001Good evening and welcome to our board me meeting this evening, July 31st, 2025. Going to go ahead and get started where we do have a quorum. All right, we're going to go ahead and call the meeting to order and district celebrations. >> Okay, so we'll go ahead and start with the district celebrations. I don't see our friends here from VIPS. They're not here, so it's just me. >> All right. Well, good evening everyone. We uh are excited to share our district celebrations for the month. This still is July, for the month of July. Um and we are starting first to celebrate our incredible FBLA students who competed in the 2025 National Leadership Conference in Anaheim, California. JA Far's Ethan Laa placed fifth in the nation in exploring computer applications. Plasky Heights Middle earned two national
002honors. Second place in interpersonal communication and fifth place in annual chapter activities. Pinnacle View Middle had several top performers including Jake Hu third place in exploring computer science, Lawrence Lelay RmIrez eighth place in exploring technology and the team of Call Chin, Ethan Tang and Kenneth Yu eighth place in critical thinking. Special recognition al also goes to Ana Pandit who represented Pinnacle View in Exploring Economics. So, congratulations to all of our middle school students for a great showing at the national competition for FBO. Next, we want to congratulate Forest Heights STEM Academy. Uh they have once again been named Arkansas STEM model Arkansas STEM model program, the first K8 school to earn this honor. Last week, Miss Barbara Kurpatre, who is principal, and Miss Laura Goan, proudly represented FHSA on a panel at the AD Summit.
003Congratulations to Fars Heights STEM Academy. From preK to secondary, our schools have been busy this summer. Here you see a couple of photos from our prek enrichment program. This session was held at Walkerfeller. These photos next are from Parkview's Patriot Academy. And next, Central hosted uh its academy over the past two days, bringing in alum and LRC supporter Craig O'Neal to help with the celebration. Speaking of Central, student Amber Bay was recently recognized on the national stage through the Congressional Art Competition. Her artwork, Beyond the Familiar, was selected to represent Arkansas's second congressional district and will hang in the US Capitol for the next year. Created with colored pencils, Amber's piece highlights Arkansas's natural beauty while symbolizing her desire to explore new horizons. We are proud to celebrate her creativity and her achievement. Congratulations, Amber.
004and centrals. Kate, I'm going to get this last name correct. >> Costapo. >> Kasapalas. >> Thank you. I didn't see that last part. Uh, congratulations to Kate who recently participated in the National Student Leadership Conference International Diplomacy Program held at Georgetown University in Washington DC and Columbia University in New York City. During the nine-day experience, Kate visited embassies, the US Department of State, and the United Nations while learning about global affairs, foreign policy, and leadership. Sounds exciting. Congratulations to you, Kate. Talented LRSD music students have been spending the summer participating in music workshops in conjunction with community partner Art Porter Music Education Incorporated. Monday, their talents were on display at Little Rock City Hall as part of the APME's week-long scholarship fundraiser. This marks the 15th year for scholarship effort and to date approximately 500
005students have participated in the art porter uh music education's music public speaking and leadership workshops. The foundation's late namesake was a renowned musician and music educator here in the Little Rock School District. And I am so excited to see this. Maple Middle School recently partnered with Sheron Williams who generously donated paint and services to help the school complete a beautifification project in the sixth grade courtyard. If you remember, this courtyard used to be filled with grass and trees and it was beautiful and we had some severe drainage issues and it was covered, I think a couple of years ago, with all concrete which did not make the courtyard look great. So, this space now um has covered area and everything else you see in the pictures because I'm improvising, but it looks much more beautiful
006than it looked before. So, thank you to um our students at Mapville and to our partner at Sherwin Williams for donating the paint and the design. Congratulations to Miss Elizabeth Morris, an art educator at Jefferson Elementary, on being selected for the 2025 Distinguished Service within the Profession Award by the Arkansas Art Educators Executive Board. This prestigious recognition highlights her dedication and outstanding contri contributions to the field of art education. Miss Morris will be honored at the AAE award ceremony this November at the Arkansas Museum of Fine Arts. Congratulations again to you, Miss Mars. LRSD administrators took the stage at the Arkansas Department of Education summer summit a couple of weeks ago in Hot Springs to share the district's progress towards systemwide instructional coherence. Their powerful presentation highlighted the strategic work being done to align instruction
007across all schools, reflecting a shared commitment to excellence for every student. and LRSD's very own Dr. Shaya Lauren has been selected as a 202526 fellow with a broad center at Yale School of Management as assistant superintendent for high school transformation and post-secondary readiness. Dr. Lauren is one of only 19 leaders chosen nationwide for this prestigious fellowship. We're very proud of her commitment to student success and can't wait to see how this opportunity benefits the Little Rock School District. Congratulations, Dr. This person looks familiar. Uh, speaking of extra extraordinary opportunities, I am honored to have been selected among education leaders across the country to participate in the 2025 Google GSB fellowship. Some of the weighty topics included include AI and I am thrilled to learn more about this cutting technology and how we may harness it
008to benefit students. Congratulations to me. Of course, our reading in the rock and we are so excited um about how this citywide literacy effort is taking off across the city. But our efforts continue and we appreciate our partners who are joining with us. To the left of the graphic, you see a photo from the Museum of Discovery promoting Reading in the Rock and similar partners from coffee shops to beauty shops are all doing the same. If you travel anywhere throughout the city, you should see some reference to Reading in the Rock somewhere. And if not, we'll we'll get there. We are encouraging everyone to take the pledge to read or to help. Take out your phones now and scan the QR code on the screen to learn more later on, but not right now. All
009right. And very excited about this. Coming soon to a streaming service near you, our foray into the podcasting arena where we'll we'll keep our parents, teachers, and students and community informed and engaged covering a variety of topics. Of course, you may guess what our first topic will be next week. Take a guess what it's going to be about. >> That's right. The new cell phone policy. >> The bailto bail no sale policy. We had a very interesting conversation with a couple of sharp students and you'll hear what they had to say next week. We're starting on YouTube, but plan to be on multiple platforms. We'll let you know what day next week our inaugural episode will air and we'll keep you posted for future episodes. We're excited about this new medium for helping to tell
010LRSD's story. And the podcast, our name for the podcast is Right On Education. >> Wow. >> I love it. Right on education. All right. Um, and as we do every single year, calling all LRSC dads and father figures, help kick off the school year in style by snapping a photo with your student on the first day of school, August 11th. upload your photo to LRC's Facebook page uh for a chance to win big prizes. This year, we have a partner who have stepped up to help us in this uh initiative, Rock and Roll Sushi. The top 50 entries will enjoy lunch with yours truly at Rock and Roll Sushi, and the top voter uh will win dinner for six. So, uh all your all the dads and father figures, get ready to participate in our
011bring your I keep making up this title and it's not what it is. It's take your child to school. I keep saying bring your dad to school, but it's not what it is. But anyway, >> that is all of our celebrations for the month of July. >> Is that really everything? Wow. >> All right. Okay, guys. We're going to move forward to public comment. Um, so this is a place in the agenda when we hear from the public, parents, stakeholder, and friends of LRSD. We like to hear public comment regarding LRSD issues. We allow three minutes for public comment. Our responsibility is to listen to your comment. We are not allowed to respond or have discussion. Could I have someone to be my time keeper? You got it. Okay. Very good. All right. Uh, Miss
012Taylor. Miss Taylor, community member. Good evening. I'm Taylor. Um I am a community member and um I work with public school strong. Um I am here tonight. I have two items, both which have to do with things that are happening uh nationally. Um which I do realize that the district does not have control over that. Um, but you do have control over how you respond and um and and and how you respond. Um, I would like to to my knowledge I have looked and I could not find I may be wrong. Um, I would like to urge the school board to adopt an official safe zone policy regarding ICE. um so that um our kids and families can feel safe when they're coming back to school this fall. Um I know that the intention and
013the feeling of the district is very supportive of that, but um I think it would be helpful to have an official safe zone policy um which I can email you an example of. Um, the second thing, um, I was planning to speak about, um, the federal funds that were frozen. Fortunately, those have been released. Um, but, uh, I was in a meeting today and they're anticipating further cuts um, in 2026. Um, so I think that for the next several years, we have a possibility of having funds withheld every single year. uh and f or funds just cut every single year and um I know the school board is nonpartisan but um at this time I feel it's kind of gone beyond party and it's just an attack on public education and um that as a
014board you all may at some point have to speak with our local rep well not our local but our rep like with representative French Hill with our senators um to demand that funds be given to our public schools, not just in Little Rock, but all over Arkansas. Thanks. >> Thank you. >> Okay, Miss um Hatting Hadenhower. Is that right? Hadenhower. >> Hadenhower. Okay, >> that's a tough one. >> No, it's it's not that. >> Hi, my name is Christy Hatenhower. My daughter Lane is a senior this year at Central High School. Uh I want to briefly share a little bit about what the wrestling program means, not only to my family, but to many of our kids and families who are part on part of the team. I often say uh this this program is
015the healthiest thing my family personally has ever been a part of. The Central High School boys and girls teams have more diversity than anything I've ever experienced, but they also have more unity and camaraderie than anything I've ever known. Uh to quote from a recent Arkansas Times article written about the girls team, the Central girls wrestling team does not look like any of these groups. Among their primary wrestlers in each of the 14 weight classes, seven are black, two are biracial, two are Latina, one is Indian, and two are white. The central team dominated the state tournament this year, winning by a massive 40.5 points over second place Rogers High School. For context, Rogers finished three points ahead of third place Capit. The coaches and team have more than paid their dues as far as
016practicing in facilities that were closed down and working around a nearly non-existent budget. And uh we often kind of laugh about the past and make light of that. They're so grateful to have a dedicated wrestling room on campus, but it gets crowded now with boys and girls having to share an athletic block and practice times. A little blurb that was in the Democrat Gazette, um my daughter said, "I can't describe how incredible it feels. Our team has gone from wrestling in abandoned, condemned old schools to having our own facility and being able to come out here and do something like this. My wrestling team has been the most supportive atmosphere of any team I've ever been on. I'm part of a team with the most wonderful girls I've ever met and I wouldn't trade it
017for the world. Um, so uh I I want to talk a little bit about our our coaches. Uh we we're blessed to have the two-time Arkansas coach of the year and he was recently named national coach of the year, Aaron Butler. in Florida right now speaking as part of that title. Um, so we're not trying to get rid of our coach. We're we're not asking for that. Uh, the the girls team, they're the only Arkansas wrestling team with a national ranking. Uh, they've got the second highest GPA out of any of the sports teams and the least amount of disciplinary fractions of any of the sports teams. Um, but again, they we're still lacking some things. they would greatly benefit from attending a national tournament and experience competition from other states on a higher level.
