachers that are providing instruction for our virtual program and the in-person uh instruction that our ACC students get. And so this would be an example kind of an existing example of this hybrid model that we're trying to build for the students who
195want to remain um at Hall West. And you can see based upon the number of personnel and you see how significantly u more cost-effective it is as we're running um the ACC program and the virtual program now with about uh 150 students the per pupil expenditure goes all the way down to $7,000 and that is we're able to do that because of the flexible way in which we offer courses and the flexible way in which we can use staff to provide this particular non-instructional model. So while we do not have the actual plan with finances and budget available to you today, um we do feel that we will be able to replicate a similar model using staff like we do now for both ACC and our virtual program. It'll be the same staff that will
196be providing the in-person courses for students who select to stay at home and the same teachers who will prov who will be providing the virtual. And so that's where that hybrid model comes in. We do want again um we've heard a lot of ideas and a lot of things that kids want, staff want, people want. Um we just want to take another month or so to kind of build what that's actually going to look like and then actually bring that back to the board uh for review and approval. So that's what we're asking for today. So go to the next slide and to wrap this up specifically again we are asking you specifically oh and the other part is we want to drop um the west from the name. So number number one, these are
197the specific recommendations we're asking for for Paul West High School of Innovation, the actual school. Number one, I'm going to drop the name West um from the school's official name. Number two, the LRC administration is authorized to develop an onampus 9 through 12 hybrid program to add to the LRCD 612 virtual academy. And you can see all those things there that I just me mentioned. And then the third thing is that the whole west traditional high school program will cease to exist after the 2526 school year. So, those are the three specific things, recommendations we're asking um the board to take action on today specific to the actual Hall High School of Innovation program. And I'll stop there before I go to the next set. >> Okay. So I think what I heard you say
198in short is one to drop the west um from the school official name, two to um develop an onampus hybrid program and then three to cease to exist after 2526 school year as a traditional high school. >> Correct. Those are the three. >> Okay, those are the three questions and comments. >> I do have some questions. So, um, what school are we talk? We're We're talking about, um, Little Rock West or Hall West right now. >> Hall West School. Yes. >> So, uh, so Hall High School, and this is just for my own cuz I had to go back and look at the LEA numbers. So, Hall High School doesn't exist right now, right? as far as as far as the LEA number >> we what is this right now is whole west high school
199of innovation >> okay so and this is just in my mind um because after looking at this we have two issues here we have the high school out west that is being built which is west >> which is Pinnacle View right hold on walk just walk with me here for a minute because I want to make sure I understand what's what's going on as far as the LEA numbers. So, this LEA number up here is the 2019 LEA number for Pinnacle View High School. >> No. >> Yes, I'm I'm I'm looking at it. And then we changed the name in 2020 to Little Rock West High School. Then we so we changed it to Little Rock West High School of of Innovation. Then >> you said, Miss H in you said 2019. >> Yeah. This
200LEA number because Hall High School ended the first Hall High School ended in 2019. It doesn't exist anymore. the one that was named after Robert Hall doesn't exist because that LEA number um went away. We closed that. Then Hall High School came back. Well, no, we we created another school in the same building called Little Rock Hall Steam Magnet High School, LEA number 61083. that went away in 23, right when we moved west to into Hall. When that happens, Hall went away because we took on the identity >> West >> of West. >> So, we keep So, I'm just saying just for clarity, we keep talking about Hall, but Hall doesn't exist because Hall went away. Who you talking about? The the the traditional hall high school before we start doing the >> No, no.
201The traditional hall high school went away in 2019 and then we created a new school in the same building with the name Hall Steam Magnet. >> That went away in 23. >> Mhm. >> Then that's when we we brought over West. >> Yes. And so hall there was no more because 600 this this LEA up here was created in when when we got rid of the first hall LEA number. So we just so really we're talking about West High School because it have had three different name changes >> according to >> No, no, no. I'm just here we are. >> Okay. >> So and and this is because this is what we need to figure out. So Pinnacle View High School was created in 2019 using and its LEA number is 600 1081 up there.
202We changed the name and or the state changed the name because remember we was under state receiverhip. >> Yeah. >> State um and so we changed the name to Little Rock West High School in 2020. >> It's the same aa and then in 24. >> Yeah. Well, I I went to the website. So after after 24 then right when we closed Little Rock Steam West that's when we changed the name last school year to Hall West. So now the new Pinnacle View High School out there is being built under this LEA number. So my question is >> that's an easy explanation. >> Okay. So, so, so really we're not talking about Hall High School. Hall High School died a long time ago. We're talking about West. We're talking about West High School that is now
203Hall West because this LEA number been created for the last 6 years. >> So, let's have a response to that. >> So, I hear what you're saying. Honestly, for the conversation that we're having today, I don't know that that really um matters for Pinnacle View High School that we're building because Pinnacle View High School that we're building is probably this same LEA number was what West was when it was out there. >> Yeah. >> Um and so when we get ready to officially open that school, it will have a different LEA number. It won't have this number. It that's that's an easy fix. right now for for what we are trying to do and focus on right now this LEA number that is identified with whole west high school of in innovation the number that
204is up there it is the CBI program it is the traditional high school and it is the our LSD virtual academy those are the three components that make up what this LEA is right now and for what I am asking the board to do moving forward for next year if we can just take we don't even have to even bring Pinnacle View High School into this conversation um and what LEA number that is because that's that's not even relevant to the decisions that we're trying to make um right now. >> But it is because it this LEA number is tied to Pinnacle the >> when we get ready to open up Pinnacle View High School. I mean, listen, I'm what what what what I'm No, I >> the ADA data center that >> that LEA
205brings up Hall High School West. >> I know that. >> Well, okay then. >> So, when what >> can we just Can we just >> I'm trying to understand. >> Okay. I'm trying to get clarity. >> Okay. >> What? I'm >> You know what? Go go go go go ahead. Um, we had this conversation already and we see how much it costs per student to educate these kids at this building and we know that we're going to continue to have budget cuts. So, um, you guys can uh You guys can go ahead with this. >> Okay. So, okay. So, there was another comment. I'm sorry. Uh, Mr. Ross, did you have a comment, sir? >> Uh, no. I just, as I was pointing out at the ADA data center, when you enter that LEA, it
206returns Hall, High School, West. >> So, so I think the numbers, all of that, I think the content is on the recommendation right now. So, let's try and stay focused. Other comments? Okay. Let can I make >> let Yes. Who had a comment? >> I have a comment here. Okay. >> Okay. Um >> Okay. Go ahead. >> They're inconsequential. You understand? When the LEA number changed, when it went from Jafare High School to Jafare Systems Magnet High School, this is a long time ago. Okay. The LEA number is going to change, >> right? >> Okay. So, you know, like really saying that, oh, we destroyed Hall is kind of like sticking a sword in somebody's back. That would hurt me. And I didn't go to hall. Okay. But like the hall the the thing that
207the the LEA number, >> it's going to change anyway, sweetie. It's going to change. >> Okay. Now, excuse me. Excuse me, Miss Callaway. I'm sorry. Let's try and be respectful. Okay. Okay. Go ahead. Miss >> the LEA number is inconsequential as of this point in time. I'm thinking and I'm correct me if I'm wrong. Only thing we would want to do is just to go ahead and and make sure that we can go ahead with this program and have something that can be created. the LEA number is going to change regardless, >> you know, and and and and I can speak to that. Having been in a regular high school that went to a systems magnet high school, the number changed that happened. And I have no idea what Jere whatever they are now. I
208bet you it's not the same number was there when I was there. You see, and like them taking West off of there. Well, that's another issue. But um what we're asking what you're asking us to do because I want to know cuz I want to decide I'm going to vote is to be able to go forward with planning >> these three things. >> Those three things the three things >> trying to stay there. >> That's the only thing we're trying to that you're asking us to do is to vote for that. Yes. >> Yes, ma'am. >> And because the LEA number is does not matter right now. Mr. Adams, did you have a am I right >> question or comment? >> I had a comment and a question. >> You know, my view for for
209hall and like for almost any school in our district is that over time things change and we become different. We're different schools in some form or fashion than where we were in the beginning. And I think there's been a narrative continuity with Hall from the very beginning to now. It has changed in focus and organization and themes but in my view it continues to to be a hall but it has grown and evolved and the question for us now is is it going to evolve into something else you know that we will but it will continue to serve students and and serve high school students and in a different way if we went this direction. My question is um for the Dr. Right. Do we have an idea at this point if we would take
210this motion? If we would take this action here, do we know yet what would happen to the students who are there now? And um and if we don't take this point, what would happen? But could you say something about what will happen to the students if we go down this path? >> Yes. So um if you remember the timeline that we created um when we were thinking about all the different things that we would have to do once decisions are made. So, if this decision, if the board um approves these particular uh recommendations, um we're coming back before October 30th with the actual what the actual hybrid plan would look like um which will involve like the financials and um forecasted uh budgets for that particular school. So when we start going through course selection
211and all the stuff that we typically do these options will be presented to and we're going to if I remember correctly in the timeline we actually um are going to have conversations with the 10th and 11th graders who are at hall them and their families um before we even get to the um selections for some of the other schools. so that they will have an opport uh they'll have an early opportunity to look at all the different options that are available uh to them including this particular hybrid model, the other schools and programs that were offered through the district. And so they'll have an opportunity to make their decision early in terms of if they're going to stay um or if they're going to go to a different school. >> All right. And and for
212next year with this plan would what grades would be serviced there at at Hall? So when we initially uh presented this to students and to staff it was we were only planning just to do 11th and 12th graders 11th and 12th graders next year to give the students who are there an opportunity to stay. Since then we've had some discussions and there is um um a desire uh by some to not just limit it to 11th and 12th but to open it up to 9th through 12th. And so that's one of the reasons why I'm not coming with a specific plan and a specific budget tonight because I want to have time to go back to people and actually work this through and come back on October 30th because I do think >> because I
213I do think the way that we're doing ACC and virtual now with the same set of teachers. It doesn't matter if we have nine nth graders, 15 tth graders. I mean it because of the way in which the schedule can work. It really doesn't matter. But I just I don't want to bring something that specific just yet because I want to continue working through it. >> Okay. Thank you. >> Thank you. I think I had some other questions. Is that right? Yes. >> Um thank you Dr. Right. I know um you and your team and Mr. McGee and lots of folks um have spent a lot of time talking about hall the last few weeks and I really appreciate that. Um, I know I um I have three questions, but I want to just say
214thank you to everybody who some in this room who were able to come out. Thank you to the student here. I forgot your name, but thank you for coming to voice your opinion. And if you participated in the conversation with Dr. Wright at school, I really appreciate that, too. Um, and to just say out loud that that that um this is the first year since I've been on the board, which is is my sec I haven't been here quite two years, but this is the first the third like budget and school or what schools are we keeping open cycle um that we haven't had to completely close down buildings that we wanted to keep open. And so I just want to say that this use and repurposing of Hall to me feels like a way
215to keep a building that has historic significance and has a place in our community um open serving students in a unique way and meeting a niche that is not already met in our district. So I want to say that out loud. I do think that there are a lot of opportunities to continue to gather some of the input that we have um heard already and more things that we haven't heard yet and and continue to make this plan and the details of it something that really meets the needs of students. Um but in that vein, I have three questions based on the presentation um that you shared because I did watch the longer presentation at both of the meetings this week and this is shorter and more concise and I love that. Um, number one,
216um, we talk about hybrid students. Those students will still be in the building all day long, correct? If they would like to be >> dependent upon their like >> yes and no. Like we could have some seniors who may not need to take a full load of classes. They may not need to be there all day. They may be there, >> but they would be welcome. Like if you needed a full load and wanted a full load, you would be there with your peers just like in any other high school in Little Rock. Okay, that's question one. Um, you mentioned clubs. Um I know there was a lot of talk with the students about sports and those are two maybe different things depending on the level at which you want to engage in those kinds
