001Welcome to our board meeting this afternoon or evening. We are here June 26, 2025. Going to go ahead and dive in where we do have a quorum. All right. So, we're going to go ahead and call the meeting to order and go forward with district celebrations. district celebration. Go ahead. Knock yourself out. Good evening, board. I am happy to be here on behalf of the superintendent to celebrate the many wonderful things that have occurred in the district thus far this month. So, I'm going to go ahead and get started. If you will direct your attention to the screen, we always have the pleasure of acknowledging our wonderful students who are accomplishing so much and they're doing it even in the summer. Kyrie Hubard, who is a talented fifth grader from Terry Elementary, is headed to
002the National Beta Convention in Orlando, Florida. Kylie took first place in digital art at the state level Beta Club competition in Hot Springs and now she's proudly representing Terry and the Little Rock School District on the national stage. So, we're very happy for Kylie. Next up is Miss McKenzie E. McKenzie Enoch Noble is a fifth grader from Forest Height STEM Academy and she's representing the district this week at the 2025 NBA Math Hoops Global Championship in New York City. McKenzie's hard work, love for math, and dedication to teamwork have earned her a spot on this stage and we're certainly wishing her the very best. So that is McKenzie and we are Just as proud of those who have graduated and are now representing the Little Rock School District as alum, two recent Central High School
003grads are climbing to new heights, literally. You can check out their journey to the national championship in a story on our social media feed as well as on THV11. We want to say good luck to Grayson Smith and Walker Lampley. The competition is right now going on in Portland, Oregon through July 2nd. So, we wish them well. They're brave. [Applause] We mentioned this accomplishment to you previously. However, this is our opportunity to acknowledge Miss Yolanda Shelton, also from Forest Heights STEM Academy because she just actually received her award at the ARSA convention with the Arsa Central Region Elementary School Counselor uh of the year. Actually, that's the recognition she received. You may remember that we shared her selection with you earlier this year. Her passion and support for students obviously make her a great person
004to recognize and she's having a lasting impact on our students and we're so proud to have her as part of the Little Rock School District family. and representing the Rock NKC. 11 outstanding Central High School teachers were selected by the College Board to serve as AP exam readers in Kansas City. And four of those are AP teachers actually from uh Central. Matthew Dean, Ruthie Walls, Chris Dor, and Alandre Dixon you see pictured here. Congratulations to these wonderful professionals who are representing the district. Also, now this is truly as an amazing feat. We've been watching uh Coach Aaron Butler's trajectory throughout this past year with his accomplishments with the girls wrestling team. He was named Arkansas Coach of the Year and then on the heels of that, he is now the national coach of the year
005for wrestling. So, we're super proud of Coach Aaron Butler from, of course, Central High School. Now, here's something we all wish uh to be when we grow up. This is a retiree spotlight. Dr. Laura Carter, recent retiree from Ro Roberts Elementary, excuse me, was crowned Miss Arkansas Senior America 2025. Wow. She's going to be representing the state at the National Pageant this October in Atlantic City. And of course, we will be cheering Dr. Laura Carter on. Congratulations. [Applause] We continue with our reading in the Rock effort. We've had some uh great acknowledgements, particularly in the Arkansas Democrat Gazette. I hope you had an opportunity to see this photo. How could you miss these cute twins? They showed up as part of the haircut and the partnership with um Washington Barber College uh where they got
006discounted haircuts and received free books as a result of this partnership. The kids were super excited. Dr. Wright kept saying, "I can't believe the kids are out." But they actually showed up about 40 families and they had a fantastic time. Of course, they got a chance to take advantage of the discounted haircuts. sexual little girl. Uh, and she was brave enough to get her hair trimmed by those awesome barbers at Washington Barber College. Uh, and then here's another slide featuring the students who were super excited. What was impressive about this event is that these students came from all over the city. Some of these students actually attend Roberts. Um, and this was held at in Southwest Little Rock. So, it just goes to show you how excited students are about books. And then the young
007fellow there reading. You see his stack of books. He grabbed a chair and he was reading. So, um, pretty impressive there. Uh, and then of course this is your opportunity as a reminder to continue to stay involved and if you're not involved to get involved. The QR code is posted there where you can take the pledge. We've got a lot of activities that are occurring this summer. Uh, we're encouraging continued donations to support this effort. And we have another event coming up to advance there. Uh this coming week on July 2nd. It's another uh books and cuts event. Free haircuts or a severely discounted haircut. $5. I think that's pretty good. I don't know. What do you pay for a haircut now, Mr. Mason? 20 20 25 bucks. I know when my son was in
008school, they were like $5 and and that was a million years ago. But this event is taking place at the Legendary Institute, one of Little Rock School District's wonderful partners. And that's July 2nd. Again, free haircuts for children 12 and under and those 13 and over, just $5. And the benefit, of course, is the free books. So, that is all I have for you at this time. Thank you for the opportunity. All right. Thank you so much, Pam. And so, let's go ahead and move forward. Any other celebrations that we're overlooking? All right, going ahead uh to public comment. This is a place in the agenda when we hear from the public, parents, stakeholders, and friends of LRSD. We like to hear public comment regarding LRSD issues. We allow three minutes for public comment. Our
009responsibility is to listen to your comment. We are not allowed to respond or have discussion. Okay, Miss Morgan. Good afternoon. Good afternoon. You ready for me to start? Okay. Um I'm Today I'm going to uh talk about the federal cuts to public schools. So many people don't realize the full impact of the proposed 800 billion in cuts to Medicaid, not just on health care, but on on our public schools. A little known fact is that Medicaid is actually the fourth largest source of federal funding for public schools. These cuts could strip away 7.5 billion in vital support for services like school-based health care, counseling, and special education. And while that alone is alarming, this bill contains even more troubling provisions. One in particular deserves urgent attention. An unpre unprecedented federal private school vouch scheme in
010the amount of $4 billion dollar from now until eternity. This under reportported provision will funnel taxpayer dollars into private school vouchers, draining resources from the public schools to serve the vast majority of American children. We've already seen how this has played out in states like Florida, where Governor DeSantis voucher expansion has left public schools underfunded, families confused, and students underserved. This isn't just bad policy. It's a deliberate dismantling of public education. So today I'm here because I want to urge each of you if you have not already to schedule a meeting of some sort with the constituents that live in your zone and encourage them to contact our senators which is Tom Cotton in Boseman. And I have the number for you too. 202 224 2353 for cotton and 202 223 224 4353 for Senator
011Boseman and ask them not to go along to get along because it is literally going to kill the Little Rock School District and every district around us. and the expectation that I personally have of people each of you were elected to to represent us and the children in this school district as well as the employees, right? That's what you that's what you were elected to do. I would encourage you to have these conversations with your constituents as soon as possible because they will be voting on this in Congress within the next couple of days. Thank you. Thank you. All right. Okay. So, if there is no objection, I want to propose that we proceed to take up item 10.1, resolution to name the gymnasium at Dr. Mary and G. Lacy, K8 Academy, Coach Marcus Davis
012Gymnasium. Our president, our presenter. You ready for me to read? I'm ready. We're moving it up so we can, you know, be considerate to those who attended. I appreciate you. All right. All right. I'm going just say something real quick. Uh it's it's honor and a privilege to present this resolution uh to the Little Rock School District and the Little Rock community. I'm from Southwest Little Rock. So, uh, this coach Davis is, uh, I would say a legend in our community and his name is rung out, you know what I'm saying, throughout my whole childhood. So, resolution of the Little Rock School District Board of Education honoring Coach Marcus Davis through the renaming of the gymnasium a Dr. Marian G. Lacy K8 Academy. Whereas coach Marcus Davis, a proud product of Little Rock School District,
013faithfully served the students of Little Rock School District for 36 years, including 33 years at Cloverdale Middle School, leaving a lasting impression on generation of students through his leadership, mentorship, and steadfast commitment to excellence. Whereas Coach Davis is recognized as one of the most successful middle school coaches in Arkansas history, achieving remarkable success in the multiple sports, including boys and girls basketball, volleyball, and track and field. All while serving as a dedicated physical health education teacher. And whereas discipline and resilience through his lasting mantra, hard work makes winners. His ability to speak to reach and inspire all students, particularly those often overlooked or underserved, speaks volumes about his heart and purpose behind the service. And as whereas his legacy continues through the many former students who became coaches themselves and through the lives of those