018Several of our girls competed in Fargo a few weeks ago um which is the big national tournament and now our girls are starting to get scholarship offers and uh my daughter's teammate is wrestling on a full ride next year at at Baker which is so exciting. Um, but again, our girls don't have their own practice time and they don't have a paid coach. So, it would just be such a blessing and such a benefit if they didn't have to crowd in with the boys and they had their own their own practice time at school and a paid coach. Thank you. >> Absolutely. Thank you, >> Miss Morgan. Good evening. >> Good evening. >> Um I have two things that I would like to share today. Um the first is going to be um the act
019503 that was passed and this is the this is what I would like to say or express about that first of all. So, I would like to bring attention uh to the critical need for our school district to be more intentional and transparent when it comes to informing and involving the community, especially regarding legislation that directly affects our students, educators, and families. Um, a recent example illustrates this concern. Um, Act 503, a bill that significantly impacts our school district, was passed in April. Yet the community was not informed of its implications until June until the June board meeting. Um by that time the opportunity for public input or advocacy um it occurred but it was decreased. So, at the meeting that I attended, a lot of the the community people that were there, they did
020not know what was going on because they didn't have children in the district, which were if you're in the district or you're a an employee of the district, you were getting the text messages, but if you were not, you just didn't have access to that information. So, um I would like to know and I know that Mr. Adams is the liaison for the board, but I would like to know who is the liaison regarding legislative matters for our school district with all of the attacks on public schools. Like we have to know what's going on so we can counteract some of the things that are happening not only in our state but as Julia stated across this country. The second thing that I would like to speak on is I am an employee or I
021was an employee at Carver Elementary and my items were stolen out of the library. Um I wasn't finished packing. However, individuals were allowed to enter my space and they stole over $1,000 worth of my personal items not belonging to the school district. This also included at least 30 MP3 players that did belong to the school district along with other items that belong to the school district. And when I contacted uh safety and security, I received an email that stated that I guess the camera footage had expired, but I submitted this on July 3rd. And so I want to know what's going to, you know, what's going to happen to the individuals that stole my items. And then secondly, uh the other part of that is so if kids were in the building and you couldn't
022see them like walking in and out of the library, how safe were they and how safe were was I and the other employees in our building all year long if those if the camera footage did not show that? So I know that the camera footage showed who came in the building and it should have showed who walked out of the building. And so I would like for that matter to be resolved because I've I've done the work. I've talked to the administrator that was in my building. I I did that. I did all the things that I was supposed to do and nothing has occurred. But there were people I do recall a meeting where there were employees up here, you know, being terminated for stealing candy and toilet tissue. >> Thank you. Okay. So,
023we're going to go ahead and go to district committee reports. Certified PPC. Classified PPC. Nobody. Okay. All right. So, we're going to go ahead and move to the consent agenda items. The chair will entertain a motion. >> Madam Chair, >> removing >> I have a quick question. >> And we're removing 5.7 by the way as well. >> Tell me what that is. 5.7. >> Oh, okay. >> I did. Okay. >> We did that prior to >> Okay. My thank you for that. My question is around our personnel our personnel recommendations. The hires. It's still it's is still on the rounds. And so these are new contracts. And so like we we should have finished out those uh recommendation of rounds because anybody that's hired now is it's it's just a new employee. So I was
024just curious if there's something different on why why is it showing a part of like the uh renewal rounds. >> I don't see Miss Burgess but on last Oh. Oh, well, she can come up because I provided um her rationale for why we needed to keep this on for the last time. This would be the last time that it would show up. Um I provided that in the update last week, and I can't remember all of the reasons why, but uh she can tell us. >> Good evening, board. >> Good evening. >> Um the only reason that we have that is because that was the agreement that was presented to the board. Actually, we're supposed to go to round seven. However, this will be the last round that you see because now all employees expect
025to see their names on the rounds. So, this afternoon, we sent correspondence through the uh human resources link to all employees saying starting in August, they will see it in the former um format that we've done in the past. And so, we did not want to go away from it without communicating that first because that's what the employees expect to see each time. So next month you'll see it like you've seen it in the past. >> Okay. >> Um Okay. So I mentioned this last last business meeting about the rounds >> and so I was told that that round five was going to be the last round because we had to separate anybody that was not renewed after June 30th as as a termination in the system. So, so were these employees terminated within the
026system or I'm I'm just trying to just just be clear because it's different than what we're talking about. >> The date was separation that we had to actually >> separate for insurance purposes was June was July 31st >> which is what um we communicated which is why this will be the last one. So it wasn't June 30th. It was July 30th for insurance purposes. >> Right. But okay. And as she stated anyway, I don't want >> Yeah. Okay. Okay. And so for just just so I'm I'm clear, um the the uh contracts self-terminate on June 30th. So that was um this contract self-terminate. But then from a benefit standpoint, although although employees will still have their or had their insurance until the 30th, from a district standpoint for paying into benefits, we would have had
027to go into the system to terminate or else continue to to to improve. So, I I'm just trying to make sure that like these are uh either treated how are they treated? Are are they being treated as new hires fresh into the district or are they being treated right as a renewal? That's that's I guess that's the easy question. >> So, it it really depends on when they're recommended. So, but let me go back to your first question. >> Yeah. >> So, the only employees that their their benefits terminated June 30th were the 12month employees. >> Correct. Okay. Anyone that is not a 12-month employee, like Dr. Wright said, it expires today because they've paid ahead of time. >> So, I I can't tell you person by person because everyone is recommending at different times
028whether they will be new or whether they will continue on because it's likeund >> 15 people on there. I can't remember. But, uh, so it will depend on when their paperwork was processed. >> Okay. Oh, thank you for your answer. You're welcome. >> Thank you. Okay, the chair will entertain a motion. I move that the LR board of education approve the consent agenda items as follows. 5.1 Personnel changes. 5.2 2. Round six, employment re recommendation contracts for 2025 2026 school year. Approval of school board meeting minutes. Community service learning application purchasing reports marketing RFP recommended vendor MHP. SI. >> Is there a second? >> A second. >> Okay. It's been moved and properly second that LRSD Board of Education approve the consent agenda items as follows. Personnel changes. Round six, employment recommendation contracts for 2526
029school year. Approval of schoolboard meeting minutes, community service learning applications, purchasing reports, marketing RFP, recommended vendor, MHPS. All in favor say I. I. >> Any oppose? The motion carries. Okay, we'll move forward to 6.1 school district accountability status. Let's see. I >> think Miss Goody is coming up to introduce the team of folks who are here. >> Good evening all. Um while Pim pulls up the the slides that we um have shared, I'll just quickly We have a whole crew here tonight. So, from left to right is uh Miss Jenny Parnell, supports networks two and three, and also is our district testing coordinator. New to you is Miss Tiffany Grayer, uh who is our middle school math coordinator and also uh used to work in the state accountability office, so we've been leaning into that
030knowledge quite a bit. Uh Dr. Robinson, who is our assessment and accountability uh guru, also supports Network One. And then our two K to8 assistant whos are also here, Dr. Cooper and Dr. Bradshaw. So we will jump in as I turn this on. Um the purpose of today is to really just make sure everyone is in the know about federal um accountability status for our schools. So in 2022, uh we came before you to talk about how 14 schools had been identified in the district. um at some level of accountability. And today we're bringing back to you an update right after 2024 state results. Uh then you know schools have the opportunity to move out of that status. It's the first time since 2022 that that opportunity existed. This is also a little later because
031of our state test changes. So typically this would have happened earlier in the year. So, we're going to talk about this now and then this fall we're going to talk about the 2025 um updates to this. So, what are the classification statuses? These are it. There's four of them. Um the top two are really categories that describe schools that were identified for specific subgroup performance. The bottom two categories uh are those that um include schools where overall performance was the reason for their identification. So kind of a simple way to think about it. Top two are subgroup performances. Bottom two >> what what are subgroups, Miss Goody? >> Thank you, Dr. Right. Um subgroups might be well question. >> So valid. >> So I'll just say it. Most of ours were because of special education
032populations. Also, subgroup could be African-American students, subgroup could be economically disadvantaged. Um, but most of ours were um for special ed populations. I'm not going to get into the weeds of this, but I wanted to show, you know, you and the public basically these are the the parts that get analyzed to determine whether a scoop a school um is identified for additional support. So there's achievement, right? That's some portion of the score. There's a growth indicator, that's a portion of the score. Um the growth indicator includes math, literacy, and English language proficiency growth. Graduation rate counts for high school obviously only. And then school quality and student success indicator actually has 11 different indicators. Things like attendance, um on-time credits, service learning, science achievement and growth. There's a lot that make up that school quality
033and student success, but collectively this produces an overall score and determines um school status. So we'll get into those four categories. So for the first one ATSI we had two schools originally identified um and for that student subpop of students with disabilities and based on the 2024 data neither Brady nor man made progress right so someone may say I said well we don't have like we you know Brady was closed so what happens then so you know that's something we're looking at closely with those students right and wherever they go that data will follow them. So, um there likely will be impact for McDermott, right? And we'll have to look at that closely. This is just the graph to show that, right? We would want those bars to go up, right? In a nutshell, they
034don't. And so that's why uh neither of these schools um progressed out of this category. So then here's CSI, ATSI, and a little bit more good news here. We had 12 schools originally identified, eight um successfully exited. Right. Exactly. Those eight are listed. Um we have three that we're following closely because King, Western Hills, and Dunbar all made one year of growth. And so, you know, when we're looking at the Atlas 2025 data, if if they show one more year, then they will also exit. And they went one school, Mabel, um following closely because they did not And this is a very busy slide, but basically just shows visually what I just said, right? You can see if you look at Western Hills, King or Dunar, right? Those graphs show one year of growth but
035not two, right? And if you show look at the eight schools that progressed out, you can see overall their their progress is up. And then obviously Mabelville on the end there uh did not make progress. was pretty flat from 22 to 23 and then went down in 24. Right? So for CSI schools, these are then schools that were identified for overall student performance. We had seven um with three successfully exiting. Right? So Baseline, Maple, Elementary, and Watson um made the growth that they needed to make. We have two schools who have one year of progress. King and Dunar, right? Looking for their 25 results to see if they also will exit. And then we have two schools that did not show progress, right, in Little Rock Southwest and Mabelville. And that again is just visually,
036you know, what I just said. Um, you can see there um schools increase overall exited. Schools are still uh did not exit. Finally for the final category MRI CSI um this is the more rigorous interventions comprehensive support and improvement the most intensive level of support we had five schools that were originally a part of this um classification Washington and fair exited Cloverdale obviously is no longer right so uh they they are not um currently, you know, tracking progress and then two schools demonstrated one year of progress. So, both Bale and Stevens looking at closely to see if we can get that second year of progress for them to also exit this classification. Again, just that visual look of of what that looks like for these schools. Um, and I'll say one last thing. I think
037with all of these classifications come the need for these schools to write a a plan of action gets submitted to the state has to be approved. Also 1003 funds are distributed to these schools for specific use to to make improvement right specific ways the funds can be used. Uh but all of them are are provided along with the school classification. And I don't know what questions you may have. >> Questions? >> I just had one quick one. >> Yes, ma'am. >> I was like, who is >> Sorry, I'm on I'm in uh in Illinois for work. Um, I was wondering if any of the federal funding that had been held up was part of the solution in trying to move the needle on some of these test scores. I mean, obviously like they all go
038to like some of the things that they go to obviously are helping these students, but is it a separate line item that you were talking about? The funding you were talking about that was not part of the funding that was held up. >> Yeah. Um, so the 1003 funds are a part of part of the title one allocation. So I think that was we always felt pretty secure about those funds um being released. But you know obviously when you're a school that is in any kind of identification like this, you're using every available funding source to uh you know meet kids needs. So uh I I wouldn't say that that didn't matter for these schools, but the direct funding source aligned to this wasn't really a question. Okay, thank you so much. >> Yeah, thank
039you for the charts. I really appreciate the >> Yeah, thanks Dr. Robinson. >> Do you like to add >> I I just want to make a comment just to commend all the people who are involved in this. This seems really encouraging overall that so many schools have exited and other others have made significant progress and we'll hope for better and I know that nobody none of those schools none of us want to end up on these type of list but but we really appreciate all the effort that's been done in the in and the progress that's been made. >> Thanks. >> Thank you Dr. Hannah. >> Okay. Um is is okay. So this is a part of the exit strategy um the exit plan for state for for the state takeover. Is this part of
040that or is this um more of looking at the academic um achievement of these subgroups um and and and and then the pro progression looking at how much rigor they are um being able to see um receive and meeting uh those um uh set uh target marks. Correct. >> Yeah, I think more like the second part. >> Yeah. >> And that's why it was a it was a or >> Mhm. Okay. Um, and then my last question was and the first question then it was for more of the listening audience and and and my uh my question was the second half. Um, my last question is well my screen went black. So it was around um the uh school improvement plans. So, uh have question would be have have those plans already been developed uh
041and are they available for uh review? they have been developed and I don't know if the assistant suits want to speak more to that but they have been developed and and absolutely could be available for review and I think part of you know this identification status becomes a part of what they include in their school improvement plan. So >> um Ken can you have those um uh plans emailed to me please? >> Yeah. Thank you. >> Any other questions? Other questions? Yes, Dr. Rose. >> It's kind of basic, maybe just ignorance on my part. Um, schools that have progressed out >> of the nasty classifications. >> Yeah. >> There is there's then a reduction in funding for the extra help, right? >> So, what are the odds that they're just going to fall back? No.