217of activities. Um and I know we've talked about like we talked about the process of whether a class makes and if only like two people sign up for any class in any school right now that class doesn't make and so it's not always guaranteed. Um, I do feel like this opens up opportunities on the educational side, but if a club were to make one year but then not the next, how would staffing for that work? Like if you had a football team this year, but then next year we didn't have enough, what would that look like on the district's end as we think about staffing a school? >> So if um and I don't know if football is the right example, >> right? I know. I don't know. I'm I'm not a sports gal. I
218was a swim team. >> No, I'm just saying I sorry I don't foresee soccer. I don't foresee hall being able to >> So that's a bad example. So let's say tennis. >> Hey, one at a time. I can't hear y'all are doing that. >> Sorry. >> And that's a tricky question because in this type of staffing model >> and this is why we need a little bit more time to think through this like we wouldn't it's going to be the same group of staff who are working at the school providing instruction in some type of way in my mind. um that will also be the coaches or the club sponsors for whatever whatever activities are there. So, I don't know that I can fully answer that because if we had if we had a girls
219basketball team next year. >> Yep. >> And let's just say there wasn't enough kids who signed up and was interested in playing. I guess in that example, it wouldn't really matter because the staff member will still be there teaching whatever he he or she is teaching. So, it wouldn't matter. It's just all it's all going to depend upon >> okay >> who's there >> right >> and interest >> okay that's all >> but and I think we also need to >> that'll be done >> cost out because there's additional expenses that come with um >> sports and so and one of the biggest things and I know and I've heard people say this all night I know that decisions are not just spreadsheets and they're not just numbers >> right >> at the same time
220they are >> from where I sit that is a big part and it's going to be a play a big role in decisions that are going to have to be made. Now, I heard the students silent. Now, if I didn't hear anything else, I heard them say, "We want activities and we want we want that that is those are the things that make a high school." >> And as much as we can make that work with whoever selects to come there um and based upon their interest and that if it's financial financially feasible to do so, then we will. If it's not, then we won't be able to. That's why this is a non-traditional high school option and not we we're not going to be able to offer >> we can't promise everything. I think
221that is the one of the hardest parts just in thinking about this um because we don't necessarily know yet. So that being said since you have come tonight and this is a little different than I think what some of us heard last night. Um by coming by vote what do we get by voting today versus just saying here's where we stand. We're going to come back in one month and bring you a more detailed plan. What do we get by voting today versus voting on October 9th? >> What we get for for voting on on number three allows us to go ahead and know that that's not going to be option as we get ready to do course selection and enrollment and recruitment and all that stuff and we're working on different things that we're
222going to be offering. If we know that we're not offering a traditional high school program at Hall, okay, it allows us to go ahead and keep planning. >> Okay. So, you feel like you definitely need that now in order to >> Yes. >> Even though the details still have some work to do, >> that's different than number two. >> Okay. I just want to make sure we need that. Um and and I think that is the biggest push back I have heard in talking with my constituents um and the people at Hall was the time and the and the rush on this. And I feel that. plan. And I also want to make sure if we're going to publish what's going to happen in all our high schools this year, I don't want Hall to
223be left out in whatever it's going to be next year because I want it to have an equal opportunity to be sold and and shared and experienced by our district. So, I just I want to say that um out loud. And then finally, this spreadsheet um I was not able to access this for some reason, and I wanted to know why there was no operations at all under the line item for ACC and Hull. >> Mr. Bailey, can you answer that because I know you gave me an explanation but I can't remember. >> Thanks. That's my last question. >> So basically we Good evening. >> Good evening. So when we separated these things out so before the per people amount included the virtual students we wanted to pull the virtual out of that along with
224the I think on one model you may have even CBI pulled out but I don't think on this the operational cost is typically the utilities and everything else. So it's kind of hard to ACC just moved there >> uh the virtual students aren't there so a portion of the operations would go over there just for the utility cost but not like the other supplies and everything else. So yeah it's not associated right now with So the utilities aren't in the school operations. That's like building like classroom supplies and or I don't even know uniforms. I don't know. >> Water. >> So those are in the school operation. So those would still exist then for this. Okay. So would they be more in line with the 1,00 or 1,18,000 or 576? >> What I have in
225the 2526? >> So with that that would be more in line with what we would see and so that would carry over. But wait, cuz ACC students are currently in that building and so >> yeah, operational cost shouldn't go. We've cut some operational costs down from the previous year. So, uh because the population was down so you have associated dollars associated with the number of students there. >> Okay. >> Uh so each program I mean the utilities may go up slightly but I mean most utilities are running >> for all you all the sites all the actual wings are running now. So if you were to move uh just say the adult ed and a or whoever else you're moving in the building, you're still going to have utility cost. Now the supply cost may
226be a little >> so you could associate those costs with those. >> You have to break them out somewhere if you wanted to associate it. There's no really way to get a per pupil cost for that that other part. So >> cuz that's in the other part that we haven't gotten to yet. Okay. that I >> I don't know if I explained it. >> I don't I don't I mean I'm still a little squishy on why it's not in there at all for these students, but I understand that there are other programs proposed to be in the building. >> It would just be a breakout of percent. So that's the operational cost for the whole building. So if that was the thing, the whole building and you're going to be spreading that across both this
227and the other things that are Okay, got >> Madam President. You're going to do something you probably won't hear me do very many times. >> I'd like to move the question. >> Oh wow. >> We've talked about it and talked about it. Second. >> Okay. >> Second. >> Well, why don't we Can we do that? >> We haven't made There isn't a motion. >> The motion hasn't been made. >> So, you can't make my mistake, >> but you can make the motion. >> I'll make the motion. >> Okay. Yeah, you can make the motion. >> Whatever it is. >> Yes. So, why would you make a motion when you haven't seen the other half? >> Um, we just got these three things to vote on, right? >> They're not to vote on. There are more
228things to vote on tonight. Is there a main motion? >> Dr. Wright, I had just have one quick thing for you. Um, and then I don't have >> you and I uh we had this conversation already about Hall and the mixed use of of the building. Um, yeah, it's a whole page. >> It's just about it's the same stuff. We just haven't got I was breaking down. I just haven't finished it. >> Oh, but it but it's the same. But it's but it's not but the recommendation is still the recommendation. That's that's all we want. So okay I'll entertain a motion. >> Dr. Right. >> I'll entertain a motion if there's a motion. >> There's one second Dr. Wright. Okay. So we talked about uh this yesterday and the mixeduse and the operation of the
229building. the way the the way we talked about it um and how that will look um I don't know if I'm able to and then and with the virtual option because virtual have always been tied right to this LEA number so this is this will be students that will be a part of the virtual virtual model a hybrid of it and then if if if they are and and so the children that will come into the building, they will still um participate the same way a virtual student with through a laptop edenuity and having a teacher inside the room, a proctor. >> Yes. >> Okay, I got you. I >> I thought it was going to be more complex. Oh, I'm I'm not going to go into it, but and and then the other thing
230is um the other piece about what they're signing up for and what they understand you you've already said it. >> No, that's what we we've got to leave. >> Okay. Well, I'll I I'll sit back. So, as long as that's clear that is Okay, I I think I'm understanding. Okay. >> Okay. So, let me make sure I understand. So, we have a recommendation for a motion, but we still want to talk about what the program >> I need to get through. Go ahead. Go ahead. Go ahead. Go ahead. >> I know Mr. B's hand was up, too. >> Uh >> oh. Go ahead. >> Go ahead. Go ahead. >> That's where the end. Okay. >> Okay. >> All right. I I want to get I want to just get the recommendations. I go to the
231next slide. So, this was the these were the set of recommendations for the school itself. Oh, >> now we're going to get to the recommendations for the use of the building. All right. So, um, that's how the campus is currently being utilized. Don't need to spend a lot of time there. Go to the next slide. This is what we are recommending to add to the campus. We want to move Hamilton Learning Academy um over to the campus beginning at the beginning of next school year, the 2627 school year. We want to move the adult education programs to the Hall campus beginning the 2728 school year. So that gives us uh a year of planning for that because there's a lot of Anyway, I don't need to get into all that. We talked about that before.
232And then I still kept this here although we know that there has been some funding cuts to specific early childhood programs. Um but this is just to say this is not to say that we're going to do this. This is just going to say that we're exploring this particular option. And then there were uh conversations about community spaces. We got the auditorium, the gym. Um so we do want to take some more time to explore possible community use spaces uh within the campus. Next slide. And then we're putting a hole. I'm recommending that we just put a hold to the conversations around Scottfield and Circus Arena being used for Park View for now. Just table it. >> Next slide. And just like previously, these are the five recommendations that I am asking the board to
233consider for the campus. And again, just to recap, moving Hamilton Learning Center there in 2627, adult ed there in 2728. continue to explore the zero to two child care um option community use spaces and then put in a pause on using Scottfield in Circs Arena for Parkview. Those are the five specific recommendations for the use of the building. >> And what is the reason for right for the pause? >> Well, number one, I have not had two things. >> Okay, >> we haven't answered the question yet around what going to be offered at Hall West. It could be that the arena is used for their own basketball team. I don't know. >> And secondly, I know that the parkw coaches and staff had a meeting. They sent me their meeting notes today. I have not
234looked at it and I have not had a chance to actually sit in front of them and hear from them directly yet. So those are all the reasons. >> Okay. So is this what it is? >> Yes. Okay. >> Can I So let me So let me just So let me just concisely Okay. >> I thought I was being concise. >> You were. I'm not saying you weren't superintendent. I'm not saying that you were not. But I just just to be concise. Okay. So, we're really looking at eight recommendations. I mean, it's three and five. Yes. Is that right? Okay. So, that's what was, you know, just a little fragmented in my mind. >> It's a little fragmented in mind, too. Does the first set do the first set depend on the second set or
235the other way around? >> Then why in the hell could I not get a motion made a few minutes ago? Y'all all started shouting at me to wait. >> Well, I think I think that we it was just all working collaboratively. Okay. So, let's look at it. So, so the one the name West will be dropped. That's the first. The second, the LRSD administration is authorized to develop the onampus hybrid program. Three, the Hall West traditional high school program will cease to exist after 2526 school year ends. Then essentially four uh four, the relocation of Hamilton Learning Academy. Five, the relocation of all adult education programs to the hall campus. Six, the LSD administration exploring and bringing back a recommendation regarding the possibility of adding a 0 to2 childcare program. Seven, the LSD administration will
236explore possible community uses face of the hall campus. And then eight, the LRSD will pause, hold on the idea of using Scotfield and pronounce this arena >> circ arena for the use by Parkview Arts and Science Magnet High School. >> Yes. >> So those are the eight pieces that we're looking >> to approve as um recommended in the slide deck presentation. Okay. >> Will the district administration offices that are at hall now remain? >> Yes. >> Okay. Now, I think let me just make sure Mr. Bali didn't have something because I know we've been putting you on hold. I'm sorry. >> Yeah. So, I ju I had to step out. I'm sorry. I had to take a personal break. Um >> I understand, you know, I just >> my main concern was you know with
237this repurposing or whatever and it not being a traditional high school with students who are still there get to remain students next year because hybrid I mean I work I work hybrid. I have some days that I'm supposed to be in office and days that I'm allowed to be work from whatever. And so I just didn't understand if that was going to be something that the students or teachers were going to be asked to do like only come to school on Monday and Wednesday. So I just want some clarification on that. And then two, my whole thing is I don't want to see Hall become a school that has uh become a gentrification tailored school where we repurpose it. It's not appealing anymore. And then 30 years later, all of a sudden it's appealing again,
238but it's only available to people who live in a part of a certain demographic that we don't get so far away from where a school is open to everybody that it also becomes a school in the end that's only available to exclusively to people. And so, um, because in my opinion, like I say, this this trend of charter schools, home schools, all of that type of stuff, that could be reversed in two, three years. And then we need a whole school again that needs to be fully equipped to handle uh a full enrollment. And so that's my main concern. Like the sports, I understand the limited activities aspects of it. That might be something that uh have to be considered right now for the budget, but like let's not uh totally take it to the