014he mentored, taught and championed, choosing to remain at Cloverdale despite other opportunities. so he could continue building community and shaping futures. And whereas in March of 2022, the gym at Cloverdale Middle School was fittingly named in his honor. With the closing of Kovdale and the opening of Dr. Marian G. Lacy K through8 Academy, where many of his of the former Cloverdale students now attend, it is both appropriate and meaningful to continue honoring Coach Davis's legacy in a permanent and prominent way. Now therefore, be it resolved that the Little Rock School District Board of Education hereby renames the gymnasium at Dr. Marian G. Lacy, Kate Academy as the Coach Marcus Davis Gymnasium, a lasting tribute to a legendary Little Rock School District graduate, educator, mentor, and community builder whose life's work exemplified hard work, compassion, and
015an unshakable belief in the potential of every student. Chair will entertain a motion. I would like to make the motion to name the uh let me see how yall have it worded on here so I can say it just the way y'all have it. The resolution um to name the gymnasium at Dr. Miam G. Lacy K8 Academy, uh, Coach Marcus Davis Gymnasium. It's been moved by Miss Hatter, Director Hatter. It's been seconded by Director Callaway. Any questions, comments? It's been moved and properly second. All in favor say I. I. Any opposed? The motion carries. And can we have Dr. Coach uh Marcus, come up please if you have any comments. Love to hear from you. Good evening, board of directors. Good evening, Coach Marcus Davis. I'm a product of the Little Rock School District. I
016had at least 48 years with the Little Rock School District. 12 of those years was as a student and 36 of those years was as a teacher coach. 33 of those years were spent at Cloverdale Middle School. I'm just so grateful and thankful to have this opportunity just to be here and many of you who are on the board now uh was here the last time that I was here when uh Mr. poor was a superintendent and I'm just so grateful again thankful uh for the privilege uh just to be here and for you all accepting uh what has been presented. It's been some time coming, but I'm so glad that I'm alive to see it. And often times people wait until your eyes are closed and you're not able to enjoy anything, but I
017thank God that my eyes are wide open. And I'm here to appreciate that that has been done here tonight. I want to thank spatter because they stayed in contact with me letting me know exactly what was going on. They kept me updated on the situation. I've had so many former students and co-workers to call and ask me when are they going to do the gymnasium. I said, "Well, I really don't know, but I'm just going to be patient enough to wait. And when you're patient, good things will happen." And I say to the board here tonight, thank you so much for your dedicated service and your unselfish commitment of time. I want you to know that Marcus Davis greatly appreciate everything that you all are doing for the Little Rock School District. All of you
018all, I consider you my friend. God bless and keep you is my prayer. Mr. Davis, Coach Davis, uh Dr. Bali is going to present you with the letter and get a picture and afterwards I would like to come down and get a picture with you. All right. Any other comments? Any other comments? Uh, I would just like to say um after I guess the plaque is made uh the ceremony uh just so we'll all know if um if you guys could let us know director Bali since that's his area as well. Um and so like we can all be there to have invite to celebrate that. Sounds great. All right. Okay. So now we're going to go ahead and move on to district committee report certified PPC. certified PPC. All right. Classified PPC. All right.
019And no principal. All right. So, we're going to go ahead and um few peruse the consent agenda items. We don't need to move anything. I'll definitely entertain a motion if we don't. Madam Chairman, I move that the Little Rock School District Board of Education approved the consent agenda items as follow. 5.1 personnel changes. 5.2 round five employment recommendation contracts for 2526 school year. 5.3 purchasing report. 5.4 donation of property. 5.5 approval of school board meeting minutes. 5.6 Community Service learning applications. 5.7 Assurances for application of federal programs title one title two title three title four and IDA 5.8 8 2526 board meeting uh dates 5.9 board personnel policy for certified staff. It's been moved and properly seconded. Moved by Director Mason, moved by Director Adams that the LRSD board of education approve the consent agenda
020items as follows. 5.1 personnel changes. 5.2 Two, round five, employment recommendation contracts for 2526 school year. 5.3, purchasing report. 5.4, donation of property. 5.5, approval of schoolboard meeting minutes. 5.6 Community Service learning applications. 5.7 Asurances for applicable applicable federal programs title one, two, three, four, and 5.8 25 to 26 board meeting dates. and 5.9 board personnel policies for certified staff. It's been moved and properly seconded. All in favor say I. I. Any opposed? The motion carries. Okay. All right. So, we'll move to Okay. We'll move to 6.1 year one review of Promise Academy. Um, do we have Dr. Giles and then Miss El timing is imperfect. Good evening. How are you all doing? My name is Dr. Angelina Giles, principal Morgan. Yes. And we are here to speak about the wonderful accomplishments of Promise Academy.
021So, thank you all for having us today. We want to acknowledge Miss Weston who's in the audience who's assistant principal at Stevens. Uh we want to acknowledge Dr. Melinda Smith, who couldn't be with us this afternoon, but she's the spec supervisor for Promise Academy of course in the audience. Uh oh. Sorry. You can tell this is my first time. All right, clicking. So today we're just going to kind of highlight um all of the wonderful things that we got a chance to experience this year with Promise Academy. And the first thing is really student empowerment. When our students first came to Stevens to them about, you know, what do you think? Why do you think you're here? And for most of them, you know, they were very honest with us. They said, "For years y'all
022had us way out there at that school in Rose City." Um, and I said, "Well, do you know why you were out there?" And they put their heads down and they said, "Cuz we were bad and we had bad behavior." And I immediately said, "Hold your head up. This is an opportunity for you to have a clean slate." Just like I get up every morning, I would like a clean slate. This is your opportunity as well. And so the entire purpose of promise was so that they could know that we're here to work with you together so that you can improve in your academic achievement, your social emotional, you know, strategies and self-regulation. Uh we also wanted to not only just focus on the students but family empowerment as well. uh to be a parent
023when you're uh have a child with special needs. And at this point, all of our kids on some sort of level has some sort of a need. Um we want our parents to really feel empowered. They do go to work every day and a lot of them they it's not that they don't want to, they just don't understand how to. And so that was the sentiment of promise so that we can better serve them in that capacity. And not only that, the team empowerment. We wanted to make sure that our teachers, our staff, myself, our admin teams that we were all empowered to really serve the students as we would and go. And so the background and vision, we sort of started looking at what could we do. As you could see on the agenda,
024we looked at cost analysis of what we were paying at that time to really send our students out uh to those outside agencies. And so we said, you know, what would it look like if we didn't do that? And we kind of bring them home. And that was another sentiment from our students as well. They were so excited. They said, we are finally back in what they saw as real school. And so that was something that was so important. The reason why we added this slide, we just wanted you all to know that once we kind of got that green light, hey, we're doing this. We had to look for staff like within the next couple of weeks. You know, it it wasn't easy, but we're proud to just say that the staff came together.
025We came with a common goal to really be there for the success of students. We begin implementing the program. And what's most important is we did ongoing reassessments of what's working, what's not working. Kind of what you we hear often that start, stop, and continue of the things that we need to do. And what brought us here today, Dr. Wright attended our inaugural celebration back in May. And you're going to see in the next couple of slides some of the wonderful things that our students were able to show us, you know, what they were able to do. And so again, just real quickly on this slide, it's just to be at Promise Academy, it is considered an AD day school program. And so you have to really follow that uh education continuum. And the criteria
026is they have to meet either one, two, four, and five of this list or the set of 1, three, four, and five. And so um and it's a good thing. You know, we did have schools kind of call us and say, "How do we get our students in at Promise and we were glad to hear that, but we really want to really do our due process of making sure that we're meeting the needs of the students?" And so, we started with nine students and AD also says that for each program classroom, we can only have nine students with a 1:3 ratio. And so, um, I want to also add again that most of our students had come previously another facility as well. All right. And so with Promise staff, we had such a wonderful team.