042>> Come ahead, please. >> Go ahead. So schools that exited in 2024 will actually still receive 1003 funding for an additional year until they re identify schools in 2025. Okay. >> So you'll still get the 1003 for one more year. Yes, sir. >> Okay. So that just pushed my question back a year. Will there be >> what is the danger of them slipping back when they lose that extra funding? >> Well, I mean th those funds are attached to right improvement. So that part of your right question is true and I think but this is not I mean yeah you lose a funding source. Um but but I think that also means that students are you know making progress and then moving in the direction we want them to move. Um so still a good
043thing but >> absolutely. >> So in other words it's hard it's hard to know what's going to happen after the funding. the kids the kids have improved. >> The hope is that whatever things that we put in place to uh >> get the improvement will sustain it and become part of how the school operates to where hopefully they won't need them. It'll become the way of operating. That's the goal. >> The goal. >> Yeah. I mean the the the funding can be used for things like professional development. Well, obviously that's something that, you know, isn't a one-time thing. It's something that we're developing people to get better at something specific to support kids. So, um yeah, to that po part, the sustainability >> is the goal. >> Any other questions? Anybody else? >> Just a
044quick um >> Dr. Hannah, >> I was just going back over. >> Oh, that's that's fine. Okay. >> Okay. And so the definition of improvement um and so like you can improve and still be at a deficiency. So, and so can you tell me the definition? Is it on par? Is it on grade level being per proficient? Because any student that and this is really this part is for the listening public being a child that is proficient. It just basically says that they know what they need to know at this grade level. Um so our channel 3 funds are for those that are below grade level. So what what is the definition of improvement and and then what are um your we are celebrating improvement in what way? Is it improvement on grade level or
045improvement still a de deficiency in learning? >> Yeah. So for this specific score I mean this overall index score includes all of those categories that I showed right. So, a portion of that comes from overall student achievement. A portion of that comes from overall student growth, a portion of that comes from um high school graduation, and a portion that comes from school quality. So, that overall score when we're talking about improvement in this category, we're saying that overall score has to improve, right, for two consecutive years or over the time frame. um it could go down and then up as long as it improves from 2022 to 2024 and or 2025 then they can exit >> right so that's improvement generally speaking if we celebrate improvement of academics I mean we would celebrate improvement of
046achievement we would celebrate improvement of growth I don't know I I guess both of those could be true right but I think for this particular ular case, it's kind of a complicated formula to to create that overall score. >> At some point in maybe in the September meeting or so, if we can uh probably October after the first nine weeks, um and it's part of the learn act too, the first one 1.0 you know, for for us to get a clear understanding of each building um as far as how many kids are on grade level, whether it's um how many kids are a grade level or two grade levels u behind. And so like we can have a better understanding um in that because that does correlate to dollars, right? And so based on how
047well um a child is performing individually, that dictates how much Little Rock School District is going to get to educate Vicky Hatter, right? And and so on and so forth. And so um I then then I would like to see that um that that profile um later on in the first. So I think uh when we get K to2 atlas results I think it'll be a good opportunity to show overall grade by grade performance. I mean, right now we have preliminary results from our state test, but I think once those are finalized, it'll be a good opportunity to do what you're saying. >> And and and too, it goes really good with our because of the states changing how they um grading schools and it's some, you know, will say, "Oh, it's great." Some will
048say it's being watered down because of how large these gaps are, the ranges. But um whatever the case may be and whyever they adjusted it the way that they did, I do think it's it it's imperative for board members and just the general public and folks whoever is interested in in in knowing whether or not your child is on grade level actually or else is it on grade level based off of our um change state standards to meet the average student across O ac across the state. >> Yeah. And I think we can use Atlas to show performance. I think we also need to be um you know, one thing I keep, you know, saying to myself is this is a new assessment and it's going to take a little bit of time for it
049to really um I think be a very predictable indicator >> um if if we're honest. But I still think, you know, showing where we are today is going to be important. >> Okay. Any other question, Miss Callaway? No, I I don't have a question. Oh, I'm sorry. Actually, >> just a statement. >> A statement. >> Okay. >> Congratulations, ladies. >> Really? Uh, improvement is what everybody out there is looking for. Not particularly little bitty things, but the little bitty things do add up. I'm so proud of us, and you guys did a wonderful job. Now whenever those uh you know those little things get and you can present them to us. What you presented just now made my heart sing really because I think public schools are the best schools and you just proved it.
050>> Thank you. >> All of us here would have >> absolutely thank you for that >> and thank you ladies so much. Okay, we're going to go ahead and move to seven, finance and operations. Finance and operations, Mr. Bailey. >> Oh, did I miss the arm? >> That's all right. Really excited. >> Be out of here at 7. >> I promise. 6:30. How you feel? >> Okay. 6.2. And I looked at this MSAP grant esports lab and entry way at man and the maker space at Carverville Washington. Miss Gy, you still with us? Okay. Okay. >> Hi, good evening Dr. Wright, board members and community members. My name is Holly Brown and I serve as the magnet schools assistance program project coordinator for our district. Um, last year our district was awarded a prestigious MSAP
051grant that encompasses four of our exceptional schools. Carver Washington steam magnet, uh, Martin Luther King Leadership and Language Academy, Dunar Business Leadership and Entrepreneurship Magnet, and MAN multimedia arts and digital innovations. So, yes, one of the most exciting components of this magnet grant is the installation of these state-of-the-art, one-of-a-kind learning labs in each of these schools. We believe that these innovative spaces have that wow factor that will attract new sta students and families to consider our magnet programs while providing unique and learning and engaging learning opportunities that are genuinely fun for our students. Tonight we have a special guest who will share more about this exciting initiative. Please join me in welcoming the executive director of Invention Land Education, Nathan Field, who will tell you about these creative learning spaces, the comprehensive curriculum that accompanies
052them and the professional development opportunities that we'll be providing for our teachers. Thank you. >> Thanks. Hi everybody. >> Can you hear me? >> All right. So yes, I'm um the executive director, been with InventureLurand for 24 years. Um so our goal is really create very creative, fully immersive environments that fosters creativity, you know. So our goal is for students and teachers to be excited about going in the classroom because I was a student that struggled through school and I don't want to have another student kind of go through school as I did. you know, how do I get put myself in a position where I get excited about going to the school versus like, oh my gosh, I don't want to go, you know? So, that's kind of what we're gonna talk about. I'm
053going to show you a little bit about our history of our company and some of these spaces that we're proposing for for you guys. I'm going to share my screen here and talk a little bit about Invention Land. Um, this is actually our headquarters, our headquarters in Pittsburgh, Pennsylvania. Our company's been around for over 35 years and um that is actually my office is that castle um and I I'll show you in a little bit as I worked in the treehouse for many years before I got promoted to the castle. Um so this is an environment for us as adults to be creative every single day. We never thought we would be in education. Education kind of veered towards us and I'll explain a little bit about that. Um, so our company actually is a
054product design company. Um, we've designed products for um, corporations all around the country. We've put hundreds of products to market. These are just some of the ones that we've done over the years. And this was something where uh we were designing products and when I started uh in the company like I said 24 years ago our office was a cubicle and we were asking uh creative people to try to design new products in a cubicle and that's when we were getting burnout. So we're like what what can we do to really bring creativity back into our our work environment? So that's when we started designing invention land. Um, it actually happened after our owner of their company, he went down to Disney and went to Disneyland and was all of a sudden just started brainstorming
055and calling us back with all these great ideas he was having when he was in Disney. So, it's like, how do we bring that type of world into our work environment? So, you're going to see um this is actually a pirate ship that we um invent toys and games in. Um, this is a robot that we that we actually invent um electronics in. And you'll see like the a shoe over there. This is that treehouse that was actually my office for about a decade before I got promoted to the castle. You'll see these were all sets and designs for us to be creative in these different type of workspaces and and to bring in new talent from all around the world to work for us in again in there in Pittsburgh. And then all of
056a sudden we started getting tours of schools, local schools um coming in venture land and saying what you guys have is amazing. How can we bring this into a classroom? So we actually started with our course cuz everything we do in adventure is all about project- based learning, collaborative thinking, um creativity and and so how do we bring that and we turned it into a course. We we know the industry inside and out. We know product um manufacturing methods and we've tied our course directly with every step of the course. If you like this step here, a bunch of careers that you might be interested in that that most students might not have even heard of. Um but um since we didn't know education, we hired a lot of curriculum writers to join up with
057us to make sure that we bridged the you know corporate world right into the kind of the classroom. So, this course is all about pretty much the the everything you would need to know getting ready for Shark Techch. It's it's working collaboratively together, coming up with an idea, brainstorming it, researching it, going online, making sketches, building concept models. The cool thing about this is you can do the whole course with cardboard and hot glue. But then if you do have a a maker space, if you have 3D printers and laser cutters or vinyl cutters, all of a sudden these students are saying, "Hey teacher, if I learn that equipment, I can bring my idea to life. I want to learn that equipment now." So instead of like trying to force students to learn new technology,
058they're now pulling the teachers along to actually try to learn that technology, you know? So again, it starts baby step with cardboard and hot glue and you can build from there. That's where we started with was our course, but then some schools started saying, "Hey, you guys have this beautiful space. Can we do something like that in a classroom?" My background is I actually went to school for movie set design. I thought I was going to be a Hollywood movie set um designer. Never got to Hollywood, but did help um design Invention Land. And now me and my team are helping design spaces to foster this type of creativity all around the country, you know. So, um, what I'll show you here, one of our most popular items is what you see behind me is
059our light up dry erase boards. They light up any color you want. So, you can change it. They're all LEDs. Um, but they have a cool factor with it because they do change colors, but it's also very usable in a classroom. You can actually then go and brainstorm on it. You can write your notes on it. you can do daily, you know, missions. Um, the students go up and and want to interact with it. The teachers interact with them. So, this was something and this was all based off of Invention Land. What you don't see inside that treehouse, our walls were all um backlit dry erase boards all through the treehouse was our brainstorming hub and we found a way to bring that then into the classroom. Um, so here's just another view of kids
060and students using them. you know, this is against the wall, so they could be used against the wall to divide out the space, but you're going to see in a bunch of our designs that we've done for you guys um that we have included a lot of these. Um so just to kind of uh show there and and we also do you know the full design including furniture uh the the wall art and everything from um and even um product you know um teacher teacher learning and everything about the space. If you want to learn 3D printing, laser cutting, vinyl cutting, we've been doing those things for over 25 years and schools are just bringing that now into the classroom. So now we could try to teach our expertise to those teachers so they have
061it kind of like eliminate some of the fear is our goal a lot of that technology or if it's just robotics or STEM and steam in general those we have classes for that. Um but we're going to start here in the Carver Washington space. So here's just some before images for those that might not know it off by heart. Um, we always look at these spaces. How do we utilize, you know, some items in here and try to save as much money and and then um kind of revamp as best as we can without doing any demolition. So, we're not spending any money on on construction or tearing down walls. It's using your existing space and making it into a fully immersive space. So, you're going to see that even the um these cabinets on
062the walls that might be a little bit dated. Um we're going to now look at refacing these to bring bring it into kind of a more modern look. Um this um lattice in the background here, this was something I'm like, when I first saw this, I'm like, what is that? Can't we get rid of this? And that's hiding like a an IT panel behind it. So, we can't get rid of it, but how do we turn that instead of an eyesore into kind of a center point into the room? These are the kind of things we think about during the design process. Here's just another view of these of these cabinets. So, we're not going to replace the cabinets, but we're looking at refacing. Um, and then you're going to see we're looking going to
063look at um painting the walls and then including a lot all new furniture and everything new on the walls. Um, so here's to start with. We always like to add something before you get into the space, something in the halls that grab some attention. Um, so these are some some signs here that we're proposing to add a little bit of a wow factor. Hey, what's going on inside inside the space? And then when you come in, all of a sudden, this is a completely different looking space. Now, uh, we try to create different type of zones with different type of learning um, environments. Um, so you'll see on the walls here again, these are all of our light up dry erase boards. You can set up where some are maybe one set of colors of
064blue and red or however you want to do it. Um, we add um these little awnings. This just adds a little bit of a dimension in the room and it also adds a little bit of a shadow on our on the dry erase boards. It just adds some interest instead of the standard center block walls everywhere. And then you can see by just adding some paint, all of a sudden the whole room changes drastically. Now I'm going to kind of um kind of zoom around here. You'll see here, look, look at those cabinets now with just new artwork that we can put on the cabinets and all of a sudden they look completely different. Um adding some new furniture around. Um you'll see we have some round tables. We do a lot of that in