239point where it doesn't appeal to anybody in the school district cuz people should be willing and want to enroll in hall again. That's that's what I want to get understanding of. >> Okay. Okay. Other questions, other comments? Yes, ma'am. Miss Johnson. >> Yeah, I do um I do understand that we have to do something and I think you have to start somewhere to do something and if you need to make a change while you're doing something, then you make the change and you continue to do something. >> So, what I need to know is that you did have a couple of community meetings. Is that correct? >> What were their concerns of the eight things that you presenting tonight? Did any of them have any concerns not to do? >> So, inside your folder, um,
240so I've gotten feedback from students, from staff, and then the two meetings that we had. So, inside your folder, there is a summary of the feedback from all of those different groups. And then I also gave you, and this is a lot. I know you can't read it all, but you have the specific feedback here. I just gave you a summary from all the different four groups. Here you have the specific feedback from the students. I had a session with the 10th and 11th graders and you have a packet full of their information and then we solicited alternative ideas and that is the legal sheet document there. Um and you have you have all of those and so you have a combination of things you have um and I don't want to read all of
241this but from >> our 10th and 11th grade students the biggest concern for them was around uh athletics and extracurricular activities. That was the biggest thing. Um I think most of them even some of them who may have been interested in this flexible hybrid model there are still too many questions for them in terms of what this is actually going to look like and feel like for many of them to even say yeah this is something that I would like um which is why we you know need more time to develop that for staff you know the biggest concerns from staff you know you have some folks who have been around for a long time and so they've seen all different types of iterations of things um the biggest thing from them is they just
242want to know how these changes are going to impact their employment status. um from the community meeting number one, which is mostly parents and former students of hall. Um most of them or at least the the most vocal ones in the room just wanted the traditional high school to stay as is. >> Um and then we have um and then well I'm not going to you can read it. is there >> community meeting number two which was mostly the neighborhood associate association yesterday and um I would say surprisingly um with the exception maybe one or two people that was in the room most of them seem supportive of the plan and see it as an opportunity uh to offer something unique um that we currently don't offer and then in the legal document that you
243have you have 34 different ideas um that people submitted that I have had a chance to look through and go through uh many of them don't address the overall goal that we are trying to solve for anyway. But I still provided it to you just so you can see what folks are saying. >> Can we get that via email? >> Yeah, that's that's what I said. >> Sorry. >> Okay. Other other questions? Will you finish? >> Well, I you know, I'm I'm not confused, but I know that like I said, we going to have to do something. And so, we're looking at it from a different standpoint than most people in the audience are looking for. We're not trying to take anything away from the kids, but we have to decide what we're going to
244do to get started. And you know what? We can make a change any time during that process. So, I think I don't know. I'm just going to say it. I think people are thinking that we're just going to do something terrible to the kids and they're not going to learn. They're not going to have access to this and they're not going to have access to that. That's not what we want to do. We're not in the we're not in the business of closing schools. That's kind of a forced thing for us. Okay. So, yes, it's forced. So, what I want to say is that we just want you to have confidence that we actually know what we're doing and we going I know we're going to start. We got to start somewhere and we're not
245saying that's going to be the end, you know. And let me say this too. I also feel strongly that sometimes when things are happening like that, we need to pull it together. You know, we actually need to work together. We need to say, you know what, sports may not work right now, but I'm going to do everything in my power to go out in the community and convince people, hey, you need to go to hall. >> But you just got to do what you got to do. >> You got to do Listen, that's why you have to do your part. We should not even have conversations with people. >> Everybody has to do their part. I'm not speaking to nobody personally. I'm just saying that everybody has to do their part. So if we pull
246it together, we probably can make hall a beautiful school. >> We can do it all together. Okay? So I just want everybody to know we just need to pull it together. And like I said, we got to start somewhere. So let's just do that together. >> Any other questions or any other comments? So the chair will entertain a motion. M >> I'll make a motion. If it gets a second, I I'd like to make a comment, speak to it. I will move that the LRC board of education approve the recommendations detailed in the recommendation slide deck as presented. >> Second. >> It's been moved and properly second that the LRC board of education approve the recommendations detailed in the recommendation slide deck as presented. uh questions, comments. >> So, I would like to speak to
247the motion and I'd like to say a couple different things. One is I think that I want to acknowledge that this is very difficult for people who have a history at Hall that that the even though hall will continue in a different form and evolve into something else that the loss of a traditional high school is a big loss and and I respect that. I also um want to say that when we were thinking about these things that we although we are looking at numbers and we're and uh and dollars the reason that we're doing that is because we're trying to protect the solveny and sustainability of the district for students. Um it is not to save money to because none of us get paid and it's not anything bad like that. it is to
248try to do the best job we can for the most students with the resources that we have. And that is what I think this board, even when we don't always see things eye to eye on things, I think everybody is together on that. That's what we're trying to do. We want to get the best outcomes we can and stay fiscally sound. Um the other thing I want to say is that you know when I think about even and I don't know all the history some of you know the history very well you know but but hall was built out of a time where the there was a need for it there was a perceived need at the time >> perceived need >> and and I'm again I'm not going to argue about about that but
249I'm going to say there was a perceived need at the time for that school and then and then we have built other schools and around the district when there has been perceived needs and we have changed schools when there have been perceived needs and that's the best we can do. That is the best we can and and so the the the situation that we're in right now is we're we we can't control anything that happened in the past. We can't control any of the decisions that were happening that were made in the past. What we have to do is to say what is the way we can best meet the needs of the most students right now. And and I'm frankly I'm I'm impressed that the variety of programs that could be in that building
250could meet the needs of a variety of students that we could improve how we do things for a lot of students who don't fit the services that we provide right now around the around the district. And that's a big change and that change is painful for those who are in who have history. But I think that for the moment, for this particular moment, which is what we have to deal with, this is a reasonable plan. >> Other questions are coming. Defin um I I like the fact that you brought up perceived needs. Uh because hall was open because there was a need perceived because people didn't want to go to school with each other. And so there could possibly be a perceived need to reopen up the building that used to be Carver because that
251community is growing and now all of a sudden they have rebranded theirelves at the East Village and when they start raising kids over there it will be a perceived need >> to have an elementary school again. And so that's why we got to look at things from a historical context when we make decisions like this. And that's why I want Hall to always be appealing to everybody and to always have a fal a faculty a community. If you look at the whole high community around that community, they seem to be thriving. >> There it seems like if I had a high school student two blocks away from my house over high, I I should want to send my student to hall. But for some reason, maybe I'm perceiving that they want to go out to
252the west part of Little Rock or go further west. But we what we have to do is understand that the only way we can look at things is look at things in an equitable way. And I feel like the way we do that is by showing the community engagement, the community involvement, bringing everybody to the table, listening to our students. I appreciate the student that we had come tonight and speak passionately about that. I appreciate the uh the other student that brought forth the report and so I just want it to be understood that I don't want this to be a cycle where this school continues to you know uh repurpose itself until it repurposes itself out of a place from the district and then we're just holding on to a building hopefully in hopes
253of one day that it could be possibly appealing again. We need to show the appeal of the school, promote all the goodness that's in the school right now so we can bring things back and change it back quickly. >> Mr. Rose, >> I'm just going to agree that >> the history you really do have to make some of these decisions with history in mind. And there's the first four, five, six, 10 years of hall are nothing to be proud of. >> When it was an all-white school, that was not something to be proud of. Uh, that changed. That changed later. >> No problem with that at all. >> I'm sorry. >> Yeah, but >> let's let's try to stay focused, please. >> There were hardly any black kids there until like 1971. >> Okay. All
254right. All right. All right. >> Other questions or comments? So, it's been moved and properly second that the LRSD Board of Education approve the recommendation detailing the recommendation slide deck as presented. All in favor say I. >> I. >> Any oppose? Motion carries. Okay. 7.1. Health services. >> Ma'am, can we have a break? >> Oh, we need a break. Yeah, sure. Absolutely. We'll 10-minute break. >> Thank you all. And we are retaining the staff, right? Is that part of it? Thank you guys for coming. We're going to go ahead and get started. Um, we are live and we're going forward. Health services. >> Yes, we'll go ahead and make that clear. It is 9:20 and we want to be as concise as as possible. Okay. Uh, Mr. Bailey, will you be covering all of seven?
255>> Yes. Let me make sure before I say yes. I think so. >> So, I'm going to just >> let you do that and I won't I won't interrupt you. We'll just if we have questions, you know, we'll pause for questions in between. How's that? >> Works for me. >> All right. >> So, I think y'all going you have to take action on all three of them. So, >> y'all ready? So, before you have uh Good evening again, you have 7.1 is RP we put out for health services. Uh, no. I think this is required to come before you all based on policy, but I did want to bring it before you just because of the dollar amount maybe here. So, we've struggled over the last few years and of course it's been a shortage
256in nurses across the nation. We have currently have seven openings right now. Uh we have some subs, we have our director that's been serving. I mean, everybody's been trying to cover those pieces out there. So, uh what we actually put an RP out. There's several several uh respondents back to it. Uh so you can see all the respondents here up on the screen which is a part of your attachment as well. They responded back so that one that was chosen based on the committee was stepping stone. Uh I think we'll probably use it for maybe three. So the price of a nurse right now approximate average cost of a nurse for the district is about uh 77,000. So you're looking at seven looking over half a million dollars of bases out there. We don't plan
257on using that much in contract. We're trying to get nurses in, but the amount of pay that we pay nurses versus what they can make in a hospital setting or somewhere else is just quite a bit different. So that's something that Miss Nurse Mchuan and director Mchuan is proposing maybe enhancing salary, starting salaries for nurses in the upcoming future, but it's been hard. So this is why this is before you here. So we're expecting maybe 250,000 probably at the most if we can't, but she's out there recruiting and trying to get those nurses positions filled. We feel we had more than at the start of the beginning of the years. I think it was either nine or 10. She had some float nurses end up taking some position and another person in her division actually
258took a position as well at those uh one site. So, >> but if you have any questions about that. So, that's >> okay. I just have one quick comment and that is going down the contract nurses pathway is scary because a lot of people in the health world I think are leaving employed nursing to go into contract nursing and then you can't ever hire a nurse again. And we um I'm just going to say out loud, I feel like we don't pay enough for our nurses. I feel like our nurses deserve a bump in the salary schedule. They do so much and even more. I think as our district continues to serve kids who can't be served elsewhere um we will have more medically complex and um mentally mental health complexity etc just they have
259more health needs and so I will just say that out loud that I will support that whenever you bring that forward um as long as it keeps our budget in the black um but I would like to think about that. Thank you. >> So this is not outsourcing of nursing. This is just something to supplement why we have these vacancies out there. So not no plan on outsourcing nurses at all. Awesome. >> Thanks for making sure our kids are being here. >> Any other questions or comments? I'll entertain a motion. >> Sorry, I have a mouthful. >> After that, please. >> I move that the RSC board of education accept the recommendation and approve the contract with the Stepping Stone Group for temporary placement of contracted nurses in LRSD. >> Second. It's been moved and
260properly seconded that the LRSD Board of Education accept the recommendation and approve the contract with the Stepping Stone Group for temporary placement of contracted nurses in the LRSD. Any other questions or comments or concerns? If not, all in favor say I. >> I. >> Any opposed? Motion carries. >> All right. >> 7.2. This is the first time I've brought this type of resolution before you. Uh typically we hadn't didn't have a need for this when we issue bonds out there. So uh our plan was to have our bonds voted on reviewed by the state board of education on September 11th that was pushed back to October. Uh so based on where funds are right now, we won't receive funds for probably November and we have ongoing contract. So our money is pretty much being liquidated.