027Again, they were hired within a couple of weeks of school. Some of them kind of joined us throughout the semester, but we had this wonderful team. And one of the things that I can say that really made promise work is that these team members understood and of course it comes with growth. It comes with rapport and coming together as a team. But they understood that these students did come from backgrounds of having different diagnosis that some of the things that they may have not seen before or some of the things that you know you may not always have the answer. But it was important for us to just recognize that they are students first and we are here as educator to support them by every step of the way. And so with Promise Academy, we
028stand on three promises, which is to provide the most academically rigorous and relevant instruction appropriate for each student, to provide appropriate behavioral, social, and emotional support for each student. and to champion services in the most inclusive setting possible. And so now we're just going to briefly break all those downs of what we were able to do this past year. So to provide the most academically rigorous and relevant instruction appropriate for each student and the way that we were able to do that is we had to kind of sort of think outside the box. These students were kind of used to at the other um programs used to being in a classroom the entire day. And what we were able to do, we were able to allow them to mainstream with their peers because as you
029can imagine, the research will show that when you are you're going to get your best foot forward when you are with your typical developing peers because number one, that's reinforcing for you. You want to be there. You don't want to be stuck in a room all day. you want to be with your classmates, but you do sort of start to really walk out those social emotional uh strategies that we're hoping to impart in them. And so they were able to do that. They were able to go to their typical uh developing classrooms with their students, I mean with their uh classmates. And we saw that that was so successful. It was important for us to plan again, build that rapport, have that individualized plan, uh, and we huddled and had warm handouts and staff check-ins.
030Again, these are the students at Promise that are considered to be, if you look on the education continuum, to be the most severe in behavior. And so it was important for us as we did um really support our staff and to recognize, you know, there may be moments where we are in very tense situations. You know, you may experience things that you've never experienced before. And one thing we were able to reassure them is we wouldn't ever put them in a situation that me personally or Miss or admin team, Miss Elely, that we've never experienced ourselves. I personally came from resial. So, a lot of these behaviors I'd seen before. And so, it was almost like we were saying, you know, we're in this together and we we just really consistently, you know, did that
031check in to say if you need to tap out, if you need to step away, that's good. But one thing I can say again about our group, they understood that these students were in a crisis and needed the support and that is what helped us be successful throughout the year. And of course, you can say it over and over again, data is always important. And we also empowered our staff our staff to say that we are all the experts. You know, some of us do have specialized degrees. Uh but at the end of the day, there are people that maybe can reach the students uh a little differently than I could. And so we we said, you know, if you have any suggestions, you know, let us know. Let so that you could try those
032things. And it really empowered the staff as well. And so to continue talking about the data, um we have the data here for oral reading fluency. And as you can tell, uh the darker the lighter blue shows what they did at the beginning of the school year. And for all of our students, they showed improvement in their oral reading fluency, words correct per minute. And so that also showed growth as well in their accuracy with reading. So that meant our students were spending more time reading, which is really good for this program. As we said earlier, our ongoing reassessment of the program, we realized that when they were taking uh midyear uh and end of year assessments and summit of assessments that we needed to provide them more time uh to have those assessments if
033they had one particular day, sometimes they needed just more opportunities to uh take those. And to add with that, you know, that is such the purpose of a individualized plan that there is no cookie cutter way to kind of chunk their testing in ways so that they can have those moments to cool down. That is something that we made sure that we set in place for them. Um, just real quick, I wanted to add this. I have it we have at the top classroom hub is because that was the centralized classroom where the students would come back if they needed have that cool off moment. But again, for our seven students that were able to complete the program, they were able to be main street to the mainstream to the classroom. And so these are
034just highlights. We had a ribbon cutting ceremony at the beginning of the year. And as you could see some familiar faces in the photos, but it was important for us to just kind of relay and convey that even though this was a specialized program, Promise students are Steven students. And so that was something that we continue to echo throughout the school year. Um, and we kind of, you know, we just reinforced that because when you do hear about a new program and you hear about, oh my goodness, I heard that they're coming from residential. I heard that all these things. you know how that goes. But just reassuring the staff that, you know, at the end of the day, these are our students. They belong to us. And so we're going to do whatever we
035can to make sure that they are supported and get all the care and education that they need. So to provide appropriate behavioral, social, and emotional support for each student. Uh, one of the main things that was so important to us when we first conceived this program a couple years ago was that we did have those therapists on site ready and available to the student that are in crisis. So, it wasn't just enough to have that um educational plan and then say, "Okay, well, we wrote a behavior plan." We also said that it was important for us to have those mental health agencies on site so that when there was a crisis, they could step in. And so we are very appreciative of the mental health agencies that did work with us throughout the school year
036that did do individualized and group therapy for us. And that really kind of really fit the whole entire model that we make sure that they're supported educationally, but they are getting what they need socially and emotionally. And and we came together as a community. The parents, you know, at first, we have a link to the survey that we conducted at the end of the year. The survey, one of the parents said, you know, at first I didn't think y'all knew what you were doing. It was because she wasn't used for she wasn't used to the school calling just to say, "Hey, we're checking in." And she was like, I took it as, you know, I'm so used to just dropping them off and just going home. You know, I wasn't used to that. And so,
037it's just getting that understanding and that that no, we're here together. Um, you tell us do you how you like to be informed. You know, we don't want you to think that we're always calling, but that was just for us, but we're just so proud at how the Stevens community really came in together for these nine students. We can't say enough. The the SPE team, our school psych specialists that did those FBAs really quickly and those behavior plans, the staff, the building staff, the teachers, the teachers who they were there to support that student so that the teacher didn't think that, okay, I'm having to stop what I'm doing because Johnny is having a crisis. Uh, that was something that really worked and really helped us throughout the year. And then before long, we didn't
038need the staff as much on, you know, with that oneonone. And so, you'll see that really shortly. But um again with the Stevens community, these are just just wonderful things that we were able to do throughout the school year. You have anything that you want to add to? All right. And so just to kind of give you an idea, data, data, data, data, data that was, you know, get used to the noise. Let's try to see if they had their own private time and then we were able to integrate them back. So those are some things that we were able to do. uh just as an example. So if you notice with the data, I know it looks like they only did data us and working together that it was truly just at the beginning
039of the school year where we had significant issues. By the second semester, we were really practicing restorative justice. We were patient. We're learning to work together. We were able to calm them down. The pair of professionals were able to better work with them, maybe take them to the hub for a moment, then reintegrate them into the classroom. So this is actual true data classroom. So this is actual true data where we didn't have many significant issues at all that needed to be documented second semester. Yes. So that's like a hand clap again when you think about it for students who were having to be for different reasons having to be referred out to an outside agency. Now they're at Stevens Elementary School. Just like any program we had to kind of work together. But at
040the end of the day, they the staff got it down. We all worked together as a team. And to see those zeros at the end of the year, we couldn't believe it when we sat down and looked at the data to see that there were no significant incidents that resulted in suspensions. We could go to the hub be restored and they were able to go back to class. And so the final thing is to champion services in the most inclusive setting possible. And again towards the end, some of our students didn't require the parah the parah just kind of checked in hey I'm just checking in to see how Johnny is doing and they were able to leave they were able to follow the general education schedule schedule and there was less time in the