065kind of the what we call the inventing area. We use that very loosely. But the venting um we kind of um make this space into three categories. The venting, making storytelling. Um and I'll explain. And venting is more of the small collaborative group space working together. The making is more of like the butcher block top table. Ideally, you're standing, hot glue, gluing, making, putting things together. Story time is um storytelling is more of um telling that story of what you built, what you've made. um in kind of a more of an open space and collaborative space. So, I'll kind of go through the images here. So, again, just some fun art that kind of ties right into your mascots. Um you see the the little paw prints around. This could be then a nice cabinet
066top for 3D printing. Uh here's like, you know, cricket and some other other items that could be included into the space. Again, um the just painting the walls. Uh this we can give you the paint um tones and colors. Uh and but this is again we try to save money and we will just give you guys the what we what colors we would recommend. But that way you guys paint the walls. Um a lot of times schools end up doing it like on a weekend or or you know with their maintenance teams or even just principles get together and just say we're going to do it. Hey teacher, who's going to help? Um, but going around the room here, you'll see also this that lattice instead of having it white, we actually made it red
067and we put some of our freestanding dry erase boards in front of it that these could be moved around. Um, so that way if anybody still needs to get in there, they can just move these out of the way and get to the it behind it. Uh, but it actually kind of is a fun way to hide it, um, but still be part of the space. Again, just some fun art that kind of wraps around the room. Um, we have these these ottomans that could be moved around and kind of use those for the storytelling. Uh, we have a teacher podium. It's getting very popular nowadays. Instead of having that large teacher desk that just ends up accumulating everything as you know that accumulates on a teacher desk to instead of having a kind of
068a teacher podium that can be moved around anywhere. It keeps the teacher more movable and and not just, you know, in a in one location. It does still have a locking door, so if you need to, you know, as as I would lock my ibuprofen if I needed to. Um, but that's, you know, some some fun different ideas here for this space. Um, we even then included, you know, your your kind of a mascot there on the cabinets and a lot of storage. So, these have a bunch of different storage uh drawers and cabinets. A lot of this can be lockable then, too. So, if you do want to lock up something, you can and and kind of go from there. Any thoughts of that space before I move on to the next? Because I
069know we have a lot of spaces to go over and I know I don't have a lot of time, so I'm going to keep going. Um, so this is the entrance way. So again, it has a lot of good bones. How do we use this space? And just kind of refresh it. Um you'll see here is there's a bunch of different angles. And >> sir, excuse me. Um would you say that there are any that um you know you'd like to kind of pinpoint? I think we have a general idea unless we have some specific. Yeah. And we have the slides. So, if there's something specific that you'd like to pinpoint that would >> uh I'll just say I think my one of my favorite spaces we've done so far has been the esports room
070here um for for the man's esports room. I thought whenever this came through probably our one of my favorite designs I've seen so far. So, um, just to kind of share and and we have it set with, you know, four different TVs around the room, um, to to have a whole bunch of different gaming things going on. Um, just thought that this room really turned out uh, pretty awesome. And then if I go down to the the other space here would be the entrance of this, I thought was a huge challenge for us. It was just a beautiful architecture here, but it was just very, you know, empty. And how do you grab that attention when you walk in? And so we looked up on your online any like all the different types of programs
071you guys are offering and turn that into art that would go all around the room uh to really like so you first walk in, you're seeing all these different things that the students have the ability to to learn and access to. Um, so I just thought that these those are two of the spaces that really stood out to me. Um, so so yeah, that was I know I can't we're we're kind of stuck on time. So any questions or thoughts? >> Questions, thoughts? >> Yes, ma'am. >> I have a question, but it's about the grant. >> Okay. >> That the person >> anything for >> That's a beautiful program and I do think kids can benefit from it. So, from what I was reading, this is a two-year grant. Is that correct? >> Um, it
072was actually a it's actually a five-year grant, but because of funding, um, in the current administration, we have money in hand for two years, and it's 5,800 800 and something thousand is what we actually have in our hand at the moment. So, we have the money to pay for these spaces and and a lot of other things that are in the grant. >> Okay. So >> we hope the grant will be you know uh be able to continue but at the moment we have the money in hand for two years. >> Okay. So after two years we should be what self sustainable or do we need to start looking for funds to continue the program? >> Well that's >> we don't want to start the program and it's a wonderful program and kids are benefiting
073and then the lights go out in the room and it's like well we don't have the money or the funds are. >> So the goal this year um since we have the money is to spend as much of it as we can. You know, Kelsey always says, "No penny left on the table." And so, we're going to try to spend all of that and get as much of that done um in all four of the schools. There are other labs that are coming up as well. These are this is just where we started. Um and so part of the work that we're going to do this year is try to put uh systems in place so that it is sustainable and build that capacity. So obviously when the labs are in and the equipment's there,
074okay, >> you know that that will be there for someone to continue to go into years years come because that that equipment and everything is going to be there for these labs >> at that point. We'll have to hire personnel to maintain the classes with >> um the actually the the the people being paid. Yeah. It's not it's not through the grant. So there are there are employees already in those positions and that you know that would stay it's part of the the steam team and the magnet um program at Carver. >> Okay. Thank you Dr. B. >> Uh yeah a great presentation and uh great work. I just pretty much just got a comment. I I think it's uh really something very positive for the school district that I hopefully will uh increase enrollment
075for these schools in the district. And uh I just like the whole fact that it's focusing on innovation and STEM reading and writing because uh it's an opportunity for the district to bridge the gap between classroom learning and real life applications. Uh also I'm just also excited at the opportunity for the youth and the and the teachers to help the youth uh cultivate their soft skills around collaboration, critical thinking and uh because it's something that is is very important and essential for you know um just the growth of the youth and um I look forward to seeing what we're going to do with this over the next two years and I just really encourage uh as much community partnership as possible. >> Other questions? Dr. I'm really excited to see this looking forward to seeing
076the spaces. That's that'll be great. How are we going to re-educate the teachers who are using going to be using these spaces so that they don't turn it into their old classroom because that's what they know how to do. >> So what where's the professional development? >> Um so that it comes with professional development. Part of that is in the setup of what we're paying uh for like invention land. there's a curriculum and so we we pay for PD for the teachers that are using those spaces as well. >> I must have missed that >> and we I don't know if we we may not have the the PD like costs in there but it is part of it. There is training that comes with that. So they will be taught how to use those
077three 3D printers and Cricut machines and all those things. >> Melissa, I'm not just concerned about the the machines. I'm concerned about having teachers who are flexible enough and excited enough to make use of these new spaces and and generate new curriculum for these kids that we're trying to attract and the ones that we've got that we're trying to make sure they're not isolated. It's there's a lot of teaching has to be done here and it's not just for the students. They're gonna have we're gonna have to have some really critical professional development for the teachers who are going to use these spaces or we've made lovely spaces, >> right? >> You know, we got to do better than that for this kind of money. >> Okay. Other questions? >> I have a I think
078I had director Hatter here and then >> Well, I was just going I have one as well. >> I was just going to make the motion so we can move it and then we can get into it. Um I I move um and and and then it doesn't stop um any other um movement. Okay. Uh I move that the Little Rock School Board of U the Little Rock Board of Education approve uh the Innovation Land Labs at Carver Washington SE magnet. Dr. Dr. Martin Luther King, leadership and language magnet, Dumbar, business leadership and entrepreneurship magnet and horseman uh media multimedia arts and digital innovations. Amen. Magnet as submitted in the S in the MSAP grant. >> Second. It's been moved and properly second that the LRSD board of education approve the inter come on we
079want to read out invention land labs at Carver Washington steam magnet Dr. Martin Luther King Jr. leadership and languagement Dumbar business leadership entrepreneurialship magnet and Horus and Horus man multimedia art and digital innovation magnet as submitted in the MSAP grant. I'd like >> question. >> I think Miss uh I think Miss Callaway. >> Okay. >> Question. >> Yes, ma'am. >> I just like to say this. If uh teachers are lifelong learners and you learn until you stop and some people never do. So people who are truly into education, hopefully that's the type of personnel that we will be employing in this district. >> Yes, ma'am. >> And uh that was that's the whole purpose of learning uh every year after school. They people thought we got three three months off. No, we went to school.
080And I just like to to make that statement because a lot of people don't understand that we never stop. Never ever. >> Thank you. >> I understand that. >> Yes. >> May I go ahead and respond? I I understand that. What I'm what I'm as you well know there are people who get set in their ways and I'd hate to see some of those people assigned to these spaces. I'd rather see uh the people you just described, the ones who are engaged in learning for themselves. >> We've got still got some teachers in this district who are stuck and we need to help them get unstuck if we can. >> That's what it's been moved and properly. I'm sorry. Was there somewhere else? >> Yeah. Let me just We're not going to attach that to
081this program. We're going to keep it positive. We're going to move forward and we're going to hope that it's a great benefit for all kids because you gonna have all kind of people doing all kind of things. But right now, we're focusing on the outcome of children. This is a great program and we're going to keep it positive. >> I just want to clarify something. Uh am I correct uh that this is the second year of the grant? The first year was last year when we first got the money and started planning. And so after the end of this school year is when we're not guaranteed for funding. So it's not this year and next year. at the end of this year. >> Yes. >> Unless we hear otherwise, this is it. >> Yes, sir.
082You're correct. >> And and just so we're clear, like uh we did this this this did come before the board last uh sometime last year, last school year. And so this is more for the uh renovations and the curriculum, the the development, the the professional development and all the things. So, uh, that is just for those in the audience and those that may go back and listen later. >> So, let's spend that $5 million. >> It's been moved and properly second. All in favor say I. >> I. >> Any oppose? The motion carries. >> Thank you. Thank you so much. >> Thank you. >> Now, ladies, right, Mr. Bailey, finance and operations. Good evening. >> Good evening. >> Had me excited. Y'all were rolling. >> Good. >> Here by 7:30. You got 10 minutes. >>
083Oh, man. >> Miss Brown, I got to clarify one thing that Miss Brown said that was related to grants. Only grants. You don't leave any grant money on the table, but we can leave operating money on the table. >> I want that quoting. >> You can leave a couple dollars on the table for operation. >> You can leave some Yeah. operating funds out there, but we try to spend all our grant dollars according to the the purpose of it. So, we have to return any back. So, before you course, we're still closing down the fiscal year. Uh I think we just going to end up pretty close to where we projected at, but we don't have financials for this month because we're still doing our cruels and everything else. Look before you you do have
084one thing that we have to do uh based on constitutional uh that we have to if we have to still vote on our uh our current mill rate and and any change as far as our projected proposed budget and this is for I think I have one error in here I need to change on this actual background. This should say 2627. It is on the document >> out here. So I need to change that make that adjustment there in the actual agenda item. But this is uh based on constitution we have to actually uh propose a budget out there basically two years. So this is not for this upcoming year but for the year after the 2627 and because the what happened on 503 and act 399 we're going to actually bring this back before
085you for the 2728 in November for your March election as well. Uh so on this you're going to have two different things. We work with our bond council at Friday Elderson Clark with Bob Beach along with Jack Trump to prepare these resolutions as well. And you have a resolution here. We don't have to open any polling sites for the November because the tax rate is not changing. Of course, you're going to have all the open polling sites open in March during your election. But on this resolution, you have to uh designate a elector to go out and cast the vote. So, uh, other boards have chosen maybe the president, chosen, uh, secretary or whoever you all choose to go out and cast that that vote at the time. So, we'll need if you approve this,
086we need you all to choose one elector. I would say somebody from the board uh along with approving a resolution in the proposed uh budget. So, >> and is that is is that your presentation for that? >> That's pretty much it for questions. Let's head. >> I'm just ready to just put it on the table. >> So, you all have I think two different things. You got to approve the proposed budget, the resolution, and then choose a >> a designated elector for it. So, >> okay. >> So, uh first, okay, I'm going to do the second one, then I guess we could do >> the first. I I I move that the Little Rocka Board of Education approve the proposed budget of expenditures and tax levy for the 2627 year as attached for publication required
087by law. >> Second. It's been moved and properly section uh second that um the LRSD board of education approve the proposed budget of expenditures and tax levy for the 2627 years attached for publication as required by state law. >> Okay. >> Do we need to vote on these separately? Yeah. >> Okay. >> All in favor? Is there any question? I'm sorry. Any question or comments? All in favor say I. >> I. >> Any opposed? The motion carries. >> I I move that the LRSD board of education designate and approve the attached resolution appointing um >> chair uh Joyce Wesley and secondary um secretary uh Norma Johnson uh as as a qualifier qualified elector. So, just in case one one can't do it, then we have the other. Or are we able to put both of
088those down? We should be able to. >> It's a different year. We're not I'm not >> Oh, wait. Hold on. >> I have a question. >> What's that? >> You're you are you you you are correct. Wait, this is November of 26, correct? >> This is for November. >> I mean, 25. >> So, y'all have a whole different thing. So, this is >> So, we won't open polling sites out. We have to designate have a designated elector to go cast the vote. the one vote we need >> in November for November. >> You'll go to court to vote. >> Okay. >> Yeah. Okay. >> So, I have >> Will you be ready? Okay. So, I'll do it again. I think >> I was just going to put the motion on there to for the chair.