261Uh this allows us if we have funds available to actually pay those contractors until we out of operating funds until we actually get our bond funds and reimburse operation uh money from that the bond fund. So it's not additional money that we're requesting out there. It's just a transfer of dollars if we have the funds available. We currently don't have the funds available to do $10 million, but just in case there's a delay out there, uh this allows us to actually pay for our operating keep our contractors and projects on schedule uh while getting reimbursed when our bund funds actually come in. So >> So you robbing Peter to pay for >> I hope he ain't robbing. >> Yeah, that's about right. So the plan was so new legislators come in. So typically we wouldn't
262have to have to wait 30 days to sell bonds after certain time. So when the state board approves it on uh October I think it's 9th maybe we're planning on selling bonds a few days before our October 16th I think on the 15th October 15th then we'll bring a resolution off of that sale on the 16th to you all to vote on. So I'll probably need a a special meeting on the 15th 16th 16th to actually uh approve those. So and then it bond funds won't actually come into November that point. So, it's stretching us pretty thin on that. So, that's why this resolution is here. Typically, we wouldn't have to have this for you, sir. >> Any other question? Yes. >> I move the LRC board of education approve the attach reimbursement resolution. >>
263Second. >> It's been moved and probably second. >> That the LSD board of education approve the attached reimbursement resolution. Any question? >> When does it end? Like, does this have an end date on it? your ability >> once we Yeah, once we get our button funds. >> So, okay. I just didn't I maybe I didn't understand that in the contract. >> It's been moved and properly. Any other comments, questions? And moved and properly second. All in favor say I. >> I. I. >> Any oppose? Motion carries. >> 18 months >> 7.3 fiscal year budget. >> Just to clarify, we wouldn't use it after our bun fin get here. So, >> hopefully we won't use it all, but >> all right. Let's see where we want to start on here. I think I'm going to just
264jump into our PowerPoint real quick. Got a new name for you. Uh >> director Mason, we noticed that >> we kind of talked about this in April, May. I think it was uh optimizing 2.0 >> 2.0 and I did the comparison by we've talked about, you know, important versus essential. We're just going to call this essentials. We'll jump right into it real quick >> here. We're not thriving no more. This is >> this is essentials now. So we've been we've been surviving thriving a lot of stuff. So this is essential. So we talked about that. I mean this just a normal mantra here. So the bud budgetary factors things we've looked at this previous year fiscal end results and we'll look at some of those on spreadsheets along with uh well we looked at quite
265a bit uh during the work session as well. So I think I left a book from director Hatter and I put you one up there as well. So, uh, you all will get continued education. I think at least an hour, hour and a half, how long that presentation was. So, Mr. Trump will get that over to me. >> But looking at enrollment projection along with current student counts, uh, caring and future economic conditions, the tax assessment of course we went over that we'll cover that a little bit too as well. any school structure, you know, the destiny requirements that are required for us for this upcoming year, employee salaries and benefits, salary schedules, and one of the things of course we put in place that continue the wellness policy with the sick leave payout along
266with stipen enhancements last year which we did for athletic stipens along with instructional stipens too. uh any we look at it administrative initiative and strategic plans the board superintendent and department administrators and then those feedback we get there and additional debt service of course uh for this upcoming year and new legislation which we have quite a few new legislative things we have to look at the other factors we look at of course little rock standard uh staffing for uh we have a little bit different for priority schools with network structure realignment happen and organization restructuring so some of that restructuring of course saves some district funds uh based on you know reduction of staff textbooks adoption that's a big one usually uh we talked about that a little bit the work session so last year
267is about 5 million this year is about 2 and a.5 million I think we'll have a larger adoption next year so that saves us a little bit but we're looking at those factors there people are jumping on those textbook adoption pretty quick so I think they're meeting now to talk about next year's adoption so uh facility improvements FFN the biggest part uh projects we currently average central high course science addiction and field house are open but um we're pretty much finished now with FF for those sites but it did carry over past July View High School and Park V auditorium are the the major ones right now uh well I would say Central High field improvement still baseball field and stuff going on with that and light enhancement for the football field but the most
268part those are the the major projects we currently have so and y'all can tell me if you want me to stop or have any questions on on any of this. So we covered some of this. So our 2026 property assessment uh but 24 so it's based on uh calendar year 24 which we get money in 25 and uh current 25 assessment to be finished out in the end of the calendar year but current value is about $4.8 billion which is about 3.42% increase over last year assessment. This is pretty much the breakdown. So 3.5 is in real estate and this is billions. Uh 1 billion in personal property cars, boats, planes and stuff like that and utility and public service property about 200. What what do you say? The yachts for my Okay. Thank you.
269Thank you for all this being. So if you hadn't paid your taxes, October 15 is the deadline to keep from being having a late fee. So pay your taxes out there. So uh if you got to renew your tax, you don't have to pay it at that time anyway. Uh what is a meal? We talked about this. One meal equals onetenth of a cent. So if we had you have a house that's valued at $100,000 20% of that is assessed value. So we take that 20,000 times the 0.001 that one meal that's $20. So you can multiply that times 46.4 mills. So total level on $100,000 house times that 46.4 mills equals $928 of taxes that come to LRD to help support us. Uh, of course LRD levies 46.4 meals like one meal would in
270a perfect environment produce $4.8 million. That's with a 100% collection. So we typically average around 96 to 98% collection rate. We have uh broken out in three different sections. 32 mills uh which is for maintenance operation. The minimum you have to have for all district in the state is 25 meals. So we have seven meals beyond that that mandated 25. We have 12.4 for debt service meals which produces you can see what kind of revenue they produce in a perfect 100% collection environment. uh two millals for dedicated maintenance operation which one goes to a capate outlay another one goes to a technology all right so school funding so these are things how we fund for that paper pencils and other things operating around the school is based on the per pupil funding so we look
271at the previous year October 1st and we give them preliminary budget uh early childhood is at $100 a student they have a few more consumables elementary K5 gets $100 as Well, middle school $90, high schools $90, and high schools also get $20 additional for 9th graders. All levels get uh additional $20 for library 4 through 12 based on our student enrollment. And teachers based on it used to be act 1573 get $500. That should be prek uh to sixth grade. I missed that, but it's prek through six grade teachers get $100 $500 allocation to spend for consumables. Also additional funding for schools uh journalism middle schools get 2,000 to help with yearbooks and high school get additional 4,000 plus you know the school if they qualify for title one they have title one along with
272any school improvement funds with 103A and you may have special u need categorical funding with ESA enhanced student uh achievement money along with ELLL and uh ABC funding if they have prek. This is basically what our local revenue is looking like for this year. Uh the majority of course you know and local taxes here and you can see the the larger collection here. Uh we projected about 3.42% increase there and we pretty much carried that across the board based on last year collection. So local revenue totals about 223 I would say 200 we're going to round it up 224 million which is about $7.3 million more than we collected last year. Of course, you know, the more money we collect, usually uh our state foundation funding uh percent goes down. Little bit different this year
273because we have some extra there. But this kind of shows you the difference between here. When we're looking at our report, you're going to see on our summary page, you're going to see a little bit different because we've broken out the dedicated maintenance and operation revenue. Those two meals are on a bottom line. And I'll show you that on that summary page as well. These are kind of the overview what we're looking at here. Nothing. Uh it's between It's not aggressive, but it's not conservative. It's kind of moderate based on our projection. We are projecting 3% and hopefully we can hit those budget uh revenue uh projections out there. For our state revenue uh funding for this year, foundation funding is $8,162 of state aid per student based on three quarter average ADM average daily
274membership. So that's all the school kids you have enrolled currently at at your school. It's not based on ADA, which is average daily attendance. So this is based on your membership, your enrollment over three quarters. So our three quarter average for last year was 19,476.55 students over that. So that equates to 38,684,035. Uh we have what's called revenue and lure taxes. It calculates as miscellaneous revenue when they're actually doing your state foundation funding. I'll show you that. We actually usually collect, it's usually sent to us by the city in December. Last year we had a collection that was sent a little bit late. We for 23 we got it in uh January of 24 and we got one in December of 24. So it doubled that payment. So uh we won't have that same scenario
275this year. But our revenue for last year on the state foundation funding was looking at those two payments. So, uh, when I think at the end of this year, we'll actually get another million dollars of, uh, actual state foundation funding cuz it was reduced by a million last year because of those two payments. So, that's that's why I have it highlighted yellow. So, but right now, that's what our preliminary state aid notice is showing. So, that's what we have budgeted there. Uh, alternative learning environment, you can see what we have funded there is 5,212 per student identified. We had 185 students identified last year which equates for this year 965,000 which is a uh upward trend of 300,000. So they doing a better job of capturing that data. I think it's going to be even
276better this year. Uh we have new administrator at uh our Hamilton Learning Academy. Uh so I mean we're focused on really capturing all those students in our in our SIS system. English L. Any questions so far? Okay. ELLL 375 per identified student. We kind of think this is going to be more than this. I talked to Dr. uh Henry today. I think we're going to we're going to be well probably over 3,000. But right now we're going to what's in our budget of budgeting about 2,900 students about $1.1 million. So we may add another $150,000 or so to that that funding if all goes well with our October 1st cycle 2 report. uh enhanced student achievement funds $1,1003 1103 per qualified and we had 14,169 far as students identified and you can see the the
277uh money there. So it was a increase of 222,000 over that from last year compared to this year. ESA matching it's a matching portion that's for before and after school for tutoring and early childhood uh money or funds professional development 41 times that third three quarter average you can see we have a little increase of that 56,000 almost 57,000 other state revenue decline in enrollment based on you know had the decline enrollment so uh went from u about what was it 899 I think last here to one point almost 1.3 which is about $362,000 more than what we received last year. Learns act no change in that. We're still receiving that money. We hadn't messed up losing in that money. So we want to make sure we keep that 4.4 million. So education compensation last
278year we received 87,000. We don't have anything. I don't think we receiving that unless if it is it's going to be a bonus or surprise for us later on. So fingers crossed. Uh but I was told we weren't getting that anymore. So enhanced transportation 30,123 which is an increase of 13,000 not much but that's kind of overview of our state revenue. So basically state revenue projecting about 79 million uh this year about 5 almost 5.8 more than what we had well more than last year I think that's let me go back I don't think I changed that exactly yeah it's going to be 5 about 5.8 8 million more than we had last year. And I have that foundation funded highlighted. Again, like I said, I think that's going to be about 39 million 39684.
279So, roughly when we actually get to the end of the year, you can see the other pots of money that we have here. Uh based on uh URT funding, u they guarantee 98% of your first 25 mill. So depending on how tax collection come in, that's the part the state would actually kick in additional uh AL funding and the other funding that I kind of just covered on some other pages too as well. Any questions so far? Uh the Arkansas better chance early childhood. I know we have 1374 slots. We currently hadn't filled all those slots there, but this is the allocated funding. Uh so from the state pot of money, we have 2.1 million. And then we have about 4.9 that we get from federal. >> Yes, ma'am. >> With that Arkansas Better Chance
280funding, I know I emailed y'all about this this week about the changes in the state reimbursements for federal vouchers and that funds our summer programs and um some of our zero to two slots. Is that that 4.9 million that we're talking about because those are federal dollars that flow through the state or is that something else? >> It this is that that would be something else I believe on on the for the voucher part on here. Okay. >> U so it's going to really affect the probably the Rockefeller and the G Springs that has an infant >> two-year-old programs there. So yeah, >> I think Miss Jones said it was just maybe >> Rockefeller and our summer programs that are have like I know Fair Park had a summer program last year I think that
281was partially funded by >> so we're looking into that. >> Is that somewhere in here that that but that revenue from >> uh it's going to be that's on the federal side. I just Yeah, this is state revenue. I just >> even though it comes through the state, it's still counted as federal. >> Federal revenue. Yeah. Yeah. So even that 4.9 on here is federal. That's why I have it kind of parenthesized here. So really the only state part of this is the 2.1 million. >> Uh general operating you're going to look at these things. So we actually have to show uh our transfers. We have a lot of in-n-out transfers. Basically transferring from it's accounting terminology in a fund transfer. So uh we pay all teacher salaries out of fund 1000 but no revenue
282comes in fund runous all comes in 2000. So at the end of the year we transfer money from fund 2,000 to cover the deficit in fund 1000. You see that on our when I do go over our fund balance report. So so basically our fund overall total is 672 but our fund transfers are 372. So net expenditures uh for this year on operating is 294 million. You can see the salaries here. We always talk about the percent the salaries make up. How much we typically say it makes up? >> 80. >> Not quite 80s. >> That's what people typically >> Oh typically say 80. Yeah we're about 70%. Uh oh well we used to be 80% so we've cut some of those but you can see the percentages down there as well. So actually about