041hub and for some of them they became peer helpers some of them that we were able to trust them enough to go to other classrooms like our CBI class can I go help and we were able to yeah you could go there it was kind of rewarding they didn't stay there long they just went in there let me help pass out some papers but then they came back out uh to make sure that they were getting, you know, their educational needs and time as well. But those are some things that we're just the most proud of. Again, previously they were in another um environment where it was more restricted and now that they are at Stevens, they were able to be included. And so this is a picture of the team um and our babies
042at our first celebration where they received numerous awards and trophies. Um and they some of the parents were just in tears. They said they had never been anywhere where their child had ever been recognized. I'm so used to getting phone calls, come get them, they they're bad, they're whatever. And they said we just can't say enough of how you all supported us throughout the school year. And again, that was teamwork coming together. All right, one highlight that we wanted to just add. One of our students ended up being number one in GT for the entire second grade. And they also received numerous awards in citizenship, attendance, literacy, maths that at the same time worked with them on their academics. We saw the data showed that their academics improved. All right. And this is the probably
043the second to the last slide, but again, we did a promise parent survey again to just build rapport. And it was just really nice to just see uh the parents really say, "Hey, thank you so much. I've never received this much positiveness about my child." And some of them didn't want their ch children to be, you know, taken out the program. This program is not meant to be a program that you're in there forever. You know, you the goal is for you to be mainstream back to your school site. We definitely had some parents holding on for dear life like please, we've never had this experience. And for some of them, we won't just kick them out. We do have a transition process to which, you know, that peril will go to their home school
044and work with them for a couple of weeks. Really educating that school team. Okay, now that they're coming back to you, this is what you can look for. This is how you can so that we can continue that and have generalization throughout the different environments. And we also got feedback from the Steven staff and a lot of you know they were dishonest at first we were scared you know we would hear things uh because there were times that our students were in crisis but before long those teachers would run and can she come work with me can he come work with me they were so excited to have them in their class and so we can't say enough that even when this program was presented, it wasn't a oh my goodness, we're just being dumped
045some key that you know have these behaviors. No, they took the opportunity and said, you know what, these are Stephen students and we're going to do what we can to best support and serve the students. So, and then the future is a middle school pallet and we want Thank you. Thank you guys. Hold on. I'm sorry. Hold on one second. Just one second. I just wanted to open the floor for questions. Yes. Thank you. Thank you all so much. It's so encouraging to hear and kudos to your staff and and the team for working. So all the all the students who were there this year, will all of them be in their home schools next year or what will happen to them next year? We do have a few that are going back to their
046home schools, but for some of them, it is written in their uh plan that we will transition after the first quarter of school. So, we're going to get them started because this is very new and we want to make sure and then we'll slowly transition out. So, yes. And will there be a will still be nine student capacity for you all next year? We are currently getting applications because there is an application process where the school has to show that they have because it's on the continuum. They have to show that they've done everything possible on their end. And so yes, we we we started receiving a lot of applications and Miss Ele was getting a lot of phone calls, but uh yes, there's an application process. Two two other quick questions. So, does that
047mean that that we need eventually we're going to need more capacity to meet the needs of our students than we have now? This this was a pilot, the first time to do it, but is there more demand than there is space? I'm sure eventually I don't want to answer but yes. Okay. Okay. My last question is you mentioned the finances in the beginning about how much it cost to have them placed in another program outside of the district. Do we have a comparison of what the finances were compared to that to what we what it cost to do this program for them? No, I I'll be honest with you, I do not have that. I wonder if we could get that of later. Okay. That would be helpful for us to think about, you know,
048capacity for the future to understand, you know, is this a a neutral thing? It costing us more, is it costing us less? Thank you so much. Thank you. Another question. Absolutely. Director. Okay. You know what? I'm so glad ladies that um you guys are not giving up on our students because I was one of those students. And I like to share this story because when people come up like you, I know that we can be overcomers. I wasn't as severe, but they did try to kind of push me to the side. And my mom was like, "No, no, no. We're not going to do that." And so the teachers actually got together and they I think they just gave me a refocus. They gave me things to do. They allowed me to pass out milk
049in the cafeteria. They asked me to walk a person down to the uh principal's office. So they kept me refocused and the more refocused I came, I want to say the smarter I had become. But they didn't give up on me. And I am so glad that we have people like you. Don't give up on our students. But you let them know if they're looking that I'm an overcomer. I was once like them. I may not have been that far gone, but they grabbed me in time. So, I just want to say thank you so much for what you do. You're welcome. And I'm glad you said that because just to add, you know, that was something that we had to really just kind of work towards because when you are to refocus, we had
050to reshift. Let's focus on this and then we were able to integrate that structured schedule, but flexibility is the key. So, thank you for bringing that up because that was something we had to Any other question? I think Miss Strong is okay. Is it okay if I jump in? It's hard for me to kind of see what's happening. Um, thank you all so much for uh for your presentation. I'm really excited about this. And I have three questions, but I and I can I'm happy to jump back in if any of them are long, but I just wondered if you could speak a little bit about some of the examples of the diagnosis for the kids that you're working with. Um, if I missed that, I'm sorry. Um, and then what the clinical outcomes look
051like for those kids. I know y'all are really focused on like the school outcomes and all that piece, but could you speak on the health side of things as well? Yes. So, um, some some of the students there were comorbid anxiety and ADHD. um just your typical but of course under IDA we could categorize them under OI or emotionally disturbed because some of them were you know emotionally had that diagnosis because some of them were you know emotionally had that diagnosis as well u miss well u missile is going to talk about this uh in just this year is we're going to have more of a clinical presence someone that actually understands medications someone that actually understands the clin the clinical ical aspects of it this this year that's coming up and so we'll be
052able to really report on that um really real soon. Great. Well, that actually kind of leads into the second question I had and it ties a little bit back to what I think Director Adams was asking about about the finances, but is the it so it sounds like you're bringing in outside folks still to provide treatment in the on the campus. Is that correct? Yes. Uh, and it just so happened we were blessed because Stevens already had uh happened we were blessed because Stevens already had uh providers on the campus already and so through the the parents being able to um with their insurance and you know that's a whole another thing in itself they were able to access those services. Okay. So this the district is not necessarily billing Medicaid directly for these services
053or other not at this time. Not at this time. Okay. Um, and then the last piece I was just going to ask, um, so for in the summer, uh, what happens for these kids in the summer? And I know that's a time when we worry about academic the academic slide, but I figure the behavioral health slide is also a challenge for some of these students. Is there a place where they can go during the summer like a day treatment facility or something like that where they can get some slide is also a challenge for some of these students? Is there a place where they can go during the summer like a day treatment facility or something like that where they can get some of the the regulation and kind of continuity that is helping them
054succeed? Yes, a few of our students are actually attending some of the behavioral health summer camps. When we kind of did a close out with the parents to say, "Okay, what's going on? What are you doing?" They had already started um filling out their application to do uh some of those things at centers Methodist. They have different summer programs. Awesome. Well, I love this work. I'm a super Medicaid nerd and love to work on schoolbased health and other things and I really appreciate all you guys are doing to help u bring that stable environment um to kids. Thank you. Thank you. Thank you. Any other questions? Thank you so much. [Applause] All right. So 6.2 two elementary behavior program updates and plans for 2526. Working to provide support for students with disabilities, specifically students with