089Okay. I move that the Little Rock School Board Bo, the Little Rock LRSD Board of Education designate and approve the attached resolution appointing Chair Joyce Wesley as a qualified elector. >> Second. >> Okay. So moved and properly second that the LRC board of education designate and approve the attach resolution appointing Chair Joyce Wesley as a qualified elector. Is there any questions or comments? Motion comments. All in favor say I. >> I. >> Any opposed? The motion carried. >> Uh yes, ma'am. Yes, ma'am. Question on the floor. Yes, ma'am. Uh, would it not be proper for the assistant chair to be the person designated in case she could not do it? >> I don't know if you can put two on here or not, >> but I'm just saying, but but her original motion she she
090named uh uh um Miss Johnson. I understand she is the secretary, >> but I thought that was kind of I I I think she's more than capable, but I just thought it was kind of out of order. >> Well, on based on my It can be anybody on the board. It doesn't have to actually be it could be the superintendent in some situation. They've elected superintendent, but >> I mean, yeah. So, you just have to be a qualified elector. You got to live in in the district as well. So I mean doesn't have to be the president or vice president or secretary. Those are just some some example. It could be anybody you all chose on the board. So >> it's just one. >> It doesn't matter. So now she in case she's not able
091to do it. I think that's that was the original reason for her to name another person in particular. Uh do we need to name somebody in particular? >> I don't think so. I think this Wesley going to be available. >> Yeah, she'll be arranging. So, it's just >> I'll drive her to the courthouse. >> Yeah, I'll come get her. >> Yeah, >> we'll get you there. >> All right. Thank you all. >> All right. Absolutely. >> All right. Look at that. >> Eight. Communications and community engagement. >> Thank you, ladies. Absolutely. Thank you, >> Madam Chair. Can I just go ahead and just put the motion on the table? >> The motion. What about the motion? >> Yeah. Wait a minute. >> Wait. Look, we're trying to get out here at 7:30. I move that
092>> I want to talk about that. I'm >> Oh, I'm kidding. I'm kidding. I >> The chair will entertain a motion. >> Thank you. I move that the litter rock LRSD I was trying to separate that out, but my brain is not working. I move that LRSD Board of Education adopt a draft map for establishing seven school board zones for the March 2026 election as required by Act 503 of 2025. >> Is there a second? >> Second. It's been moved and properly seconded that the LRSD Board of Education adopt draft map 4 establishing seven school board zones for the March election as required by Act 503 of 2025 moved and properly second. Any questions or comments? Yes, >> just a brief comment. I I'm in support of the motion. I just want to we want
093to say thank you to all the board members, administration, and everybody else who's involved in this. We moved really quickly on this. A lot of effort was done to get input. A lot of effort was done to make adjustments to the maps to try to respect th that input and I'm really impressed and appreciative of all that happened. >> I absolutely agree. It's been moved and properly second. Other comments? >> I just want to thank the community u members that showed up and actively participated. that meant a lot to us and we would really really like for you to continue to be a part of of the decision-making process. So, I just want to thank you for those that showed up. The first meeting I know we had over 40 people to show up and
094that was I don't know if that was record-breaking or not, but it just it was inspiring and encouraging. Thank you very much. >> Um just a a a quick um just for for my own point real quick. Uh 9.2 too is is is separate is um separate from from this right here. Right. >> Absolutely. >> With with Chris Heler is is what I'm talking about. >> Which I know he's gonna come in and talk. Okay. Got it. It's all kind of goes together. It's like a gumball, but Okay. >> Is that is that okay, Chris? >> Okay. Good deal. >> Is that okay? >> Okay. Good. Okay. Um yeah, just um didd uh right to the community uh that came out um for uh the workshop the community workshop to develop um to help develop
095um the draft the fourth draft of a of the map. I do just want to highlight the fact that like we had representation um from zones uh one 2 3 uh four uh six and seven and so um nine on on right on the follow-up uh meeting and so uh just really appreciative of that. Um I just had one request on that um flyer which was for y'all to come out and work and y'all definitely came out and developed that map. Uh and and then we had a really good wholesome um substantive um uh discussion and work to where our follow-up meeting which was yesterday uh we was in and out in um under 30 minutes. And so, um, just really appreciative of y'all and I look forward to, um, further engaging, um, uh, with
096everyone right as, um, we continue or I continue to, uh, do these, uh, meetings. That's all I got. >> Thank you. >> Absolutely. Any other comments? Yes, sir. Director Rose, >> I am uh, pleased that part of the uh, I'm pleased that part of the community input uh kept the John Barrow neighborhood as a as a unit and it was added to my part of it was added to my zone. Um, I understand the purpose of these meetings and uh in expressing to the demographer, the map maker that there were neighborhoods that needed to be preserved in the opinion of the the people providing their input. I said when we first got the first map and we started talking about input, I said if we go on doing this, we can do it. we can
097do 40 different maps. And I feel pretty strongly that's what would happen. If we had another community meeting with different community people, they'd propose a new map. I'm I really appreciate people giving their input. I really do. I'm going to stick with what I said to begin with. I'm going to vote no on this. And I would rather that we used the first map, the one drawn up by the demographer. That's all I got to say. >> Thank you. Other comments? >> Just a point of clarification. >> Hold on one second, honey. I think I heard one down here. Miss Callaway, did I hear? Were you trying to say something? >> No, I said that part. Oh, you said that part. That was an amen. >> Okay. Yes, ma'am. >> Just a point of clarification.
098So, um uh all of uh zone zone six or I should say W six particularly as mentioned like um the John Barrow area. It's all together and so so and so none no part of that is part of zone 4. So and so that was something that would have broke up the that portion of zone six in the neighborhoods. And so >> I thought that portion of zone six was moved to four. My mistake. >> No map. >> Well well that was map three. And so like we wanted to make sure that um communities stayed together because we know and this is the this information is for the good of the public. Uh there are very dense pop populations in what will now be zone 7 and zone five and zone 4 doesn't have is
099dense as well as zone 3. Um and so we needed to make sure that um no matter if we adjusted zone six properly, it took care of um some of the other uh zones outside of the what would be considered now zone se seven and five. We we didn't do anything with with those zones, but all the other zones, then we made sure that we adjusted those zones to um keep communities together. And um and then I spent like two two plus hours on the phone with Fred after the initial meeting uh creating that map. >> All right. So it's been moved and properly second. All in favor say I. >> I. >> All opposed? >> No. >> The motion carries. >> Two nos. Okay. Yay. All right. >> Okay. So 9.1 superintendent evaluation framework
100for 25 and through through 26. >> All right. Uh we've had this uh conversation. I think this will be the third time u because of changing assessments and the strategic plan goals. Um so I'm not going to talk about the framework for the year that just passed which we will talk about a little later later on today. But because we now have strategic plan goals and we do have um the second year of the Atlas assessment, we I am uh proposing um a change in my evaluation for the current school year. So as you recall last year because it was the first year of Atlas and it was the first time we uh uh implemented our strategic plan and we identified strategic plan goals which replaced the board goals that we had a couple years
101ago. So for this year I'm proposing um three parts of my evaluation. The first part would be the learns act targets and those are required um by the learners act. Not these particular targets but um it's required that we have a target that deals with graduation rates and reducing um uh F schools. Um we can the goals can be anything but these are the goals that we've had for the last couple of years. And then we uh the board approved strategic plan goals uh earlier this year after we uh got our strategic plan up and running. And so all of those goals, goals one through I think it goes to 16 18 I'm sorry. Um all of those goals will account for 35% of the overall evaluation. And then um we have the six standards
102on the Arkansas School Boards Association which we have been using all three years as well. Um, and I'm proposing that that counts for 50% of the overall um, evaluation. So, I'm hoping that you've had a chance to uh, look at this and if there are questions or other changes that the board would like to consider other than what's here, this is the time to have those >> questions. Yes. >> Yeah. So, this is more for the the uh, my board colleagues. um just it's a standard um practice for the board every year to re-evaluate our goals and then set the um superintendent evaluation components and we have work sessions around those and we have not done that. We have not operated in this fashion right as a um as as a unit as a board.
103is more we are more um individual um than what when we come to setting these things up. So I would propose that we make this a work session so we can go over the goals as a unit and not um individual members providing um input to where it's more um continuity and um unity uh around and then around these uh goals because we have we we have not talked about uh uh the goals we reviewed the our work sessions around the data that will then directly go into creating our um superintendence evaluation component. I will um add another paragraph here and just say that um although our superintendent made his his his evaluation based off of um past goals and um adjusted goals, uh typically that is not the way um boards, you know, operate.
104And so it's not anything towards the superintendent. It's is more of a board functioning um role on how boards operate. >> Okay. >> I I agree with Miss Hatter. >> Okay. >> This the 2526 superintendent evaluation components should >> should have come from the president instead of the superintendent. So we need to we need to have a session and we can specify the day we're going to do it and just do it. And if somebody can't be there, they just won't be there and we'll go on without them. We just we need to >> we need to move along on this. Okay. Other comments, questions, other comments. >> And and it should happen pretty quickly. >> Yeah, that's what I meant. >> Um, all of the above. >> Kind of late, don't you think? It's
105It's almost as late as it was about redistricting. You know, school starts what, in two weeks, and we're going to hold him >> accountable. And from what I'm listening to, his his goals were changed according to things that were done that I felt should have been done. So, uh are are what are you saying? Let's just hold everything until we decide how we going to evaluate him. So, so, so to be clear, um, this this this is something that I've been talking about probably for the last couple years on how we as a board needs to come together and work more of of a unity and not individualize with one-on- ones and then forcing the super and forcing the superintendent to then create his own evaluation that then we will say yes or no to.