28370 almost 72% on this pretty good. >> Uh so it ranges anywhere between typically 70 and 75% where service oriented oriented uh business. So any questions on that? >> No. >> As we look at our federal revenue federal revenue is 42 million. Of course we have some scares with some of these federal revenue early >> in the fiscal year. We may have some additional scares if they don't approve a I guess a a budget Congress by the 30th. So hopefully they will, but I think we're guaranteed for this money to flow for this fiscal year here. So think, like I said, I think we are. So uh we spend quite a bit of this federal money every month. So we have to wait on reimbursement. So when you have a fund balance that's fairly small,
284you can't don't have that cash flow. So we're hoping we're looking forward to October for tax payments to come in so we have a a larger amount of cash flow out there take up front. So these are all the federal pieces that we have out there. So the major federal we have a lot of different federal uh uh funds we get but these are the major ones we actually we actually receive in the district as far as your federal expenditures as well. So u you'll notice that revenue is a little bit less than what expenditures are. We had some remaining funds to carry over. Most of those were early childhood uh funds on the federal side which they used for summer program this past year. Uh so salaries and benefits uh on this one is
285a little bit uh a little bit less on here is about 60% on our federal expenditures. So uh purchase services you can see quite a bit. So a lot of supplemental supplies and things like that. Uh materials and purchase service and materials and supplies. Not much capital outlay. Don't they don't spend a whole lot on capital outlay. Those are things that are typically over $1,000 or so. and other objects uh along with transfers are very few. So all right so this is very small on mine but you can see this as well. So it's kind of our fund balance and on operating side. So I think this everybody want to look at and kind of see. So last year we uh we budgeted 14 almost 14.6 million uh we came was that let me see
286that should be in. I'm sorry on that. I need to change that. We actually ended with 14.596 million last year. No, it wasn't budgeted. We had budgeted a little bit more. Uh we came in about 900 and some thousand under what we actually budgeted last year. Uh our fund 2000. So you have two fund balances there. Both of them are operating. So the 14 million that we're projecting for this year includes some categorical funding and other state funds out there. But our fund 2001 is our purely uh general operating fund that has no obligations for like special spending requirements like categorical funds. So we're in the black but barely but I'll take it. So cuz last year was $8.5 million in the red. Uh so we still have about $3 million of vacant positions that's
287in this year's budget. Uh we still have aboutund I think when I did budget presentation two weeks ago we had 123. We still have about 119 120 vacancies out there. Uh so we're looking back through those especially with enrollment down to see how many of those positions may be eliminated that's currently not filled. So a lot of them are sped positions, a lot of sped aids and some sped teachers as well. So uh we have a few other specialty teachers available out there. So So that's positive. It's not as as good as we wanted to see, but we're we're not in the red. So, >> and hopefully we can we can make that difference up with some of those vacancies along with that million dollars in additional foundation funding and uh any other grants we
288may be able to get secure this year. >> Question. So, I don't know think I'll bore you with these. These are all the different things. So, you all get a summary page. Uh we were talking I was talking to uh I think Dr. Ross before the meeting and maybe somebody else. We used to present a a budget and our budget that we submit I mean I do a roll up for you all for it's called a budget board budget report but if I did the the regular just uh budget it would probably be about 1100 pages cuz it breaks it out by every fund by every function by every location and these are the budget elements that we look at. So when we're looking at any expense every expense we spend and we spend a
289dollar it has all these elements on there that we have to account for. So each one of those elements stands for something different. Uh, and I got some more stuff here for you as well. Uh, just talking about the different sources of fun and functional. I've covered that in the past. Uh, you also have that I attached again on uh this is our financial analysis which we covered. Mr. Jack Trumper covered for us as well. You all have a book too. So if you were absent, I think I put a book in front of you. So if you don't have one, I can get you another one. But this attached as well. So uh some good information. It shows the stuff, you know, some historical pieces of of our tax collection where we compare as
290far as millage rates and different other things amongst other districts around the state along with this one as well, the Arkansas K12 school finance. So, this is some very informative information here. I'll tell you to go read it if you hadn't read. I know we covered most of this, a lot of this, I won't say most of it, but a lot of it in our last meeting. So, um >> and I was glad to get that information. I really was. We built a lot. >> Favorite meeting ever. >> So you can you can refer back to that. I won't bore you and go over the same stuff. I I will pull up a spreadsheet for you as well to kind of show you these. Well, I guess I need to pull up the what you
291have before you. So all this of course is attached here. I'm going to blow it up a little bit larger on my screen. It you all may be able to see it a little bit better. Basically what we have here, you'll notice a difference here when I was talking about a total compared to that 223 I had on the other page. We have about 9.2 million 9.3 million that's actually down here in this revenue for dedicated maintenance operation. We break this up amongst the the local tax revenue. It all comes in on on taxes. But uh because our two dedicated meals, we just keep it separate on the summary page for reporting purposes. Uh within that you have about $9 million of transfer that transfers amongst what's called fund 5000. When we go down to
292the bottom, this kind of shows you your fund balance here. Uh the fund balance overall decrease, but that's based on the federal fund grant going down. So we spent a majority of those federal funds during the summer. Like I said, that was mainly early childhood federal grants. We typically don't have that much of a of carryover in federal funds in a given year, but we did this past year. So, cuz they had plans on spending some of that during the summer, but overall operating fund balances in the black for for this fiscal year for this budget year. So, hopefully we can add a little bit more to that and get that fund balance back up to a little more healthier amount. I would say 20 million would be probably a minimum we would want to
293look at having it at. So, >> you have a question. >> Can I ask a couple questions? >> Yes, ma'am. Is is the amount we are in the black 15 that 15,649 minus 14715? >> Yes. It's only about $15,000. It's not much. Yeah. >> $15,000. Oh well. >> Yeah. Now, like I said, we have $3 million of vacant position budget in our budget right now. So, that's going to account for some. We also took in consideration, we added about 700,000. I think it was 700,000 for our debt service, additional debt service payment for interest only that'll be paid in uh February. There's also another million dollars added for increased healthc care cost that's going to take effect June June no January 1st. So contribution goes from 23450 to 350 for healthcare. >> Okay. >> And
294I'm going to show you that one second. >> Two other quick questions. Yes, ma'am. um for our grants like magnet the buses that is all is that all in like um I had it pulled up like a special that's 6,000 or six something fund the federal grants fund it >> yes ma'am >> so it's like outside of is it on this budget >> it is let me >> okay but as you get grants that you don't anticipate do you just are those like essentially budget neutral like it's money in money out and so that doesn't affect our overall kind of fund balance is that how that works in >> so you have you don't have fund balance on operating, you have fund balance on uh your grants going to have fund balance. We have one
295on capital improvement, we have one on uh child nutrition. So they're separate fund balances. >> Okay. >> Uh so when you're looking at this summary here um and we pretty much have concentrated on operating because that's what we have the autonomy to really spend on these grants. The other federal funds are designated for a specific purpose. Uh and you can you see these decrease here. So that's why the overall right here decreased because we had federal fund. Right. >> What we were looking at is the operating or net legal fund balance. So, >> but like that's the fund where your the magnet grant would have come through or the buses would have come through. >> The federal Yes, ma'am. >> Federal line right there. Okay. But it just doesn't show on here because >> So
296once I scroll past that summary page, it shows all our budgeted revenue sources >> which you have we have a lot of them. So you can every federal revenue source we have and I can break it out. Try to break it down. This is just and I know I try not to say this out loud in the meeting, but this is what I don't have time to go through. We get it one day in advance. Like that is the hard thing for me is that I I have time to look through this two-pager and the presentation, but it's really hard to find time to >> do due diligence on this. >> Well, there's a question of due diligence and then there's a question of micromanaging. I mean, you and I aren't accountants, >> so we
297see a number, we can't change it. I mean, it would be foolish of us to tell Kelsey, "Change this." >> I can't change it either cuz >> And so, you know, there's really there's a certain amount of diligence involved. There's also a certain amount of reality involved. The reality being there's not a lot we can do about changing the budget. >> So, let me not on the income side, but on the expenses side. >> Yeah, we can we can do something. >> I think that's where that's where. >> So, the only part we can change really on this is projection for property taxes. I mean, it's based on historical and we try to budget out. So all the federal grants, we actually get notice on what we actually plan on receiving. >> Now there we
298don't put any estimates out there. So I don't have any even on the our capital improvement because state board hadn't approved our bonds and we hadn't sold them yet. I don't have that 75 million budget out here once we get all that approval and we've come back before you cuz you all may decide to reject the bond the bid they come in. So I don't want to put a budget out there and it hopefully we wouldn't do that because we got projects going on but >> for the most part the autonomy we don't have much autonomy on adjusting >> the revenue sources. We do have some on expenses but expenses are set usually almost a year in advance. So the >> the things I mean once we issue contracts those people are there. So what
299we're running >> typically the budget process what we're doing on personnel budgeting I'm trying to get rid of as many vacancies out there that aren't true vacancies before we actually load it into the budget. So we start off with about 500 bakers. We got down to about a hundred. So we have a lot of changes out there. So we go through them. We make calls. I personally make calls to every principal to to see and we looking at different data cuz we don't want to present something to you that's inflated. Plus we don't want to present some that's a deficit that didn't have to be a deficit because we had uh you know excess vacancy out there. At that point for the most part the autonomy the budget is pretty much set. So when y'all
300are talking about hall and the different things we're talking about now, those things are timely now because it takes us 6 months to start planning on moves and doing other things like that and actually you know making personnel changes. So budget never stops. It's just a presentation to upload for the state. So we constantly looking at budget year round. So all the decisions that you all make or what we present to you all those are all budgetary. I >> guess so. They must be telling me it's time to go. All right. But you all have all the detail. I'm going to go down to the fund balance as well. >> Can I ask a question? Yes, sir. Well, at this point, >> so this is not for an answer for tonight, but but in the
301in the months ahead, >> depending on what we do with Hall with the discussion we had tonight. >> Yes, sir. you know, if we would go forward with the plan that we talked about and we come back and you know, after as as the more detailed plan that's going to we're going to get later, I'd be really curious for us to know in a year or so, what's the comparison, you know, what's the comparison for the money that we spent on those students, you know, at Hall and also those other programs are going to be in the building compared to just what we're doing now. And particularly since we're since we're talking about the potential to move out of two buildings and and move into this one building and and we would be saving, you
302know, if depending on what we did with those buildings, if we're if since they're what you all have reported to us are not not really high quality buildings and we may be um liquidating them, we wouldn't have the operating expenses for those two extra buildings. And if we are only 14 million $14,000 in the black, which thank goodness we're in the black. I mean, that's I I don't want to minimize that, >> but but the kind of savings that we would sounds to me that we'd be talking about by consolidating some programs and having a different thing >> could be significant compared to that. >> It will be definitely. >> Director Adams, I think that really aligns with a question. And I was like, I'll just hold on this and ask it later. But it's
303really about like what is like viewing the budget in just the categories is hard when it breaks down to like what is the budget for a school or what is the budget for a service line or a program and I think that's what is hard for us to for at least for me I know like if I worked at a hospital for example I would have a department and I would have a departmental budget and be able to see that whereas the whole organization would have you know ex expenses for pens or you know whatchamacallits across the whole entity. But I think when we're making these kind of like very granular scalpel like hopefully budget cuts, it's really hard to see that in the big budget for me. >> Yeah. So that's that's usually what
304we're looking spending a lot of time on as well. So like for this in I think this is what you all were covering earlier. >> So when we run this I mean average high school per pupil cost is about 10,200. You have one school, one high school may be 9,200, another one 11,000, but this is the average between excluding hall out of here. >> So when we're looking at these pieces here, I mean, you're, you know, it's off. So we can start looking at that. But you have a school that may be similar size, but you may have more novice teachers there that are making 50,000 or 51,000 versus somewhere else that has more seasoned teachers, has been there 15 plus years. So not necessarily that they're per people something that's going on that you
305just have to look at all that staff. you when we're looking at per pupil cost of staffing staffing profiles we're looking at so I'll run a report later on once we get October 1st numbers in so it'll show enrollment we'll look at free and reduced is going to be pretty much static because we're c now we'll look at leap uh English language learners along with sped population and kind of see because those are going to drive up you know higher ratio so if you have a higher population of spit you know the class are going to be 10 to one in some CBI or resource classes so yeah But yeah, that's that's kind of what we we look at. So some of the things I did you were did you have another question or was
306somebody else had a question? >> That's all I had right now. >> Okay. So I know we looked at these these spreadsheets as well. So we covered a lot of this and this is kind of we I have a I mean years. I've been here 16 years. So I have a lot of spreadsheets that I go across and kind of look at trends and different things on on growth and we look at this assessment growth kind of where we are. Hopefully we're at a point where we're going to be looking at minimum of 3% assessment growth. That helps quite a bit. >> This is one of the things we want to look at as well. So I mean we changing ADM. So we've been losing ADM. So we have history, we have data out there.