055severe behavioral and emotional needs by supporting them in an emotionally safe environment with individual instruction to accommodate their academic and behavioral needs. So, we'll hear from Miss Steel. Is that correct, Dr. Steel? You'll do those next two. Is that correct? No, but I'm gonna introduce the young ladies who will. Wonderful. You passed it. All right. Thank you. Good evening. Um bring you guys up to date on our behavior program. Um we have um we have um what we're going to be implementing at Are you supposed to be? Okay. So, we're going to go to the the autism program. I believe is achiev. We're gonna do Wildcat Achievers. Okay. Y'all can sit right there. I love here. Okay. So, WCAT achievers is what we have termed our behavior programs with classrooms which are going to be
056at um Carver Washington next year. So what we did was moved, of course Carver closed, but we moved the behavior classrooms that were at Carver to our program at Washington, as well as the two classrooms that were at Martin Luther King um to um Carver, Washington. And um as part of our staff, we have of course our behavior coordinator uh Miss Angelica Carter, but we also have an administrator, behavior administrator, who will be Miss Lita Weston, who was the assistant principal at Stevens. So she's going to come up and do the presentation on the Wildcat at explain the additional services that we will have for these students. Good evening. Good evening. She said talking to Mike. Am I talking to Mike? All right. She read our vision statement. I just want to reiterate some words
057with Wildcat Achievers. We are committed to fostering a nurturing and inclusive environment where exceptional learners can thrive academically, socially, and emotionally. I am the program coordinator and lead administrator over at Carver Washington with the program Wildcat Achievers. Um my name is Miss Weston and here we have our behavior program uh coordinator, Miss Angelica Carter. I want to describe the classrooms. We will be um on the back hallway at Carver Washington. We will have a total of six because I don't want to title them behavior because they have an opportunity to transition back into a gen moment on. I'll talk about our transition classrooms. Four of them will be um self-contained classrooms where we will have one classroom sped teacher with two pair of professionals up in there with a max of 10 students. These students
058will focus not only on our academic piece in our classrooms, but they will also have opportunities for a social emotional learning. They will get um some services we'll talk about later on in the presentation where we can help them self-regulate their emotions teaching them how they can thrive academically, behaviorally, and socially and control their emotions. Okay, that'll be our primary top. It's going to look a little different. Um I don't want to just hover on their behavioral. We have students in LRSD as a whole that are probably two grades plus behind academically. Can we agree? Um, not all due to COVID, not all due to um things that occur that we think are typical. I'm talking about lack of a certified teacher in the classroom due to having long-term subs in our classes. We're talking
059about the lack of uh instruction um effective instruction in the classroom or even our high absences that we have that occur that is out of con uh students control. Can we all agree with that? So here one of the initiatives that I'm very excited for is we're going to have two classrooms, one K2 and one grades three through five where we will survey out in our schools and we will target those students who are missed. They're in the classroom. They're they're raising their hand. They're moving on from kindergarten with a lack of skills of a letter acknowledgements or sounds. They're in first grade. They can't read. They have a deficit where they can't make sounds blend together. But we've moved them on to second grade and then we're ready to test them in third. So,
060we could go ahead and catch those students now and put them in our uh tier three transition classrooms and we could work solely on those specific gaps that they have. get them there, work with them in a classroom with one certified uh general ed teacher and one parapro and they work with those students class. We're going to have two behavior interventionists that will then help them transition to their home school. So the data collection and us monitoring them meeting their goals is going to happen inhouse in our program. When students meet their goals, they transition into our tier. We have two behavior interventionists on staff that will then follow them to their home school to make that a smooth transition as well. All right. This is just a glimpse of uh how we're going to
061staff our and currently we are um still in search for one uh special ed teacher and one special ed uh parapro. And I'm quite sure within the next couple weeks I'll have that fully staffed and we'll be ready to go. I'm going to go to this slide right quick because you're asking how are we going to do this? Here it is. We have already aligned some professional development for all of our staff. That's going to include all of our certified teachers and all of our pair professionals. We're going to bring them back uh the week of July 21st. And we're going to uh concentrate on a week-long um professional development for them specifically on sensory regulation. We're going to have two CLA two uh days where we work on safety care training for them trauma
062invested uh classrooms and essential behavior concepts. Those are going to be focused so they can pretty much understand the wholeness of what the school year is going to look like. And with that, we're going to have ongoing support. We don't want to start them off have a summer PD without supporting them throughout the year because one thing we don't want to do is uh overwork our staff and not equip them to do this job that we're asking them to do. With that, we'll also and we'll talk about in just a second with our support. We will have them um ongoing training with medication management talking about their wellness staff uh wellness. We have two already scheduled on calendar just for our staff because we feel like this. The Lord gave us a cup to fill.
063And the overflow is what we have to provide for everybody else. So if our cup is not full, we can't pour into our students. Adapting the HQIM, we don't want them just to be focused all solely on their behavior concepts. We want to make sure they're getting effective instruction. So here we're going to charge our uh leaders include a safe humane approach. A lot of times across the country we do not use the most humane ways when working with students with emotional and behavioral disorders. Safety care focuses on ethical and humane ways to use deescalation strategies to serve students with these severe behaviors. So I ask you to do just a little bit of research into safety care and why the division of special programs is moving to the use of safety care. Okay. So,
064um you guys have sat in the seats that you're in and have heard public comment about the severity of the behaviors that we've been dealing with in our schools and I don't want to sugarcoat it and gloss over that. Um, we in addition to the wonderful services and the leadership that we have in Miss Weston and Miss Carter, we know that these students are going to need some additional supports. We got to do something different and we have to do more and need some additional supports. We got to do something different and we have to do more than we've been doing for the students because we have the same students who are coming with some of the same issues that they've always had. a lot of trauma, a lot of issues going on at home.
065And I have always felt as a special educator that we're not equipped to to address all the needs of all of these students. And so we couldn't just move the program from one school to another and do the same things we've been doing. And so we had to add some additional services. So we felt find professionals who could and who are equipped and who are are equipped and who are licensed to address some of the needs that these students would have or have license to address some of the needs that these students would have or have had or still have. And so what we've done is um these are the mental um these are the mental health providers who are a step above I think what we've we've provided or offered. Um just like Dr.
066child said they have had um school-based mental health services. We have them. The responsibility of the parents to connect with those mental health providers and to make sure that those students have the services and their insurance or Medicaid was used to pay for it. Where we are right now is um our district was um we were we were cited for over representation or disproportionality in the number of suspension exposions of African-American students with disabilities. We they call it or we call it CCIS is is the federal term that um that we're being uh monitored under. And what that is a comprehensive a coordinated comprehensive early intervening services then is where we are. And when you are cited for being disproportionate we have to spend 15% of our sixb funds to help address those things. What
067the causes the root causes of that disproportionality. And a lot of it is is dis we were cited on for dis to their programming. I'm going to introduce you to Dr. Kyla Holmes and Dr. Karen Moore. They're here today with us so that they can talk to you about um their profession, their license, and what they're going to offer the program. In addition, um we'll have an APN nurse, nurse Buyers, who I believe works for Dr. Moore's program. Yes. Um and she's a psychiatric pediatric psychiatric nurse. there are things that um as an educational entity that like I said we don't have the expertise to address but these people are not only going to be there to support the students but to support the parents and to support the staff and um actually they're going
068to be here for the district because if we have students and parents in other schools maybe not in this program at Washington who need to access these services we're making them available for them Of that $864,000, 50% of it has to be spent on students who are not identified as students with disabilities or GNES students. So those two tier three classes, transition classes that we have are um are going to have a 15 student max and those are going to be for students who are not yet dis parents on Medicaid management um parent trainings and staff uh professional development. So, I'm going to ask Dr. Moore if she will come first and u introduce herself and talk to you about some of the things that her her uh services that she offer. Thank you, Dr.