106This is about the board practicing um its due diligence and coming together talking about our goals which is something that we are supposed to do every year as far as um looking at the data not necessarily being being f um spoonfed the data uh but then having a actual work session around it to where we are talking about those datas and and having those targets particularly about our superintendent evaluation. Not to repeat what I said earlier. I thought that was pretty clear that like we we need to set those and not um uh place that no one on the superintendent to come up with his own evaluation to come up with how well he's doing and then like sending it out to us and and then having these one ons um and and then it's
107more of a board governance thing, right? And since um and and and then I think I'll just leave it there. Like it's not a negative. It's not a negative at all. It is just a normal practice right of boards. >> Okay. I'd like I'd like to have I'd like to make a statement please. >> Uh I find it very interesting that we're doing this at this juncture. I do because prior to and I do remember uh when we I didn't vote for it even though they said I was absent but I didn't vote for it when uh we had the opportunity to up the superintendent uh uh suggested suggest ested raise. You don't remember that? I do. >> Oh, yeah. I didn't vote for >> Oh, wait. Wait. I'm not finished. >> What? Okay. When
108that happened, we went ahead and uh it said the whole board agreed with that raise, which was not true. >> You're not talking about me. >> No, sir. >> Okay. Okay, I'll get to you next. Okay, but uh I'm just saying what do you I I think the idea of go board governance I think has been uh conscred. Okay. Why is it that we were given some similar information but and less when we initiated that 50 $50,000 raise and that's Oh, you forgot about that. Oh, I didn't. Uh and uh and and so at least we have an operating I mean, we had less time than that to decide on that. I did not vote for that race. >> Can you I just want to clarify that you're not >> Yeah, I am not talking
109about Dr. >> We have Okay. Okay. I'm talking about Dr. Wright. >> I'm just saying that why is it that we're going to institute Oh, we need to go back. We need to do this. We need to change this now. And we've in the past it was done like similar to that >> and there was I mean I voted against it said that was not fair was not right. Y'all didn't care. And why is it we have to do that now? >> Yeah. And so >> director had a comment. I just want to answer that. You want to respond? >> Yeah. Just really quick. Let me let me get let's get a response so we won't lose contact. >> I'm sorry. It's really hard for me to hear. >> So, right now we don't have
110we don't operate under a board governance. That's probably the problem. And this is what I've been talking about for a while. We don't I mean if if if if you know the governance we operate under let let us know because because initially we were operating under a governance went right when we came back under and then it sunset it for whatever reason and it and people start thinking Robert rules of order was a governance model when it's not. So what and that's that's another conversation the the board governance model. This conversation is is is about um the board practicing its due diligence and reviewing its goals um looking at the data and having a work session >> um in in in that regard. So okay I'm not not to belabor it. I mean, I'm I'm
111just voicing. >> I appreciate that, Director Strong. >> Thank you, Director Wesley. Um, I'd like to make a motion at this time that the uh the Little Rock School Board of Education approved the superintendent evaluation framework for the 2526 school year. And then I would like to make a comment on that. Um, >> is there a second? >> I second. It's been moved and properly second that the L Rock School District Board of Education approve superintendency evaluation framework for the 2526 school year. >> I call for a roll call vote when we get to that. >> Go ahead. >> Comments or questions? Comments and questions. The comment I wanted to make along with my motion u was just that this is a very similar evaluation framework that we've had in in the past and I
112think it represents what we are legally required to do by the state. It aligns well with our strategic plan. Um, and these are measurable, smart goals, measurable targets, and and I really appreciate the superintendent's hard work in um developing and um I think balancing the um the evaluation framework as in a way that uh that focuses on those outcomes and focuses on um it looks like when we when we do this 35% of the way is towards strategic plan goals and um and then 50% is is about the about superintendent, you know, alignment with superintendent standards, which is um I think a great way to do this work. So, um I think this is a a really strong structure. I think make changing this makes it really hard for Dr. Wright to have I mean,
113you know, when we hear schools and educators say that, oh, they're always changing the test, right? They're changing the test and we don't know how to make sure that students succeed when we are constantly changing the changing the test. Um, we are here and I think having consistency in the evaluation framework for the superintendent with tweaks as needed is a really great way for us to ensure that we have a consistent measuring stick and yard stick for um the work that he's doing to improve student outcomes and keep our district um financially solvent and and lead our district in the right direction. >> Miss, >> other comments? Yes, director Rose, I have I'm sorry. Hold on. Let me let me reconcile because I hadn't been looking around like I should. >> I had to I
114decided to look up the definition of framework. And it says a framework is a structure that you can build on. It serves as a foundation. So you're not starting entirely from scratch. It also says a framework is a particular set of rules, ideas, or beliefs which you use in order to deal with problems or to decide what to do. Thank you. Yes. >> I want y'all to listen to me with your hearts for a minute. The superintendent works for us. >> Yes. >> He's our employee. He should definitely have input into the the uh uh goals of his evaluation. He should definitely have input. I'm not saying that if we meet that we can't be done in 10 minutes that we might not approve this. I kind of doubt it, but we could. It's conceivable.
115I just think that for and I don't want to slap his wrist and tell him you work for us. That's not what I'm saying. I think we have a responsibility that we've abdicated in in letting the superintendent prepare his own evaluation. We have a responsibility to do that >> and we didn't do it. Now, he said we're about to do it now, but we can't sit down. We can't We can quit talking like this and we can talk about this and break it all apart if we want to, but I don't want it to be here till midnight. >> I just I just want to >> Wait, wait, wait, wait one second. So, >> so and so just as I mean just um bringing back around what a colleague said that he put it together,
116he did this. He he he that's not the role of the superintendent. That's the role of the board. And the And two, y'all know that I've been in a year-long uh schoolboard fellowship, and we talked about this greatly with schoolboard members from across the country. I've been through two of them. And this is this is something that we as a board need to do. We need to adopt a governance model again >> because we've gotten completely away from it. Um and and we need to have data working sessions around the data. It doesn't mean and and then this is it. It doesn't mean that we are not going to look at the data and see what the data says and look at and see what our collective goals are for in the direction for the
117district. That is our job to set the go the goals and the direction of the district for then the superintendent to figure out the how to get to it. Yes, we are using the Arkansas School Board Association's um portion of this evaluation which is subjective. Um I've actually I and then I took the framework of what we use and and threw it out to my colleagues of over a hundred board members across the country. We came back on so and so when I tell you um it's not really not even about what I'm telling you. I'm just saying that as a board, we have to do our job. And if we allow and put the ownership and the burden on the superintendent to come up with the frameworks of his evaluation to then evaluate himself
118and then to do all of these things, then what's the point of having the the the the board? Because because we get fed information and y'all sees it. You guys see it. Y'all talk to me all the time about it. Y'all hold meetings with me about this, about how we just approve and go along um with with it and not have substantive conversation among the colleagues. And so it's this is not a dig on the person that is sitting in the superintendent seat, but it is a um caliber check about the roles of the of of the school board. then subsided the role of each board member and then how um how how we are supposed to um evaluate and direct uh the superintendent. So >> okay >> that's all I got. Thank you. >>
119Um I'm sorry Dr. Wright I think had a had a quick comment there go to the vote. Um, director, um, hold on, let me go back to I think I saw one other, um, director, uh, Adams. >> Thank you. >> Yeah, I want to make several comments here. One is I think that this is in my mind, this is something that we are are growing with as a district. We have not, this district has not on a regular basis, on an annual basis, um, evaluated the superintendent, but we have since Dr. Wright has come, which is to be commendable. That's the board's I think it's commendable to the board that we have done we've done our diligence on that and I think it's it's also Dr. right, has done his part on it and he
120can only do his part. And so I'm I'm grateful for that and I think we can build upon that. Uh I'm grateful that that we have this proposal about how to evaluate um the next year as a starting place and and it makes sense to me. The different the different parts make sense to me. So, I appreciate the work and the thought that went into that and I and I think it's it's helpful to have a place to begin rather than starting from sometimes from scratch to have someplace to begin as a as a baseline and then we we we go from there. And so I I don't in no way fault Dr. Wright for >> for providing that and and doing his part in the evaluation process. Neither do I think there should be
121any negative aspect in the fact that in the evaluation process that we're doing later tonight that that Dr. Wright provided his own self-evaluation. I think that is pretty standard in in my work in my world that people provide their own evaluation to their evaluator and and then they look at how it's seen and it it is very helpful and constructive to them. I found it constructive and I think that most people in in the business world and the in the HR world find that helpful and then it's up to the evaluator to decide, you know, what to do with that. But it's the person who's been evaluated. It's it's often their job, you know, to to do that homework first to to be part of the process. I would be comfortable just personally with this
122tonight, but I'm also concerned that that we want to provide our superintendent with as much of a consensus voice as a board for what we expect from him. And I think that that will serve him better uh in the if if we can come to his strong and informed and thoughtful consensus for what our expectations for him going forward. And so even if we voted on this tonight and and we passed it on a divided vote, I think it would probably be better for us to have a discussion about it even if we came back and voted on the very same thing just so that we are are more wellinformed and thoughtful and about it together so that we can do that you know for the superintendent. So, so I would be in favor of
123taking some time so that we can do our own work, so that we can be as together as we can and be as clear as we can about how we want to work together and what our expectations are and and I hope that if we have that conversation that we would use this as a starting place because I think it makes a lot of sense. >> Okay, other comments? I think I saw Director Strong. Do you have another comment, Director Strong? Yeah, I just um I just wanted to just say this is it is the framework for the evaluation and I think that >> yes I understand that that we want none of us are educators and I you know on the okay that's not true director and me >> sorry I can't see anybody
124right now I only see my own um but anyhow it it we I think Dr. Wright has really used um standard measures for how students are doing. It's a very studentfocused evaluation framework. Um and I think that the leadership and other pieces of this governance pieces that come out the the section that comes from ASBA is what um eight of the nine of us completed in the evaluation we're going to review later tonight. I will not get to do that. But um some of the loudest voices in the room today who are pushing back on the framework for an evaluation didn't even take the time to complete Dr. Wright's evaluation this year. So um I think that that's something really worth noting in this conversation and in this room. >> Stay focused. Stay low. Stay
125focused. >> I'm sorry I can't hear you. She says we stay focused and stay high and don't go low because you don't know. Don't you go. Don't you go. Don't you go. But I'm just hearing I mean I can't hear you and I can't now I can see next to me. >> Let's just stay focused please. >> I the focus is I mean I am focused on this. I think that some of the loudest voices pushing back on this don't even may not even know what is in the superintendent's evaluation this year. So um I I will I'm going to I don't want to pull my motion down for us to find consensus. Um, I I think that some of the loudest voices in this room have not even taken maybe the time to review
126this in advance of the meeting and make sure. >> What I will say to you is is what I will say to you >> is this. What you need to do is not make assumptions because you know what they say about that. >> Hold on. Hold on. Hold on. No, we're not doing that. We're not doing that. >> Okay. Okay. We're not doing that. Director >> Director Bali had a question. get your light. >> Um, >> well, I got a question and a comment. Uh, first off, we all educators. >> Educators are described as people who give instruction. So, in some shape or form, we all give some type of instruction in our lives, whether it be to our children or in our jobs. So, we do educate people. But, um, I do want to
127ask a question. I do want to ask a question. The evaluation is done twice a year, right? >> It's a uh the midyear is not a formal one, but that's just for feedback purposes. The final one is at the end of the year. >> Okay. So, um how I feel about it is, you know, uh when people have very strong feelings about certain things on the agenda and I haven't heard about it beforehand, you know, uh all I can do is just go with with with my gut on on the issue. But since there is a mid-year evaluation and a final evaluation, if there is some point where we can have a working session, because I haven't been a part of a working session since I've been on the board, um I think that's an
128opportunity for us to work on this since this is a document that is a working document or or it can be considered as a living document where we can add to it or take away from it. But I already did the evaluation. So that's how I feel about it. >> Thank you. >> I'd like to speak in to clarification. Okay, >> we're going to uh vote on the superintendent's evaluation tonight for the 2425 school year, >> right? Yes. >> Well, we're going to vote on that based on the document that we had. >> Yes. Right. >> Everybody understands that? >> Yes. >> Right. >> This 2526 evaluation is the one that we need to we need to look at it in some way that we can talk about it. And I don't want to do
129that tonight. We've already taken up that much time, but we need to do it >> I think different in a different environment. We need to see one another. >> So, so let me say this. I think if if anyone has an opinion or comment that not has not been stated, I think we're stating the same thing. I think I'm clear on everyone's position that has stated thus far stated it thus far. So, is there anything else that needs to be stated that has not been stated? Because we need to move to the vote. >> Uh, I have m Miss Wesley. >> Yes. Unless you want to close the debate somehow, you don't can't do that. You can't just say you've heard enough and so we're done. >> Madam Chairman, I call for the question. >>
130There you go. >> Yes. Absolutely. >> That's what I was >> the question. Wonderful. The question has been called. Okay, we're moving to the vote. >> So, it's been moved and properly second. All in favor say I. >> This is for the question, correct? >> Yes. First, we have to vote on the question. Yes. All in favor? Yes. >> I I Any opposed? >> No. No. So, we're now moving to the >> You have the No. Okay. >> You have the no noted. Okay. >> Yes. Okay. So, we're moving to the motion on the floor. The motion on the floor has been moved and probably a second. All in favor say I. >> I. >> We have a one three. >> What's the motion? >> It's for the eval. It's for the framework. >> Framework.