307So we have to make you know data. We talked about data driven decision. If you don't look at the data and make a decision based on that, we're we're kind of shooting oursel in the leg at certain times. So we don't do things by gut feelings. We look at this data when we're making suggestions. So >> is the 309 that you've got projected there is that just the trend line >> that that's for last year. So from the previous ADM versus last year ADM but last year ADM is what this year budget is based on. >> Okay. Yeah. So when we're looking at enrollment now which I ran today and I showed you all this I think on the 13th. This is kind of what we're looking at now. So let me look at my
308note. We have 1300 1374 slots, but we're so we're over the amount of slots. So all those slots aren't filled, but we have 1,400 prek, which is 80 less than what we had, you know, October 1st of last year. We're looking at, you know, the elementary side, we're down about 330 students, middle school 158, high school. So as of today, and this is not official, it'll change, you know, the changes daily. Hopefully it come back up. It's gone up and gone down some, but 641 down 721. >> And I know there's money attached to it, but when you look at them with the individual grades, they're not >> I mean, yeah, they're falling, but they're not horrible falls. Some of them, >> so the things adds up. >> You want to look at like this
309ninth grade, you know, you have 153 less. I'm not know we talked about third grade retention as well. So, >> I'm not sure if this hopefully we won't have a many that's retained, but uh we just kind of have to see on those. So, >> can you scroll down? We have three 158 and then 152. >> So, we'll update these to we'll get official numbers. But, uh we looked at employee what average teacher cost for this year. 67,000 is average salary. These are associated benefits. So when we costing out the average teacher for Little Rock, just round up and say 86,000 if you were talking to somebody. So uh I mean we looked at FT counts over the years where we come from and you can see where the district was. I started in 2009
310so we had a few more than that. We had 4,200 employees. >> So we made some significant reductions. So even last year, so we had about 130 vacancies. Last year during budget time, we had 123 when we went in this time. So >> I know that I know you're looking at the money. You don't have to sound gleeful when you say we reduced by this much. We don't want to. >> No, we don't want to. Yeah, but we knew we were going to reduce it because of the dag wind down as well because we lost students from the county in North Little Rock. So it's always hard. I mean, we've talked about No one wants to talk CFO doesn't want to talk about reduction and that all the time. That's not I mean we my
311job is to make sure we have the resources we need to be successful as a district without being uh in fiscal distress or you know and staying fiscally solvent. So >> I haven't said enough to you in the past year how much I appreciate >> the way you present these things to us and the way you and your department stay on top of >> I mean it has it has to be done that way if we're going to make any kind of >> informed decisions about anything. So you all as well have supported us along with the principles and administrators and you know the cabinet staff as well. So it's a whole group effort. So especially when you reducing down because it means that we're doing we're doing typically we have more responsibility with less
312people cuz responsibilities didn't go away and I mean the needs of the students have increased especially after the pandemic. But I mean all these things we kind of we could look at. I don't know if y'all have any additional questions, but like I said, budget never stops for us because we're constantly especially when you're in this type of decline, you constantly have to keep looking at staffing. Uh so like I said, 70% of our 72% of our budget is staffing. So when we're concentrating looking at staffing or talking about staffing that's why uh it's a little bit bidding facility but you know when we're looking at hall combining those sites helps us with personnel whether it's security whether it's cafeteria whether it's nursing staff that's why we we short on a lot of those areas
313cuz I mean if you're already short in nursing and you spread them out amongst all these locations we have 40 locations in smaller locations uh you just don't you don't get any bang for your buck like that. So chair motion chair told me >> I move that I move the vote sorry I move the LRSD board of education approve the fiscal bud fiscal year 2026 budget. >> It's been moved and properly second that the LRSD board of education approve the fiscal year 2026 budget. Uh any question concerns or apprehension? All in favor say I. >> I. >> Any oppose? Motion carries. >> Thank you all. >> Thank you, sir. >> Good work. >> All right. So, we're going to move forward to 9.1 participation in the Falcon Berry lawsuit. >> Okay. >> The board will
314entertain a mo the chair will entertain a motion. Absolutely. Go ahead. I'd like to >> come on up. >> Yes, come on up. Come on up for the comment portion. >> I'd like to move that we table this discussion and then I have a comment at the appropriate time. >> All right. >> So, do we have a >> motion dies for lack of a second? Yeah, I see it. >> Do we have a second? Okay. No second. Okay, it dies. Okay. I move that we >> Where did the motion go? >> I move Where is it? >> Oh, you don't have one, huh? It depends on the >> It's not in there. You >> I got to make one up on the fly. Okay. I move that the board direct the Friday firm to make
315every effort to attach us to the Falenberry case. Is that specific enough? >> Except for one thing. There's a state court case and a federal court case. My report to the board >> uh focused on the federal court case. >> Well, the federal court case is what I'm interested in because I don't know how the state case will go. So, >> I know what you think. >> State case has been on hold for quite a while while they argue about sovereign immunity. It's still in the Supreme Court. >> All right. That was my motion clear. >> Okay. >> The Friday, it's been moved and >> Go ahead. >> You tell me. It's been moved and properly seconded that um the board direct the Friday firm to make every effort to attach us to the federal
316court case. >> The Falenberry case. >> Okay. The uh federal falenberry case. >> I used to have the numbers handy, but I don't know how. >> Well, and let me u clarify. >> Yeah. Let me ask >> question is clarification. Yes, sir. because we talked about two possibilities that would each entail attaching ourselves to the case and one was intervention and one was uh to be in a position to file a friend of the court bridge where helpful or necessary. >> We'll add intervention to the motion too. >> He just changed his his inter his motion. >> Had it even been seconded? She said it was but had it been second board members. You have a you have a motion pending on the floor. If you want to amend it, you can certainly do that.
317You then procedurally vote the amendment and if the amendment succeeds, it adds into your main motion. >> Hold us hold our feet to the fire. >> As a as a housekeeping matter, you might want to hear from Mr. Heler >> first. I'm impatient because I know Anna is going to jump >> on. >> Well, and that's um you know, I came primarily to answer your questions. Not much has happened since I wrote a memo a month ago about the federal court falenberry case. The uh plaintiffs have responded to the state's motion to dismiss and uh plaintiff's lawyer Richard Mays has asked for a hearing on the motions about a week ago. There's also a pending motion by a parent group to intervene a as a defendant on the what would be the other side of
318the case from what we would do if we do it. So, um, those things are pending and that's, uh, so nothing has really changed since I wrote that memo. >> What is the motion that we need to amend? Would you read it to me again? The motion that is was seconded. >> I have a question. So the motion is that the LRD board of education would direct the Friday firm to attach us to make every effort to attach us to the federal court case lawsuit. >> I could like to do a wholesale amendment a big one change the whole wording. I move that we direct the Friday firm to seek I move we ask the Friday firm to uh seek intervention in the case Faulenberry at al versus adal case number 425 CV0592 DPM which
319is a federal case and I think that's all I want to do >> seek intervention >> yes >> into the federal case >> yes >> and what is the case number >> oh uh 4 col25- TV. >> I'm sorry I can't understand you. Could you speak a little slower? >> Oh, I thought you couldn't hear me. I thought what? >> Okay. It's just It's just, you know, it's probably late. Okay. 425 N2. >> It is late. I'm a little punch drunk. >> Okay. >> Now, we're trying to amend the motion. So, I've made I've made I proposed an amendment. So, that needs to be second. >> Okay. Is there a second? >> Thank you, sir. >> So, it's been moved and pro it's been moved and probably a second uh to amend the motion to
320direct the Friday firm to seek intervention um into the federal case. C case number four col 25 CV592-dPM. Is that correct? >> Dry Marshall is the judge. Yes. >> Okay. I would like the chair's permission to uh speak to this motion and also to invite Mr. Hiller as necessary as I speak. >> Okay. >> Uh >> granted >> in my view I think it's apparent to anybody who looks very closely the federal administration and the state administration both have public education in their sites. They are not interested into public education continuing except for the poorest and the hardest to educate. They want everybody who can afford it to go somewhere else. And if you can't afford it, they're going to give you money to do it and they're going to take the money from us.
321That's just unacceptable to me. And it ought to be unacceptable to y'all. If, as I've heard others say, two others, as a matter of fact, one up here and one out there, she who must not be named, the governor, the governor will retaliate if this goes in any way against her. But retaliation's illegal, isn't it, Chris? And we can sue her for that. There's not a downside to this. >> Did Chris say that? >> Uh, no, he didn't say that. I'm saying >> I don't see a downside to this. >> I think I've said what I need to say. I didn't have the idea. >> So, Chris, >> okay. So, um the downside to this I I hear Mr. uh Director Ross uh Rose say and it is late. It's time to go. >> Yeah.
322>> Say that he doesn't see a downside. What do you see? >> Well, our request for intervention could be denied. >> Yes. So, we could spend money on something that goes nowhere. Um, if it's denied, there's a good possibility we would nevertheless be allowed to file amikas briefs. >> Um, but, uh, that's one thing. Uh, and we could fight that for a long time. And I always say, you know, lawsuits can be a distraction. This one uh may be less so than a you know some of the employment cases we have that involve our people in our schools in a significant way. You know this one would be at a different level that we talk about here from time to time. Um or we could be granted intervention uh spend more time and money and
323lose the case. So those are always the potential downsides of litigation. So yeah, there's >> other downsides that do not directly reflect the outcome or the input um specific to >> Well, it depends. You know, as Mr. Rose pointed out, it's probably going to affect our relationship with the Department of Education and the governor's office. And um you know, >> we don't have a very good relation with the can't get a lot worse. Oh, so you said so you said affect our relationship. So >> I just want to say from the administrative >> standpoint >> I don't know that that's necessarily true. >> Um >> what's not true? >> We don't have a relationship. you know, despite our differences, I we I am able to get certain things sometimes that >> if you couldn't get
324those things after we after a successful outcome to the suit and you couldn't get those things, then you sue again. Retaliation's against the law. >> So, I so I just wanted um your input on that. What I think I heard the superintendent say is that for you know some people perhaps think that there is contention but perhaps not that is not the case. Perhaps there are things that we're able to get that we need. >> There's definitely >> we have a working relationship. >> There's definitely differences of opinions about a lot of stuff but our working relationship with >> the state department is in a very good place. >> Okay. >> But it's not returning the money to us that would be here for our students. >> Okay. in a very good place. So go
325ahead. Coming from that standpoint, I mean, I think it's important for us to be authentic. I mean, you know, we have to look at everything and we want to make sure I mean, the administration knows what the administration knows. We know what we know. So, we want to make sure everything is out there. So, we're in a good place specific to that. So, go ahead, Chris. You're saying that it could negatively impact how? >> Well, I imagine nobody likes to be sued, right? So I mean that's not certainly not going to help >> uh if we do that but there issues I mean you know sometimes there issues you feel compelled to raise. So that's the question um is it you know do we have a chance of for a successful intervention? I think we
326do but it's not a given. It's not easy. Um you know we have to show that something about what's happening uh through various aspects of the learns act is actually damaging us at this point. Um, the plaintiffs have raised issues about the establishment clause and the equal protection clause. Um, you know, and I've talked with the lawyer for the plaintiff, Richard Mays, and he thinks we're likely to be in harmony on those things. That's one of the things I told you all that I would check on because not every uh plaintiff or party, defendant included, welcomes intervention, but they would in this case in either of those cases. And as I mentioned, there's a group, I think, lined up to try and intervene on the other side. They've already filed their motion and their response
327to the lawsuit. So, but you know, you you can see also these things tend to be uh drag out for a long time. So, we're not uh we're not it's not going to be a quick solution to anything. It'll be a year or two probably at least. I think the state court case has been held up for about a year just on an interlocatory appeal about sovereign immunity. Um, this one will probably go faster than that. So, >> yes, ma'am. >> Um, I'm just going to say out loud that I am strongly opposed to our district joining this lawsuit. Um, I have sp spent a lot of time the past few weeks talking with attorneys um who are engaged in activist litigation like this. Um, and I'm not opposed to the idea of activist litigation,
328right? That's how America moves forward, right? People come to make sure that our country is standing up for the rights of people. Um, and I think that that is a wonderful thing to do. Um, and I have spoken with people who are experts in constitutional law. Um the consensus from the attorneys I have talked to is that this the constitutional arguments in a federal case here are not strong. That we would um even if we happened to win at the state level on this, it would go to the uh it would be appealed and it would go to the eighth circuit where we have zero chance of winning this right now. And if for some reason that happened and it went to the Supreme Court, I think what would happen is we would be setting
329incredibly bad precedent for our country and how our tax dollars can be utilized and how those can be um put forth in our country. I um >> and I want I let you finish, Mr. Rose. So I'm going to I would like that if you would respect me to >> Thank you guys for that. Thanks so much for being able to do that. Um my understanding from the attorneys for you. >> Okay. Um my my understanding from attorneys that I have talked to is that right now the the federal court cases and state court cases around vouchers and using tax dollars for private education are very complex and patchwork and that we we don't even have a brief on the merits of the case on the likelihood of success like an actual analysis of that.