069Mo. Absolutely. Good evening everyone and um I'm just so grateful to be a part of this and I just have to throw this in. I'm a product of Little Rock School District. Um, yes. Uh, went to Brady Franklin and I don't know if you remember this, Southwest Junior High. Am I Oh, just a little bit. Okay. And then moved to Texas, came back and graduated from Hall High. Hey, boys. And so, you after I got my doctorate from the University of Missouri, I knew I was coming in this capacity. I'm a licensed psychologist in three states actually, Arkansas, Texas, and Missouri. Um, soon to be Oklahoma, too. I also Still Waters Consulting Group. And, um, I partner with agencies, school districts. I do psychological assessments even for the public defender. I've worked for DY. So,
070the kids that people tend to write off, I want them. Um, I I I don't give up. And um I really honed in on that idea when I trained in grad school with the co-developer of MST. He said, "There's no such thing as resistance." And so I used to do intensive inhome therapy for kids that were affiliated with the juvenile justice system. So these are kids that have committed pretty tough crimes. And so I was in charge of doing the the family therapy, meeting with parents, setting rules and structure and I'm still affiliated with the juvenile justice system. They saw me as still part of that system. So it was, as you can imagine, were they excited to see me? Not at all. But over time, I learned take food. Okay? So food, they might
071open the door a little bit, but I was trained to find a way. Just because someone may be resistant to the services doesn't mean that we just give up. It means they don't want it. He charged me with finding a way to align with people. And I I it's a blessing to be able to do that. And so with this new endeavor that I'm embarking on with my part and then recently within the last 10 years, she became a psychiatric nurse practitioner and actually can provide medication management across the lifespan. Um has wonderful knowledge of she's worked at Methodist uh residential facilities. um all types of Conway I think human development um Conway regional so she has lots of experience too and so her along with myself we hope to provide and staff um individual
072therapy group therapy I'm all about consultation I love working with parents um she's going to do more the medication management if that that's something we're not going to say is a necess necessity but um to participate in the program but it's going to be available and that's what I think has uh a lot of programs like this lack the availability of quality services like that to be available. So um also staff development and uh whatever the the staff needs are taking care of themselves as um was said earlier. How are you going to pour from an empty vessel if you don't take care of yourself? That's very important. um supports as needed and um whatever the needs to better address what's going on with the with the kids in in the classroom. I also um
073here's another kind of tidbit. My training is a school psychologist. So I have the background also to help academically. So I can not only provide those supports for mental health concerns but also if need be consult for the academic. Um it's hard to tease those two apart. And so um I hope to to be a just a wonderful resource hopefully. I'm calling myself wonderful. Um wonderful resource for for those in the in the schools. Any questions? Yes ma'am. uh with the medication piece and this is for probably Dr. um still with um so when students Dr. Holmes and nurse buyers Dr. higher. It is not. She She's a psychiatric nurse practitioner. Um, so my question, my the point that wasn't my point, but but but my u question is um are are these contracted uh
074services because school districts are not in the business of uh giving medication and plus we're trying to get away from that because that's in the past have that been where teachers would do a self diagn nosis and some and tell parents their kids can't come to school if they and then they'll find out all of those laws still stand. These are services that are available should the parents choose to to access them. The only difference is um there are some students who don't have Medicaid u or their parents may not have insurance. We're providing these services from our CCIS funds regardless if they need them. Um, we are the reason we thought it was important to have nurse buyers and her background with medication is that it is important for us as as professionals, as
075teachers, and as parents to understand side effects of medication, things we may be seeing in the students in the school that may be caused by the medication. So, we're talking about medication education. Um, letting parents know, you know, they can, she can look at what their, you know, what a child has been prescribed and help educate parents as well as staff on, you know, how these medications affect the students or if they if we see change and help educate parents as well as staff on, you know, how these medications affect the students or if they if we see changes during the day. We've always just said, I think, you know, is this child, does this child have a change in medication? And parents will say, yeah, they took him off this or they took him
076off that. Then she's able to monitor that and say, hey, then you might be able to tell your doctor X, Y, or Z or, you know, just to help keep us educationally informed on how these things may be affecting the behaviors and things like that. But they're not there to say you need to go get your child put on this drug or you need to go, you know, that kind of thing. It's not that. It's just it's so that we can all be aware of what's going on with the students and how um any type of medication that they might have or might not have may be affecting the behaviors that we're seeing. So my question, my next a portion of students that do not have um healthcare and um the funds that the district
077would pay to cover that um and this is a legal question for uh probably um um our attorney, but what is the liability of the district? Because at that point then we're funding it. So the the funding that we're talking about is not for medication, okay, at all. It is for the mental health services that these people provide. Okay. So for the like we said the therapies, the trainings, the stat the professional development and things like that. We're not providing funding for medication element and things like that. We're not providing funding for medication at all. I want that to be very clear. Okay? But just to to keep us educated on what a child may be on, what their physician may have prescribed and how it may be affecting their behavior and things like that.
078Consulting with the parents, anything all of these services as well as those who that are contracted um in any of our schools through our mental health providers have to be under a parents permission. You have to get consent just like you would if they were paying them or if the insurance was paying them. So this is not going to be forced on parents. is going to be available to all of our students and we're going to have to have parent consent for any of these services. Okay. And I wanted to um uh I wanted that to be clear. Um not well one for those that are listening and and the public because uh I didn't want people to walk away thinking that we are bringing in mental health u uh professionals. We have a psych
079a psychiatric nurse that is able to um per uh to provide um prescriptions and then it's all been done under the umbrella of Little Rock School District because unfortunately folks are not able to separate a a contractor versus LRSD. They are just saying I went to the schoolhouse it came from the district yada yada yada. And so like if if we're able to ensure that like there is a bold and very distinctive um uh differentiation and and then the between the two to where the appearance or or or even the liability because we know how that is. You deal with public and then something don't go the right way. Everybody is always looking for something or someone to blame it on. Um and so that is really what what that was about. just making sure
080that the medication piece of it particularly was very clear that like like our our our contract our partners are not um writing out scripts right for the kids. You're right that is not happening. So all mental health services in our schools are contracted. So yes. So so when it when it comes to that that's a sorry um so they're signing off on a consent and then specific to medication management that's a whole piece under that opos correct medication manage might be on okay so so administering yeah not administering medication not prescribing unless they have a the parents decide to partner with uh let's just say Dr. Moore's psychology business. Okay. As their mental health provider. Okay. So I think but otherwise Yeah. Okay. So I think what I hear you say I just want to
081make sure everybody is clear. This is what we want is we want these students to have therapies because we've had mental health providers in our school sit at meetings and go when we say what is their therapy plan? What can we do with you? I'll just call us when they act bad. I mean, you know, we just need a higher level of therapeutic services for these people. So, so really essentially this is to really provide the vision necessary so that we are informed about what is occurring and we have the capacity around clinical insight to be able to really inform our staff and then educate students, educate parents, all of those types of things. But mid management, all that type of thing is not something that would be taking place from us from the district.
082Okay. Right. Unless the parent has a contract with them for me. That be a private and just to be clear, we we're all individually licensed. Absolutely. And liability insurance and all of that. That's right. Um and then also I think it's more of this is a resource that's available to you. I I see Little Rock School District and saying ordinarily you may have had difficulty getting into a provider as as some of you know it's really hard getting for some a psychologist getting in for testing can take up developmental I think it's like 18 months to two years. So not to say that that's what I'm going to be doing but it's difficult to have access to the much needed services that these individuals may need. So I I applaud just making it available and
083then the decision okay is always rest to the parent the caregiver okay Johnson okay on the screen you had she had sorry you're next go ahead Miss Johnson oh you had parent training so would it be safe to say in parent training you also have therapy slashther therapy upset when mom continues to yell So well you'll say miss so and so you know that Johnny gets upset when you continue to yell. So would that be training or would that be therapy for the mom? So I'm going to let Dr. We have I want to ask I want to answer uh Director Strong I think had a question. Did you want do you want to respond to that or you want you can go ahead go ahead and answer I can't really hear Miss Johnson um
084but go ahead and answer whatever is going on there and I can jump in with the question. We were going to I was going to introduce Dr. Holmes and I think that's her specialty that we were talking about with parent training and I was going to let her speak to that. Okay. Okay. Hello. It is wonderful to be here and thank you for having me as a part of this initiative. My name is Dr. Kyla Holmes. I am a licensed clinical psychologist. Um I too were born and raised in in Little Rock, Arkansas. So it is wonderful. I knew after my training just like Dr. Moore mentioned that I needed to come back. I needed to come back home and and serve my community. So, um just a little bit about my background. I started
085my career in a um psychiatric impatient unit at US. So, um we did comprehensive uh psychological testing. The kids were there for about a month for 28 days and we were heavily involved in providing very detailed uh recommendations for the education system for family for therapy for um just wherever they are wherever they are helping people to work with them. Currently I am in private practice. I'm the founder and owner of Shalom Wellness Services and I am in contract with um different settings. So I continue to provide um therapy for children up to young adults and that does sometimes include their families as you mentioned. And then the other part of my time is working with a group of folks at US and a state doing trauma-informed care primarily in the school systems and then
086also I also work in the health care system um both of which are child serving settings. So, when I talk about trauma-informed care, that's largely what we've been hearing about today is how to create psychologically and emotionally safe spaces for children to learn and um reach their full potential. That also um involves family partnerships and that also involves thinking about workplace wellness and what does it mean for the staff members to also feel safe in the environment that they are in so they can teach well and fully be um in their position in a healthy way. So but to answer your question, so the question was with the parent training. So the part that I would bring um to this initiative would be some involvement in the parent training and then also staff professional development.