131The presented framework. >> I don't have any I don't have anything that says framework on it. Can we >> It's the components. I >> I don't but I don't have anything says framework on it. >> Move that the Little Rock Little Rock School District Board of Education approve the superintendent's evaluation framework for the 25 to 26 school year. >> Can we do a voice vote on >> I don't have anything that's called a framework, Joyce. We didn't create anything that says framework. >> It's right here on our >> It's not on this piece of paper. And this is the one that we're supposed to be voting on. >> The word framework is not there. >> You're asking me to approve something that I don't have. >> Okay. So, don't approve it if you don't agree
132with it. >> But it's right here on evaluating. >> So, excuse me. Can we do a voice vote called the Okay. >> Director Strong. >> I. >> Director Wesley. >> I. >> Director Mason. I >> director Callaway >> I >> director >> on the framework. >> Yes ma'am. >> It's it's a it's a no just because the board's not involved. >> Director Johnson >> not here. >> Director Adams. >> No. >> Director Rose. >> No. Motion carries. >> Okay. So, we're moving forward. All right. Okay. So, we're moving forward to January. Okay. So, we're moving to 10 board uh governance and no, I'm sorry. Update >> from uh Chris Helen. Hi G. >> Hello Miss Callaway and board members. Good evening. Um, I'm really here, you know, I thought more for the discussion about the
133election zones about which I would have said it's up to you because all four maps would have met the legal requirements and to answer any questions about any of the other issues. I think that's on the agenda learns act as well as the redistricting and maybe something else. So, >> okay, >> any questions? >> Anything somebody wants to talk about? I want to talk about Glenn Falenberry's lawsuit. >> Who is that? >> That's the federal lawsuit challenging the money part of >> Oh, yeah. Okay. >> I don't have the case numbers and things in front of me. >> There two, Mr. Rose is right. There are two lawsuits. Uh, one that was filed in state court last year and one that was filed in federal court. >> Federal court is what I'm speaking to. >>
134Yeah. Um, yeah, let's talk about it. I mean, I I I haven't had any discussions with their lawyer, Richard Maize, about uh whether the current plaintiffs would welcome that or whether they would see it as helpful. But I think that's >> and if they don't think it's helpful, we can still ask the judge to join us. >> We can Yes. >> as as a intervening. >> We can seek to intervene. Yes, we we do have the authority to do that if that's what the board wants to do. >> And we do have standing. Don't you feel that we have standing? I know that a judge decides that, but doesn't >> No, I I think we would probably have standing. We've been involved in lawsuits before that dealt with a lot of similar issues. So, I
135think it's likely that we would be found to have standing. >> Okay. Other questions? Yes, ma'am. Uh so if we could if if if let's say we join this lawsuit, what would uh the outcome be? I mean it what as far as like we think that all that's illegal, you know. So, um, yeah, this was filed June 13 and, um, I haven't kept up with all of the pleadings, but it generally, um, argues on federal constitutional bases and and some aspects of the Arkansas Constitution that spending this money that in the voucher program on religious schools is unconstitutional. And it gives a number of examples maybe 10 comparing you know what we have in the establishment clause of the federal constitution with these specific missions of these schools where which are explicitly religious. So that's
136the question they raise, you know, does that violate the establishment clause equal protection to spend money um taxpayer money on schools. >> Right. Right. >> Uh whose mission is to essentially indoctrinate >> to use a term that >> that he uses >> comes from the Learns Act. I also feel like we need to make this I'm gonna I'm gonna make a motion in the moment if the chair will let me. But further than that, we need to start picking apart if the learns act. If this if the court was to rule against the state, that'd be one piece of the Learns Act gone. And that just means federal judges will be more interested in making more of it go. That's the way they work. Right. >> Right. Yeah, I mean there there are various issues
137that can be raised under the Arkansas constitution and the federal constitution with respect to the learns act. Some of which have been raised by the same plaintiffs both in state court and federal court. >> Will we need to suspend the rules for me to make a motion or is this 9.2 stand in for me making a motion? It doesn't say it does. >> No. Well, and here's something else we can do because I'm a little um to to just >> throw you in in water chin beat. >> Well, no. I mean, I don't mind that part, but it's just uh for your own benefit. Um, it might make sense for me to look into this and prepare a legal memorandum for the board about our standing, what issues we could raise, perhaps report on what
138the Falconberry plaintiffs would have to say about our intervention. You know, just something to consider. And um then once you can see where we would stand, what issues we could raise, what the probability of success would be on each issue, what the precedents are, what's happened so far in the two Faulenberry cases, and what other litigation might be out there, then I think you all would be in a position to make a more informed decision about how to go. And it wouldn't take a whole lot of time to do that. All right. So, one of the things I want to do, and the board, of course, will have to support me because I can't make any decisions by myself. I want us to wave the flag. I want people to know that we're opposed to
139this. I mean, surely they know, but we need to take stands so that the public can say, "Hey, look, the Lark School District Board of Directors is standing up for themselves and for the school district and for the kids in the school district and all those things." >> That's what I want to do. I'm not asking you at any point in the next two or three months to let me run at the mouth on a case we can't win or can't get in. That's I want you to start lining up things that you think we can win or that we have will get standing for or that we can even find a court to file in. I I realize, Dr. Wright, I realize that I'm asking, if the board follows me on this, that we're
140asking for a lot of money because Chris services don't come cheap because they're good. So, uh, that's coming if I get in my way. >> So, just we need to know that. All of us need to know that. It won't be free. He doesn't work for free. >> Okay. >> Bless his heart, he doesn't work for free. >> And and too, he is the best. Even the Arkansas School Board Association This is the part where I should mention that since the days of Hersel Friday, we've always worked for the school district at a significant discount, but not free. >> Okay. I've always thought it looked smaller than it should, but I never wanted to say that because I was afraid somebody might say, "Well, you're right. It is. We need to double that." >> Other
141questions or comments? >> Chris, I do. >> Yes, ma'am. Go ahead. Go ahead. Go ahead. >> Chris, I do agree with you. I think you do need to do the research. So we do know need to know where we stand cuz you can't just jump out there on a legal issue and not know what's what. So if you would prepare that I really would appreciate it. >> Director Callaway. Uh Chris, I think on the same lines that director Rose, I feel that the Learns Act was retaliatory against public school children, particularly the uh minorities. And Arkansas is one of the poorest states in the nation, y'all. And they and I do believe that it's going to hurt our educational system more so than anything I could possibly think of. And you know Donald Trump well
142somebody said that uh I like people who are not educated. And well don't don't don't okay and some people you know have some per some people have said that >> and that's the way it seems as if we have been following that same thing by not standing up rock school uh district board of directors we need to stand up and say no we've been wronged this city this county, we have been wronged. And most of my votes, I know you all may and may not have understood why I voted like I did, but I did that because it was wrong for us to even have that vote because we have been wrong. I think that we should join it. >> Absolutely. And if we don't, if we don't, that means let me just lay down
143on the road so you can run over me again because I'm not really I'm not willing to go back. >> I've been back. Let's go forward. >> Well, and we have to as a school district, I think, stand up. If we start standing up, I guarantee you people will start following us. But we've been the largest district ever since I've been here. And that was in 1976. And all of a sudden, we're not. What happened to our kids? We were systematically destroyed by the laws that were initiated to do just that. So, I feel like we need to join this lawsuit. This does I mean we can researchers if you like. I've been researching it for years >> and I see what you're doing. I've seen what you're doing. I've been through a lot of
144different things. But anyway, Chris, I do have faith in you. I think we need to join that lawsuit. That's my opinion. and my >> any other any other questions or comments? Thank you. >> Thank you, M. West. >> I appreciate this being raised and and I'm very sympathetic to finding ways to uh stand up for our district and also to push back against um these efforts which do undercut public education. I I I do think that for me that it would be very helpful to have provided what you describe uh something that would really help us understand the issues, the outlook, what it would mean, the case because I if we're going to make this kind of a decision, I want to make it with as much my head as much as my heart and
145and be as thoughtful as possible and for us to have our eyes as wide open as possible, particularly while we are in a time of budgetary stress and and challenge And you know when you provide that if if there's whatever can be provided about what type of legal and pardon me financial liability there may be for us to to take that if we take that path even just even if it's a range you know just a regional guesstimate range I think that would be helpful too for us to be able to have our eyes wide open as we try to think about this. Well, just what I've seen in the cases that have been filed so far, we would have a pretty good head start. We wouldn't be starting from zero to try and figure
146out what issues uh might be the most um greatest probability of success. So, um that would help, but I'm I'd be happy to do that. >> Thank you. Thank you. Yeah. >> And I I want to agree with Director Adams about that that and Director Johnson on the memo giving us some information regarding the research. >> Thank you so much, Chris. Thanks so much, Mr. Heler. >> Okay. Well, I'm sorry, >> Mr. West. I I have just one other question, >> Mr. Heler. you know, just in our past meeting or meetings in the past month when we, you know, had some discussions last month about voting to go ahead with the maps and and choosing zones. We did have some discussion about, you know, if there were legal options to challenge that particular act and
147the decisions about that and we had had discussions with you about that and you had said you you could check in to see what that would be and and so we we've I think we've taken the responsible decision acts to go ahead and and do the things that we've done um to follow the law as it is. But I I don't want to leave that question hanging um that we that we said we would revisit could >> about the redistricting >> about Yes. >> Okay. Okay. Well, there there are two things about that that I think make it unlikely that we would be successful in challenging that because the first thing um you know I would think the issue would come up under the Arkansas Constitution about whether this is special legislation or whether it
148violates the part of the constitution that talks about education um article 14 and With respect to article 14, the first thing that strikes me is the court approved the state taking over the Little Rock School District. >> So to when you look at just the requirement to redistrict, it seems like a lesser intrusion on the Little Rock School District's authority than a complete takeover by the state. So >> we did sue over being taken over by the state. We didn't take that just lying down, >> right? >> No, we didn't. >> Right. But that's one thing. That's one thing I looked at. And the other thing was um cases on whether it's special or local legislation because you know maybe right now it only applies to us, right? and and I think that may be
149the case, but there is a lawsuit there was a lawsuit challenging the law when it first went into place requiring districts with more than 24,000 average daily attendants to move to election zones. >> And I think there may have been one district that that applied to at the time or two. somebody filed a lawsuit about that and the our our Supreme Court said that's okay because there are other uh districts in the future that could fall into that category. So when I saw those two things, I thought, you know, the first things that came to mind for challenging the redistricting requirement weren't going to work because um under article 14 of the constitution, the legislature controls education in Arkansas. >> So school districts are a creation of the legislature. the legislature has a lot of
150leeway in determining how school districts are going to be organized and what their responsibilities are going to be. So, um yeah, I did look at that. I haven't made a report, but that's uh those are the cases I found that made me think it probably wouldn't be worth our while to pursue a challenge to the redistricting requirement. >> Thank you. Thank you for that. >> Okay, I'm sorry. Uh but Mr. Heler, is it not interesting to you that the majority well let's say the school districts that have been taken over to the state by the state have been uh minority districts largely minority districts that was intentionally done. I realized the population of Arkansas as far as minor African-Americans is 17 point whatever percentage and now we're becoming brown. >> Now those laws are antiquated.