330We don't have we have not seen the the attorney or the the main plaintiffs in this. Ana Whitfield and whoever else is. I know she likes to come in here and generally kind of you know do her activist thing in here. Um I don't know who's funding the current lawsuit. Are we just being looked at to come bring the Friday firm to the table with this one attorney who's taken on this case? The the folks I've talked to have estimated $300,000 to participate in a lawsuit like this over the coming years. And with a $15,000 positive margin in our budget, I think it is financially negligent for us to go down a path of a lawsuit that has a likelihood in our court system in the United States of America of having an outcome that
331does not support public education in the end. >> And that I think if I think at minimum before we make a decision on this, we as a board need to see a comprehensive legal brief with a comprehensive presentation for Mr. Heler and his team on the merits of the case, our likelihood of success. I would like to see Anika Whitfield and the other plaintiffs and m Mr. Mays in this room. Um, and I would like to understand the actual claims, the defenses, and the type of immunity we are seeking in this because I just feel like we don't have actual information about what it really and truly means to join a federal lawsuit at this point in time. >> Other comments or questions? >> I have a question. >> Other comments or questions, Miss Johnson?
332If we do nothing and the plaintiffs win this lawsuit, are there any benefits for us? >> Well, there could be. It depends on, you know, what what win means in this situation on what claims and for what reasons and what the remedy is going to be. But if the remedy is for example >> to declare the funding learns act voucher funding unconstitutional that theoretically could have a benefit for us. I mean that would be that would be the main argument we would make would probably be a financial argument as well as maybe just upholding the provisions of the Arkansas Constitution as we've done before for example in the Lake View case. Okay. um to you know we could get some benefit from that. >> Okay. And and actually, Miss Johnson, we would have to show
333that. I mean, we would have to show um to be permitted to intervene, we would have to show that we have standing, which would entail showing that something about this is causing us harm and that that harm's related to the Learns Act and that a successful resolution of the lawsuit would alleviate that harm. So, we would have to make that showing on the front end. >> It's my turn again. In >> Hold on, let me go. Well, mine was a direct SP response to that if that's allowed. >> Well, you would let me let direct response to you. So, >> well, not in the middle of me talking. I just would like to say there even if they won, >> there is absolutely no guarantee that the state would choose to put learns voucher dollars
334back into our public schools. I guarantee you those would go into tax cuts or other things that are being line item right now. There is absolutely zero guarantee that those would have to go back into public schools somewhere somehow. We already have a funding formula that directs how our we get dollars from the state and the federal government or the state government that and there is no guarantee that that would change in any positive way for us. >> I'm not concerned about the formula at all. If there are people out there who took their vouchers to go to private school and to go to charter schools and when they get their voucher don't get their voucher next year, they'll come back here because they won't have anywhere to go. It is ridiculous for you. No,
335it is ridiculous for your attorney associates to say that we would be establishing a precedent that would be detrimental to public education funding. It's detrimental to public education funding the way it is right now and we need to make an effort to fix that. I think it's incumbent upon us to make an effort to fix that. >> Okay, let's come around to the comments. Miss Adam had one. >> Uh mine is just more for uh like clarification. um will we be able to show injury like that there's an impact a financial impact um and I don't even I for some reason I'm thinking of of a a friend of mine who used to serve on the board and I don't want to talk too much but um will there will we be able to show
336that given the amount that we get base funding and and because these folk not saying these folks don't want people to be offended but the base funding that we get is different compared to our surrounding districts and um folks in in the rural areas and things of that nature. and our revenue come from our Little Rock citizens. Um truly funds the majority of our public education in Little Rock. Would would that be fa um safe to say that like our citizens in Little Rock, Arkansas when they pay >> there's a formula that takes all that into account. So we get what Mr. Bailey put up on the screen. 8,000 some odd dollars per student. Essentially, >> we get 2,000 from the state and 8,000 from our city. >> I just need a little bit more.
337I'm not against I'm not against it because I feel like I don't have all the information, but then I don't know. >> It feel like this this feels like an equation that I I just don't and I know it's law, right? That's the whole point is to >> um But we but we got a we do have a motion on the floor. So we >> But here here's the here's the question I guess Miss Hatter is I could I mean what I'd understood I'd been asked to do is to just come answer questions about the cost and the likelihood of being able to intervene and whether the plaintist would welcome it and all that. I did not want to spend the time and money to draft an intervention motion to which a complaint would have
338to be attached which would show all of the issues that we would raise. I could do that as a next step if that's what >> that involves money that would be for nothing. >> Yeah, that's what Yeah. Yeah. >> Well, it could be if the board decided not to follow pursue it. Yeah, >> the question about uh >> never mind. I lost training. >> Well, my my question was around showing the injury. >> Oh, yeah. Right, right, right, right. All we have to do to show any kind of injury is get the list of people who in Little Rock who took vouchers, the kids who got vouchers in their name. Go back and see if they were enrolled here last year or the year before. And there's the injury right there. That's money that we
339lost. Why aren't you shaking your head, Anna? >> I'm not call. >> No, I Please tell me. >> There's no guarantee those students would have come back to our district in >> Of course, there's no guarantee, but we're going to argue that they would have. >> I I just think it's a weak argument. >> I don't. >> All right. Nor M, did you have a question, a comment? I thought I saw your hand. >> I don't I'm trying to rely on a a a legal expert. >> I love it. Um, I am familiar with lawsuits and you definitely have to have >> everything in order. >> Absolutely. >> Um, so Chris, what do you think we should do? >> I mean, do you really? >> Personally, I would like to start my own lawsuit. I
340don't want to piggy back on somebody else's lawsuit because I can go in knowing what I'm doing and or what we're doing and we can start it from scratch on. I don't particularly care about piggybacking on because I we don't know what they've done, what they said, what all they've, you know, their emotions, what all they don't know all of that information. And so to piggyback on somebody and you don't have all the information, I think you just kind of, you know, shooting. >> Well, I mean, I I've got all that information. There's not that much to it at this point. There's a um there's a complaint, there's a motion to dismiss, there's a response and a reply, and that's it for the main what the main parties have done. So, and I think I
341sent you all with my memo a copy of their reply, which shows kind of what the issues are and where they stand now. So, but um there there would still be other things we could do. our complaint and intervention could I mean there was probably some other issues I would think about including in our complaint and the types of things like u Miss Strong's right the you know the results have been kind of mixed around the country but in the some of the better known cases for example um Arizona um there's a case in 2009 that says the voucher program violates the Arizona Constitution that's got some provision similar to the Arkansas Constitution. And then in 2025, the same thing that the voucher program in Ohio violates the Ohio Constitution. So, that one's just been
342appealed. But those were both state court cases. >> And can we just how to >> You can you can include, of course, state court issues in a federal court case as the plaintiffs in this case have done. We've got an issue under the Arkansas. >> Okay. >> Can we had another question? >> I'm sorry. On this side, can we just not ask the governor to repeal it? I mean, >> that ain't funny. I'm saying, >> can we just No. No. Can we just send her a letter? I mean, can we just try try to do that? Has anybody tried to do that? One of my funniest moments in the law firm, Miss Johnson, was listening to a guy, you know, walking past his office, listening to him on the phone with a client talking about
343we're going to do this and we're going to sue him and we're going to, you know, and the client finally says, "How much is this going to cost?" And then the next question is, "Couldn't we just write him a nasty letter?" >> Have we tried that? >> I don't know if anybody's tried that. >> It wouldn't cost you but a stamp to write a letter debated during the legislative session. Well, ask your legislators. >> Okay. Uh, we had another question. Is that Are you done? Yeah. >> A question. >> Go to Adam. >> Chris, you you you touched on some of where I was concerned about. I'm I'm trying to think about about the how the the federal courts have responded to these arguments in the past and trying to wonder about, you know, about
344our chances of of having any kind of positive outcome based on on that. Could you could you elaborate some on that? >> Yeah, it's um as Miss Strong said, it's it's complicated. It's mixed. It's um >> there are all kinds of cases. Uh but you can look at one of the most recent decisions that everyone here is familiar with on the Ten Commandments by Judge Brooks and he kind of summarizes a lot of the development of the law around um first amendment issues and religion issues. And I think what he says would be kind of helpful to us, his interpretation of the law. And the planish relied pretty heavily on that in their response to the state's motion to dismiss. But you know, these arguments are certainly far from certain. And um you know, the
345eth circuit's a conservative court, Supreme Court's a conservative court. So um but there is case law to support um these types of cases and there are some facts that stand out in this case that you know I'm just going from the plainest brief. So um but they say for example there are 120ome schools that are eligible um for these for the voucher program and 80% of them or more are religious schools. So, you know, that's a fact that stands out. Another fact is that the payment, you know, it's there's always the question of what's an independent parental choice versus something the government is doing. And in this case, you know, the the parents don't get the money. I mean, they pick the school, but the it's the appropriation goes to the schools from the state.
346So those are some of the issues the plaintists have highlighted that would weigh in their favor but it's um you know it's a difficult um case to make. Well, just can I make before we going I just want to make a comment and um I I take you know I take my strong concerns very seriously but I find myself leaning toward participating and this is why um you know when there's an injustice in our country you know we have There's several places we can do and I believe this is an injustice that undercuts in the in the long run the public education system to take the state's limited funds and to put them toward religious education which I think is is philosophically wrong. I do agree that there's no reason to expect that if this
347was stopped that those people would that those funds would come to us. But I do worry on for two things for its impact on the little rock school district and other traditional public schools. One is I worry that as this program explodes, which it has and which it looks like it will compared to other states, that it will impact the pot of money that can can go to lots of different things, including traditional public schools and um where there could be pressure to change some of the formulas and change some of the state aid we have because of that. The other thing that I worry is that it will encourage more and more families um basically paying them to not go to our school and um and that that makes it more difficult in the
348long run. You know, with that kind of a system where we get as I spoke with Mr. Bailey earlier in the last couple weeks comp with we get about about $2,000 for foundation funding and we get about a little over $1,100 for categorical funding. So let's say $3,200 a student but the state is paying around $7,000 a student in the v voucher system. So it's double over double you know there for a state somebody to go somewhere else. So, you know, in our system, we could go to the executive branch and and plead our case and and I, you know, and but I think that that there's no reason to think that that would be effective because this is a signature thing that the governor, our current executive, you know, has sponsored. And I think
349that our concerns despite the advocacy of our local legislators, the concerns on at the legislature fell on deaf ears for the majority of the legislature. And so the only place to go to remedy would be the judicial system. And perhaps that won't work either. But it it seems like that's the only place we have a chance. I've got a hot interjection, >> you know, to >> to do that which which has a chance which which is really to me it's playing the long game. It's like it may not help us in the short run, but you know, other you know, other judicial efforts, the civil rights efforts and things like that, you know, it took years sometimes to to get the remedy and and get justice. And you know, it took many court cases and
350tries and building up things in order until things were were made right. And I so I find myself leaning toward doing what we can >> to try to speak for the right. >> An absolute clincher. Everyone up here except the superintendent took an o took an oath. I swear to uphold the Constitution of the United States. >> And this is clearly unconstitutional. >> Yeah. And that's as far as I need to go with it. I think if you're willing to stand up and just forcewware yourself, I can't do anything about that. >> Anyway, that that's that's that's where I'm I'm at. I am concern I think, you know, I do think that the current administration, you know, could >> it could make it difficult to work with them. I think that's a that's a risk.
351Um, >> and it may be difficult to deal with that because you know you you can not work with somebody in lots of ways that are hard to to deal with, >> right? >> But but but I I just wonder about the big picture. >> Okay. Director Callaway, >> I think it's a probability. However, um I feel that if we don't do something if we don't do something. We're dealing with probabilities here. What probably could happen, what probably couldn't happen. Now, whether or not we're going to stand up and decide that we're going to say, "Hey, this is wrong. We have to decide that as a district, as a board, this is wrong. We might we will probably suffer because people are vindicted these days and and quite lawless to say the least. >> Absolutely.