087And so again, that's a large part of what we do with trauma-informed care. It's a lot involved with um training staff and also providing support for staff and families. So I would say with the parent training portion um just as a mental health provider we have to be very clear about whether we are engaging in a therapy relationship with somebody. So I would say that it wouldn't in terms of what my role would be it wouldn't be to be providing family therapy. So like I wouldn't have the role as their therapist because that becomes a very legal and ethical conversation. Um but in terms of is it would it be therapeutic? would it be helpful? I very much think so. So, a lot of what I do like literally what I'm really passionate about is
088providing that um parent support and parent training. So, uh for example, one of the things that I do is literally like meet with families, meet with parents, and we talk about that you have to have your own self-regulation skills. You have to have your own social skills. You have to have your own ability to be able to be calm in a situation and to be aware of yourself. And so for them, they may say, even though I'm not their direct therapist, I think they would probably say that is helpful and therapeutic and helps them to be better parents for their children. So that could still be a part of providing parents with education that they may feel helps them personally and then that helps them to be able to more effectively parent their child. Just
089for like the legal ethical line, I wouldn't call that me being their therapist. That's providing them with very helpful educ. Thank you. Does that answer your question? Okay. Yes, ma'am. Director Strong, did you say for me? Yes, ma'am. Okay. Um, I don't know exact I again I have three questions, but I I'll be try to be fast. Um, I will just say from the district perspective, whoever is in charge of all of these programs, and I am not totally sure from where I am sitting right now. Um, I think it would be helpful to have like a flowchart maybe that tells us which how we get students into the various programs and is it by the school they attend? Is it about you know what their diagnosis is? It sounds like we are all doing
090a lot of great work to help students get into various programs and I am not totally sure about how you flow into one versus another. We have those and we'll share them with you. Okay, that would be really great. Um secondly, um I wondered about the you were talking about the $864,000 from the CCEIS program. Um I was just looking on the AD website. It looks like those dollars can be used for early childhood as well. Um are we doing that with the is that what's being helping support the behavioral classrooms in early childhood too? So, no, because um Esther Jones, who's over early childhood, received a large grant. You'll have to confirm that with her. Um to implement the behavior program in early childhood. Um and so she has she's funding her behavior classrooms,
091her behavior support in the early childhood. But we're we are going to be working with them on some initiatives that we um that they her staff had asked about during our leadership. So we're going to be working with them. Okay. That's what I was kind of thinking alignment across from early childhood into the K12 um system. Great. Especially since some of those funds can be used there. Um, and then lastly, and I'll hop out of the line, is um I I would also as just from a a board perspective like to see the agreements between all the organizations that are part of this um having had a history in school-based health, it sounds like school-based health or schoolbased mental health programs that are operating with with providers coming on the campus to get provide actual
092direct healthcare services to kids. And I wasn't totally clear from what was said about whether or not there was we're was prescribing happening. And so if we are prescribing, I'd like to see those agreements. I just want to make sure we are protecting ourselves from a HIPPA and fura perspective and where all all the things are being documented and whether the health is being documented in a HIPPA protected health record and school stuff is being documented in a fura protected um sorry HIPPA protected health record, school protected furer record. Gotcha. No prescribing. Okay. So there is no prescribing. No. Okay. Um so it is all just like counseling about potential medication therapy. Yes. Are you coordinating at all with a child's medical home? Am I coordinating what? With a child's medical home. I I'm sorry.
093I didn't understand what you said. With the Just with a child's medical home, their usual primary care. If there is any prescribing done, it is done by the PCP. Okay. Um, yes, that's how we're that is how we're operating now. We're doing support for the students for those behaviors that we don't have the expertise to provide. That makes sense. Just trying to make sure. But I regardless of all that, I think the flowchart and just seeing those agreements that are in place to help kind of clear clearly define the different partnerships would be really helpful. Absolutely. Okay. Thanks y'all. I'm sorry. We had a Will you I'm sorry. Will you finish? Director Strong. Yes, ma'am. Director Callaway. Very excited about what the plans are. Good to see you all. Um this is so important to
094me having to have gone through some of those kinds of experiences. But hate to be the elephant in the room, but uh what happens if let's say that bill passes and they take so much money, additional money, because she's already taken 50 million from our um educational programs and portman private schools who do not offer these types of services. Okay. What do we do then? So, where we are now, I have probably have had this question for the state department every week since all of this started. Um, IDEIDA law is still IDA law. Federal funding is still available under IDA. That law has not been changed. federal funding is still available under IDA as it stands. um if something changes and you know because we were like well what if you know what if they
095cut do away with the department of education how does that affect us and she said and I I am told that IDA that it would have to go higher or deeper than just doing away with the department of ed because you still have these federal laws then that would have to be changed or affected in some way so I don't have the answer to you know what if the powers that He just snatches all funding, you know, from I mean, I think that there are a lot of layers that that our country would have to go through to dissolve federal laws right now that support students with disabilities. That's my biggest concern. But I mean, it's all of our concern, of course, but I don't have the answer to that. So, but I mean, we
096will monitor and adjust as educators do. That's what we do. Thank you. Thank you, Miss Callaway. Any other questions? So, as it relates to 6.3 autism program at Western Hills Elementary School, ready to transition? And this is just affirming school culture. The program has helped to affirm school culture by promoting inclusivity, empathy, and respect for diverse learning needs, reflecting the LRSD's commitment to supporting the whole child by addressing academic, social, emotional, and sensory needs through individual support. All right. Uh it's evening now, so good evening to the board. Thank you for your time. Um again, I am Angelica Carter. I'm the program coordinator for um our autism program that we rolled out this school year in addition to our behavior which we're changing a narrative to transition program. And so I'm so excited just give
097you just a brief very brief update of where we are um in terms of you you implementing that program within the division of special programs. Um just like coach Davis I know he's not here. Coach Davis mentioned, I believe in giving people their flowers home, but in addition to that, our PAR educators that are in those classrooms collecting the data, doing the work, implementing all the plans along with the teachers. So, I just want you to please just look at those names. In the pictures, you will see our teachers. Miss Rachel Dunn is the first one you see in the middle. Miss Nicole Williamson, who was a novice teacher this year and took on this undertaking, and Miss Kelly Kamunga, who is uh was our three through five teacher. So, we had a K1 classroom,
098kindergarten through 2, and then a three through five. Um, under the direction of our principal, Miss uh Pamela Freeman. So, this is a little fancy. How do I click on that on Pamela Freeman's name? Can we click on Pamela Freeman's name? It's a leap. She could know just to frame that. That is the work that was done at Western Hills. It was done quietly. It was done with a lot of hard work. But I just want to acknowledge the staff because without these teachers and a lot of our PAR educators are actually moving forward to teaching uh positions. So super excited with what we've been able to do with this program. Um one of the other things that we've been able to do I'm scared to click on the link because it might not go
099but we have already uh we have implemented also a therapy sensory room. So, our therapy and sensory space is not just when you see the presentation, you should be able to do that. Um, but we created a sensory room that allowed for students to have a place to deescalate when they were frustrated, but to also provide that sensory input ahead of time. What what I try to impart upon staff is there's a big difference between a sensory space and a deescalation space. This sensory space is to give students that sensory input before the problems start. when you see that they need that sensory input. And because Western Hills is a small building, we share that space with our therapists, our speech language pathologists, our occupational therapists, our physical therapists. Half of that room was for