151the state legislature and the whole of Arkansas has become less people of color. Even though at some point if you go back and look at the 1800 uh 1870s it was not but we have been selectively and eliminated or whatever over time. Okay. But I think an argument would be look at who and what districts that have been taken over. Have they taken over a predominantly white school district? >> Not that I know of. And you know before our school district was taken over, we were in a phase of supervision where people at AD were essentially making or approving all the decisions. So, it was really hard to see from a practical standpoint what the benefit was going to be of handing them the keys. >> The year after I retired from this school district,
152uh, uh, they had maybe three schools out of compliance on or four. It was four, including the high school, but they took us over. I was there. I remember that. Now look at Pine Blood. >> Look at all uh uh uh the the the the lawsuit that was filed against Lake Village. >> Not Lake Village, but you know, >> thank you View. Okay. Now, and if you remember, that came under the Hucklebee uh reign of terror. And um then that's when they took that over. Here we are in 202 whatever and the hucklebees are back care part two. >> Okay. And so what they're trying to do is cause as much confusion creating more we we have more charter schools and private schools than anywhere in the state. Well, if I remember correctly, when the
153charter school movement started, I think 12 of the first 13 were in Pilaski County. >> Absolutely. And you know what? They did that to other larger predominantly uh uh minority districts. Look at Kansas City. Look at St. Louis. Look at Chicago. All of those things happened >> and then they ended Excuse me. >> I I said New Orleans. I >> Oh, yes. I shouldn't have. I'm sorry. The whole state of Louisiana was taken over by a charter company. >> How about that? And then what happened? Your scores went down and you know charter schools most of them they don't do they have to have degrees to teach? I don't know because that's never been my forte. But uh you got to look at that now. We're being threatened to be taken over if we don't
154do such if we don't fall in line. we don't do thus and so this district has been struggling the five years that I've been on this board and they have also that's the reason why I I just really think that we ought to be a part of that suit >> I do >> and then more suits after that >> too >> thank you so much Mr. Heler, anything else? >> I just have something uh back around um the census. Uh we are going to have to go through a uh potential reszoning of of the political arm of the district which is the board um in 2031 most likely. Right. So um and so like there will be some education hopefully coming out around that to help people who who who are so inclined to um
155be a part and learn about that process. So um point of um just information for those who's interested this current map we have that we adult the adopted map going from 9 to seven board seats we are going to run that for under two cycles. So, we're going to have two election cycles and then on the third um cycle we will have um >> new zones. It doesn't mean we're going to have um we are going to change our board number. It just means that the um zones may change based on the population size particularly as zones um six continue to grow because that's that's where a lot of our people are. um and um zones two um then you know we will be up up against uh doing this again. So just because >>
156yeah, we'll probably have census results in 2031 and hire a demographer again and go through the process. But >> with what we've done now, uh you know, I looked at a memo I sent the board in 2011 and we had five election. I just wanted to see we had five maps and it was back then of course it was seven zones and just see how similar it was to where we ended up tonight. And it it is pretty similar there. a lot you can do in Southwest and they sliced it different ways, but the rest of the map is substantially similar to where we are now. >> Yeah. And we did this just for the public for those who might think that this was a rush job. Uh we went and took something that typically
157takes six months to do. Um and we did it in three weeks. And so I I think that that uh is is or within a few weeks. I'll say few because give or take a week or so, but um so and and so I just think that that just goes to show um for for those who are um comfortable and have access to digital and online only um they did uh their due and for those that operate best in person and um wanting a collaborative effort together. Uh that's that's one of the reasons why we wanted to make sure that we're having equity and uh access to all of our uh Little Rock citizens within our zones within the Little Rock School District zone to have an opportunity to come and do this process offline
158uh right where uh they are probably more comfortable and then they can dialogue and get some background information. So yeah, so I guess we'll be at it again in a few years. >> Thank you so much, Mr. Mr. Hela, we'll go ahead and segue in. Thank you so much, Mr. Hel. >> To 10, >> board, I I think that we decided he'd be bringing back some information >> to make an informed decision. Is that right? >> I mean, really, next time we see you, you going to let us know whether or not we should join that >> a memo, I think, is what he indicated. >> I just I feel like there's a consensus on this. I don't I don't feel like I need a vote to move forward. But if y'all >> would like
159to direct me further with a motion and a vote, that's fine. But I'm I'm right now I think my marching orders are to go prepare a memo and let you guys know what the >> Thank you, Mr. >> Yeah. >> Again, >> and talk the other law. You should see what is in. >> So, we're going to go ahead and move to 10 board items. 10.1 board governance and operations. Miss Hatter. Well, I think that we kind of talked about it throughout and we're going to have um a workshop that uh talks um a workshop that actually deals with um board governance and understanding the role not only as a collective um board because we have members on here who served on boards beforehand. Most of us been on this board for six years almost.
160This is going into our sixth year. I know for for me and um speaking about board governance is something that I've always u done because that sets the tone the temperature and the way of the right of our board to where we it it is a compass right and so um uh we we've we've talked about various things and I think the um the discussion around the framework regardless if um some uh flew low are uh not uh it it it is a great example of what happens then right when um board board members uh don't quite understand uh their role and and then de and then delegate um delegate uh that role uh to out out outside of the rams um right of uh the board role. So that that is just a good
161example. So, I just thought I'll show an example of that. But we will continue on and then looking forward to uh sharing more about uh the fellowship um with schoolboard partners that uh I went through. It was a year-long fellowship heavily dive down into um us being policy makers which is what we are the legislative arm of the district as well as um understanding um policy and writing policy and having that strong uh network. So there it is on board governance but we kind of talked about it throughout so it's no need to talk. >> Thank you so much. >> I entertain a motion. >> I make a motion. >> I think Mr. Bali had his hand up too, but but I also had a hand up. So what? So I'm glad to take follow
162Mr. Bali. >> Yeah. Now I was just going to respond to you talking about are we going to have like some type of work session on developing a board governance or is it an opportunity where we can come together? >> Tell them. >> Yeah. So we have um well have that been paid for already that uh Okay. So actually it opens up an opportunity then um for something that's more more cost effective. But um we there we have and you all board members should have uh received the um the uh publication about becoming a a a effective board uh member. It's it's pretty thick on the right on our board retreat. I think that is going to be more of a teaming >> it it's going to be set um by the chair but that
163from what I understand is going to be more of a teaming type situation >> and then from there I think as a unit then we'll come back and decide um about board um who will um help us through and establish a board governance. uh school board partners definitely have one that is more uh student empowered, board empowered and uh great council of city school is more you know they have that hey uh adult uh children behavior doesn't change so adult behavior change I mean that's cool to say and um but but then what does what does that really look like and so we are going to have that prior to um March because it it would be unfair it wouldn't be fair to allow um a new IND individuals to come into a board that's
164been in existence from for six years without a governance. Uh we did have a board uh consultant for two and a half um about two and a half uh two and a half years two and a half three years and then um uh the chair at the time decided to go in a different way and then we just didn't have anybody. So um so yeah so Miss Wesley will put that together >> and I do apologize. I've I've um tried to do that on a number of occasions. However, we cannot come to a consensus. So, I felt it incumbent upon us to try to move towards a consensus. However, in the future, perhaps >> we won't need to do that exclusively. But, you know, because it just continues to, you know, drag on and on.
165So, I will Oh, I'm sorry. >> A comment. No, I had a comment before we let leave the board governance piece. I just want to offer the the view that I I don't think that we I disagree with the view that we've been acting in a vacuum. I I you know I went back and looked we have board policies. We have a board code of conduct. We have board policies which line out what board responsibilities are. We have been through many of us together and sometimes separately have been through many consultations and trainings and all with a a fairly common theme which is the board's job is to do the what and the administration's job is to do the how and and then we have to work out exactly how to do that and and
166we certainly have different opinions on where to draw that line and and how that gets worked out and I'm I am in no way unsupportive of an idea about finding how ways we can work more effectively together and and have a more more of a common vision for what that means. But but I don't agree with the idea that we have not we don't have any guidance at all or that we're working in a vacuum. I I believe we we have guidance vacuum. We don't always live up to it and we aspire to it and sometimes we get it right and sometimes we haven't. But but I think that we do have some guidelines in our policies that give us direction for what it means to be a governing body. >> Madam Chair, I'm ready
167to make a um motion and policies and guidelines or is not a governance model, but that is something that that I guess we will educate others on. I I move that the Little Rock uh school board of LRSD board of education go into executive session to consider the 2425 evaluation slash employment of of the superintendent and the appointment of an employee. We have an appointment of an employee and and an appointment of an employee. >> Is there a second? >> Second. >> It's been moved and properly second. All in favor? I any oppose? Motion car. We are excused. >> We are now in executive session. We're we're back from executive session where no decisions were made or action was taken. We did a motion to come back. >> Okay. I entertain a motion to come
168back. Yes. To come out of executive session. >> I move that we come out of executive session >> without objection. >> Second. It's been moved and probably a second. Without objection, we're out of executive session. We'll move forward to board comments. Board comments. >> Yes, Director B. >> Yeah. Thank you. Um, >> sorry, Miss Callaway. I'm sorry. >> I ju I I just wanted to bring up uh the fact that I'm excited about that podcast that you started with the with the youth. I think it's going to be a great way to promote the district. Awesome. >> Something innovative and uh something that >> Right. Right. On good. Yeah. But I think it's something very positive that the students can participate in and then it gives some insight to who you are and uh what's
169going on in our school district. I I want to lift up something because I I plan on sending uh a document to the board. Somebody mentioned earlier about adopting a is it proper for me to to to talk about somebody's public comment? >> Yeah. >> Okay. >> Somebody Okay. So, somebody uh mentioned bringing up a adopting a safe zone policy for the school district. I think that's very important in all of the zones uh that uh people are not criminalized for trying to provide education for their children >> and I think parents need to feel safe and students need to feel safe. So, I I will try to work on a document to send to the board on that. And the last thing that I want to mention is um since we've gotten past the
170school board zone maps, uh we did table the student exeicio and teacher rep for the board for the school year. I think that's something we can work on this semester uh to possibly implement during the second semester in the spring in in the beginning of January. I think it'll be very beneficial for a student to be represented and have a voice at our meetings and be on the agenda as well as uh partnering hopefully with auh community service learning partner to get them uh their volunteer hours for participating in the board. So I want to make sure we work on that this semester and bring it back uh by 2026. That's all. >> Okay. Dude, >> well inde um I want to read Mr. Bali about the student member. Um I want to point out
171that right now it'll add a little time to the agenda and everybody on this board seems except some of us seem to think that we can't stay. We'll turn into pumpkins. Uh after we've moved after we've moved down to seven members, it'll go a lot faster. It really will. This is just >> that if we stay too late, we'll turn into pumpkins. >> Oh, >> that's what I said. >> No, pumpkins >> after that. >> Oh, okay. I couldn't I couldn't understand. >> Also, um >> Ah, you'll say it. Thank you. >> Thank you. Anything? >> Um yes. I just want to piggyback on what um Mr. Oali said about service hours. I'm a member of the League of Women Voters and we also are going to be extending service hours to some of the
172students to come out and maybe sit with us while we're doing voter registration. So, I just want to put that out there that um the League of Women Voters will be um helping out with the service hours. >> Anything that >> just something for us to consider and um I know uh later me and Doc will Dr. Right. We'll be talking about this um around AI and um implementing uh that with within the school as far as a student um from an academic uh standpoint as well as a life skills what is education is changing rapid work rapidly and so uh we know that districts across the country have already started implementing this and uh we don't want you know to as some districts in the south are behind in implementing things that the rest
173of the world or the um country have already um started. And then the other thing is >> I know right the other thing is um the multi-year uh teacher contract and just bringing that back around. I I would like to see that um particularly wallto-wall for those two years. And then I know there was talk about a third year, but um that is something else I talked to um our HR chief uh about to see um what does that look like going wall to wall and then putting criteria for a third year. Um so that's that's all I got on that. Oh, wait. I'm sorry. I forgot to thank and got to uh thank uh city director Andrea Lewis as well as the pimp court justice um Steven persons for uh working uh really hard
174on um helping uh uh be a extra pair of eyes on the map and of course uh the colleagues uh that um uh co-hosted the um community workshop uh director Callaway and Director Johnson and then of course Um, Director Bali, but he had a he had a conflicting thing, but he was uh there in spirit. So, there we go. >> Miss Callaway, anything there? >> No. Okay. It's director strong gone. Okay. Uh, anything, Adam? I would just say we before we have our next u regular regular business meeting it'll be the start of schools who want to wish teachers staff families students all the best as we have our first week of school and a special >> they're here >> um wishes to our new schools Carver Washington and then as as McDermad and other
175schools are incorporating the students from Brady and those families who be starting in new schools wish them the Yeah, Director Adams always steals my thunder. So, I was going to welcome uh you know, August 11th is the first day of school. So, get ready. >> We're going to have a good year. Thank you. >> Absolutely. We are so excited to start again two weeks. >> And I just want to say I appreciate everyone. I think I feel like everyone is working together so well. We have our ups, we have our downs, but we always come through. We are so resilient and I think we're exactly uh doing what we need to do to reflect what we want to see in our students. So, thank you for what we're doing and comment. >> Superintendent. >> Oh,
176no. >> No. Okay. Uh >> Move for adjournment without if there are no objections, we're adjourned. >> I don't know what happened. It got louder. I'm sorry.