352>> Okay. So, uh it's whether or not you want to take that chance. Now, uh in the 60s and 70s po people took that chance. Some people lost their lives and we're having people that losing their lives every day in the south. Recently, I got a chance. when I didn't get a chance, but I traveled um through the south all the way to the east coast and whatever. And the feeling that I got going through Tennessee, uh North Carolina, Virginia, and those kind of places like that, it's a growing ground swell of possibly there's going to be a serious misunderstanding period in the South because of all of the rhetoric that has been spit out by the current administration that has extended to this to to to our area. Okay? And it's just like, okay,
353if you all sit there and be quiet, I might give you a couple of crumbs, but if you say something, I'm gonna take the crumbs anyway. It's no might. I'm gonna take more from you because they are bullies and they blackmail. I think it was okay. What's that? Huh? Where you finished? Y'all just want me to shut up, don't you? >> No, actually, I just need a little rest. You know, I got to go to work. I'm so sorry. I don't want to, you know, I don't want to cut anybody off. I just want to make sure everybody has a fair about that. >> You know, it's kind of rough. Yeah. >> Um, was there anything else pertinent? >> Okay. >> Come on. >> I'm going home. >> Dr. Wright, Mr. Bailey, where do we
354get $300,000? >> We don't have it. >> Don't have it. >> We could borrow it. >> We could build. >> I'm very serious about this question. I I would like to know how we pay legal fees uh to have a federal court case that will go through rounds of appeals probably potentially up to the Supreme Court. >> Your opinion on that's the same as mine. You don't know. >> Well, I'm serious that my duty to the our my duty to our school district is moving in the right direction. >> Mr. Bailey, what is where can we get 300? That's just a start. >> Is it fiscally responsible to >> That's a start. Let me answer. I mean, okay, >> my answer is we don't have it. I mean, you saw that in what >> our
355operating budget looks like. >> Let me say this. It it would take years to spend $300,000 years. Three or four years. And >> we can stop at any point. If our intervention's denied, we can stop or we can ask to be able to file some amus briefs. That won't cost much at all. If um if we win and it goes to appeal, I mean, I think you would probably want to defend that, but we don't, you know, we can we can stop at any point. So, but I guess the question is as a practical matter, >> do you want to start, you know, knowing that at some point in 2028 or 29 we could run out of money. But let me Mr. >> Well, that's okay. I think that I think he responded. Was there
356anything else? I have one more question. Has anyone in this room directly talked to Gwen Faulenberry and Nico Whitfield? Or you sound like you've talked to Richard Maize. >> Yeah, several times. >> Can I can I talk to >> uh I mean I mean anybody in this room like how are they going to perform on >> like when called to the stand, how what are how good are the merits of their case if we're attaching ourselves to their case? >> It's hard. I just feel like that's an important and relevant I mean, if they're going to be in this case and having to say they've been harmed directly by this and we're attaching ourselves to their case, like I think it's important that we know who they are and what they look like and how
357that's going to reflect on us as a district. >> You're grabbing at stuff, Anna. >> I'm not. I think I think these are all incredibly important things that are calculated when people try try to go through federal court to change >> well and >> the law. >> Okay. Okay. Can we can we go ahead and Mr. B just let's wrap this so we can go to the main motion to make a vote. >> Yeah. Well, I mean, she asked a question, so I'm just going to say how I feel. >> She keeps bringing up Ana Whitfield's name. Uh, personally, I know Ana Whitfield. I look at her as a strong supporter of the Little Rock School District. Somebody who's very uh knowledgeable and a big supporter of the school district. I trust her judgment and
358what she's doing. And so I'm going to say that personally speaking for me as the zone 2 director. >> Well, I live next door to her. I live next door to a Nika Wakefield. So I know I've been knowing her since she was a young girl. So yeah, she's passionate about her >> passionate about school district >> and that's why >> that's why I agree with Director Rose on this avenue toward uh a remedy. >> Thank you. >> Okay. And I guess you're asking if sorry I was outside listening but you were asking if anybody know Anika Dr. Anika Whitfield. >> Nobody spoken to her. >> Oh her about this case and how she would perform in a federal court case. >> Okay. Cuz I was just going to say I do know her. I've
359been knowing her for years. We've advocated for the Little Rock School District um together. We've organized together. I I do know know her quite well. Okay. Any other questions or comments? Did you have something? >> I think I think we have an amendment to a motion, don't we? Is that what we're arguing about? >> My big complicated amendment. >> You have an amendment on the floor right now. So, procedures. >> Can I call for a question? >> Question. >> She calls for the question. We have a second. >> Okay. It's been u the question has been called second. >> Take your voting. >> So, we need to vote on the >> debate on the amendment. >> The question first, then the main. Okay, the question. All in favor? >> I. >> Any oppose? Okay, motion
360carries. So, now we're going back to the >> now the amended motion >> amended motion and that is that the L school district board would direct the Friday firm to seek intervention to the federal case 425 CB592-dm. All in favor say I. >> I. >> Uh, call roll, please. >> No. >> If I abstain, what would that do? >> Goes to the majority. >> Participated in the discussion. >> You can't abain. >> Yes. The rules you have about extension require you to uh >> let's go with strawberry vanilla chocolateip >> I am so >> let's let's go with a no for me let's go with a no >> no >> yes >> callaway >> yes >> Vicky Hatter >> you know when you call roll your name get called. That put you on the situation,
361don't it? Um, >> was he? >> Yeah. Yes. >> Norman Johnson. >> Um, I'm going to have to say no cuz I don't have enough information. >> You know, I was expecting more information from my next >> I I know. >> So, I'm going have to go with noisy. >> Yes. Tony Ro. >> Yes. Board members, your >> your amendment has passed. So now you have one last vote to take, >> which should be the same vote we just took. >> Yeah. Okay. It's the main motion. >> Yeah. Successfully amended your motion. So now you're back at the main motion. >> That's a motion again. Read the motion again. So, it's been moved and probably second to direct the Friday firm to attach the LRSD to the federal court case for 25cb 592-dPM. >> So
362moved. >> Okay. So moved and properly second. All in favor? >> Second. >> Oh, I'm sorry. Second. >> That was originally >> second. No, >> you don't even have to >> don't have to do that. That's right. Your main motion. There's no >> So you just state it. You've successfully amended it. Now you're voting the main motion. >> Okay. So, we're voting on the main motion. >> Yes, ma'am. >> All in favor say I. >> Oh, call the roll. Will you call the roll, ma'am? I'm sorry. >> It's too close to not call >> No. D Mason. >> Yes. >> Director Callaway. >> Yes. >> Director. >> Yes. >> Director Dawson. >> Yes. >> Director Adams. >> Yes. >> Director. >> Yes. >> That's motion should car. >> Motion cares. >> All right. >> Probably
363the most important motion we've taken since I've been here this this second go round. So, the uh Yes. >> before they try to ask the board comments, I have to make a board comment. >> Thank you. >> Well, can you make one when it's time for one? >> I'm just saying it's it's next coming up. So, >> No, it's not. We got to have an executive session. I'm sorry. >> Okay. I'm sorry. >> Um the chair will entertain a motion >> to go into I move we go into executive session. We have to say why. >> I don't know why. I don't know why. Why is it on the list? >> Yeah, it's on there. It's on there. >> Okay. Okay. You should make a motion. >> Somebody told me that we were having an
364executive session. So I assumed >> somebody would come through. >> We could go to court again to discuss those while we >> Oh, you want me to? You got it. >> I'm not doing it. >> I don't have any reason. >> I move that the LSD board of education enter executive session for the purpose of considering the possible employment, appointment, promotion, and resignation of employees, which that's pretty broad. That's not it. >> What did you say? >> That's not it. >> Oh, I'm sorry. >> Oh, okay. >> What is it? >> Yeah, without the resignation piece. >> Yes, >> I what I got on my >> You know, I'll I'll do it. I move that the Little Rock Board of Education enter executive session for the purpose of considering the possible discipline of an elected
365official. >> Um, move second. It's been moved and properly second. If there is no objection, we are going into executive session. just the family. That's what usually happens after about 11 o'clock. It's just the family still here. >> Okay, we um we are returning from executive session. Um I have a quorum. >> Okay, we're uh no um action was taken. Um I just um you need a motion. >> Uh the chair will entertain a motion. I move we return from executive session where no action was taken. It's >> been moved and properly second. If there is no objection, we are returned. Um, so we're going to just go ahead and move into board comments. Just really quickly, I just want to say I appreciate you all's time. I am so sorry that it has taken
366us till 11:15. I vowed not to ever be here pay I mean really. And thus far I have done a fairly good job of working collaboratively to ensure that we are not here past 10 or 9. You know >> I have not collaborated with this. I know right. So no you do a good job. So I do apologize for that. We'll work harder uh to ensure that that does not happen again. Other comments guys? Comments. Yes sir. >> Mr. Rose. No, >> he doesn't find that bunny. >> All right, >> I'll be very brief. I just want to say this so it's on the record. Uh when we voted on the Hall House situation, it was announced that it was unanimous. I did not say yes. I spoke with Miss Hudson. I spoke with Miss
367Vest. I am a no vote. I know it doesn't change anything, but I want to be on the record to just say that. But while I do have a mic, I will say this right here. I did bring up that I wanted to bring up something about student exeicio. I'm not going to bring that up. I was pleased with the student advisory board member and knowing that he'll be back every month or representation from that board be back every month. I'm satisfied with that. So, I will not be bringing that up again unless we end that. Thank you. >> Okay. More comments. Any anything else? Yes, sir. >> Yes. I was glad earlier that uh there was a mention of the Hispanic Heritage Month and we have so many um of our family um students
368and staff members who for whom that is their heritage and we are really glad that they are here and in our district and and a part of our district and also wanted to to say that there'll be an announcement and information going out but in October when the Central Arkansas Pride Parade happens um the LRSD will have a group to walk in the pride parade >> and um I will be walking with that and in that parade and I hope that there may be others to join us because we also want to um communicate to our LGBTQ students and staff that we are glad that they are here and a part of our community and we want them to feel fully supported. So the other comment >> just to tail off that. >> Okay. >>
369I want our LGBTQ plus students to feel that they have an advocate in me and an ally. >> Um that's a question more than a comment, Miss Burgess. Do we have any open attendance clerk positions or have we filled all those? >> We don't have this time. >> All right. [Laughter] Uh any anyone else? Uh and okay. >> All right. So I do. >> Yes. Okay. >> So um tonight I wanted a resolution to put on the agenda. I sent it far enough time but the agenda but it was not put on the agenda. So, most of you guys know about the September 12th incident back in 2004 when Michael Mason when he aggressively made mo motions towards uh myself and another board member um female board member had to block the access uh right
370since he targeted me that was unprovoked during an executive session. So, um the board, this resolution was supposed to have been on the agenda and for it to be voted on members and and um it happened again in February the 25th. It wasn't towards me. It was towards another member um where Michael Mason had created another hostile or just an aggressive environment. Um, and it was unprovoked and members of of this board want to continue to act like it did not happen. Um, although um, another female member called another uh, well, she's sitting right next to me called uh, another member crying the next morning about about the incident. So although this board doesn't want to um condemn Michael Mason's um actions and it uh created a um hostile and aggressive environment and they want
371to turn tables and act like because I ask hard penetrating questions and they may not like my tone or they may say that my passion is aggressive and it makes them feel bad when I do certain certain things. However, uh one thing is for certain, I never charged at anybody. I I I never uh made a person feel like if they're uh person would be endangered. And for me, it's quite ironic since Michael Mason is attempting to run for a House position to run on women rights when he had clearly violated women rights to where another woman had to step up and and block the access. Um, and then he did it again February 27th, 2025, unprovoked um behavior, whatever he was going through at that time. Okay. But do you really want a leader
372who can't even control those type of actions creating a strong aggressive environment, a hostile environment? So although certain members of this board do not want to hold Michael Mason accountable for his actions and feels like I'm blowing it out of proportion that I'm uh I'm the one creating the hostile environment. Um, I want it to be clear that even though they don't want to speak up and and and condemn his actions, I will condemn the actions. And even though I asked for this to be on the agenda and I submitted this resolution and it wasn't put on the agenda, I feel that that was strategic and I think that it was intentful because or on purpose because as you guys know when they want to try and do something that Vicki had her because of
373either somebody's hurt feelings or they want to lie and say, "Oh, an investigation happened when there was nothing. It was just a board member who went and did all this research and got Heler to look at it and it was nothing there or the sensor which was nothing because they couldn't say what buildings I was going in unauthorized or when I or else like at Park View when my daughter attended there and I'm the board and I'm on the president or or I'm sitting on the board at the time um using that as um it it has been and y'all seen it before. I did a struggle serve ser serving up here, but I did it. And I never ever bowed down. I never ever stopped speaking because they wanted me to stop asking or
374addressing certain issues. So since they don't have the courage, not all of them, but most of them don't have the courage to condemn Michael Mason's actions and calling him a gentle um caring man, but yet they want to say that they care about domestic violence, but they don't care about violence against women. Or maybe it's black um violence against black women. and they are not addressing that. Um, I condemn them for for not having the courage to step up and say something. >> And today is the anniversary of 57. So >> I move. >> It's been moved. Uh, if there is no objection, we are ajourned. black women and they are not addressing that. Um, I condemn them for for not having the courage to step up and say something. >> And today is the
375anniversary of 57. So I move