100therapy. The other half was for sensory regulation and input. So, hats off to our related service providers. Something else that our our speech therapists, our occup occupational therapists and our physical therapists also did, they helped to integrate our students into the classroom. When the educator or the parent educator could not be there, those therapists were right in there helping those students to transition back into the general ed sitting in general into the general ed setting. So, this program would not be working without our teachers, pair educators, and our therapists. So, just hats off to them for the work they've done. Um, in full transparency, because this was a pilot program, I wanted to know what the staff thought about the program and what do we need to move forward. I think that all of the
101students showed growth. The one student that we did not see in the entire program that did not show growth. We did a had a meeting and realized that that was not the appropriate setting for that child and the parent agreed. But all the rest of the students, we increased their language. We increase the way that they are able to reg self-regulate. One of the biggest things and I'm so proud of is the decreasing decretion of alopment. If you guys don't know what that is, that is a kid who not just elop from the classroom. They may attempt to elop from the building. We saw students who would not participate that now we're not worried about them leaving the classroom. We're not worried about them attempting to leave the building. So hats off to the team
102again for decreasing those problem behaviors and increasing the behaviors we want to see and especially their language development and their social skills. Um the staff program evaluation survey gave us some very key points of things that we need to as a department move forward with things that they need clarity and communication. After the survey was given to the staff and to the parents, we we met um the division of special programs, myself, Miss Steel, in addition to the building principal and uh our uh associate superintendent, Dr. Cooper, we all met together to see what else we could do to move forward with planning. One of those things was maybe clarifying and communicating the goals of the program, more student support. It's hard to find those pair of educators that want to support students. So, we
103do want to increase that support in case someone's out, someone's sick. We want to have that extra support available for staff. Training and resources. A lot of the staff noticed specific things that they wanted to be trained upon. So, we're looking at intensifying the training they receive. Miss Freeman has already set up some additional training with the curriculum that we use, which is the STAR curriculum. And if you are not familiar, that curriculum is tailored and is researchbased for students with autism. and it uses applied behavior analysis principles. Um environmental environment and staffing. One of the things we are working on is our physical spacing. We really the the teachers really did ask for that sensory space to be separate from the therapy room so that way they're not disturbing therapy if the students do
104need that sensory input. Okay. Another thing was insufficient staffing to contribute to unmet needs. And again, I mentioned that when students are transitioning into those classrooms, we had several students within our autism program that were transitioning out into the general ed setting. We need staff to be able to do that. Another piece is the the lack of general education classes due to some classes uh decreasing at Western Hills. It made it difficult. There was only one kindergarten classroom. So when you have a kindergarten classroom pushing our students in the autism program back into the general ed setting. Um another piece was the challenges and improvements and they just talked about just behavioral challenges. One of the things that we are very uh we're very clear about is that with the autism program just because it
105says it's the autism program student with autism need more support behaviorally. Well, they may need our behavior transition program. If what's prohibiting them from being successful in the classroom is their behavior. then maybe they need more of the behavioral support as opposed to that applied behavior analysis programming that we have in the autism program. Um just more training, better environments, stronger support systems. Um positive feedback all around. The parents were so excited. We had students that went on field trips for the first time. Um I didn't put any of course any pictures of the students that we service. This year it was 16. Next year we're trying to move it was 16. Next year we're trying to move up to 24 and max each class out as eight. Um, I could see this the district
106because we can we can specialize and set the narrative for how we serve students with aut on the autism spectrum by what we're doing here in Little Rock School District. So, thank you for your time. Absolutely. Questions? More questions? Yes, Director B. Uh, no, I don't have a question. I just got a comment. Okay. I'm just uh very impressed with all three of the presentations about u Wildcat achievers as well as the uh programs for autism. Uh just to hear the talks about closing the gaps and how we can reimagine and support for students to make it a more inclusive and equitable environment and just understanding that you know the more we learn and time progresses uh things change and we can continue to implement those new strategies. So just uh great job to everybody.
107Absolutely. Thank you. Absolutely. More comments or questions? Yes, ma'am. Director Cal, I'm really excited. My school uh uh about the program. Now, my question being and I' I've been posed this by various people like I know there's a x number of students can be there. back in the day, uh, eight was like what you were supposed to have, but a lot of times it ran over. Now, is there a waiting list to get into, uh, that particular program? Not yet. What we're starting is is building our rosters. We're as we are, uh, the division of special programs. We're holding early childhood transition conferences now. So, we've already had a few interested parents that are saying, "Hey, we heard about this program at Western Hills and we would like to tour." Um, Miss Freeman before school
108closed gave several tours to prospective early childhood parents. So, right now all of the classes are not in this programming at maybe another elementary school in the district. Um, another caveat district, so that way we decrease the amount of time that your child is out in the clinic and increasing the time that they're in the classroom. Another question I have uh um just because it does require fewer students and whatever and and more uh people to be involved and you know we're getting cut and I'm so sorry y'all but I'm so into this budget thing that it's you know and because everything that's going on. Is there a way that uh we could possibly if we have these programs and these services here and I'm not talking about increased enrollment but you know maxed out
109like for instance we're getting cut because we only have let's say 18,000 students. Okay. And so we're still getting cut. Yes. Is there a way that we get special needs money? Is there a different uh uh uh budget for special needs or are you all being facilitated with the the regular students? There should be more money. And I'm just asking that question because I really don't know. I'm I'm not going to speak for Miss Steel in terms of how much money we get per student, but it does make a difference if that student is enrolled in Little Rock School District at the start of the year versus if we get a student that is enrolled at a charter school or a private school and then they transfer after October 1 and then that school has
110already received those funds and then we don't. What I will say in terms of increasing the number of classes, we try kind of a hybrid situation for one of our students and that way if we have a student who needs that smaller setting for part of the day, maybe for literacy support, then that child can be in the general ed setting, maybe for math and specialty classes, because then you could increase the number of students that you have in a class like that. But in terms of funding, I think that is coming per student that we have enrolled in a district. Um I I guess this would be legislation to get more money for our special needs pe people. I think a lot of people are not looking at that. uh because I always thought
111but then I found out I was wrong that uh we got more money per and I think sitting on this board the last five years I really realize how they do cut us and we're expecting to uh go forward as we should with that but yet and still we're operating and I guess the whole uh district needs to understand that We're providing services that they do not get in public in charter schools or in private schools that are needed. Yes. And uh I think that a lot of people are trying to make it seem as if the public schools were just kind of trash. But I think that public schools are it's the it it's what we need for everybody. That's what Horus man meant when he start, you know, started out with uh public
112education. Uh we need more money for public schools. and uh the young lady who spoke earlier about uh uh uh getting more money and this bill and whatever. Well, we know what they going to do. But uh regardless, I think that if more people spoke out like she did the things uh under the direction of Miss Steel that we've done is uh reach out for some grant funding. So, one of the things we've done for the Wildcat Achieve Academy is we've submitted a grant to Blue Cross Blue Shield. We're trying to get money and funds to help build a calming room so that way the district is not incurring the cost of of a sensory space. Another thing that we're doing in terms of our professional development is working with Desi and the Arkansas behavior
113support specialist because they have an inordinate amount of professional developments that are all free including a project aware where they will come and do the trauma informed classroom. So we are trying to figure out all the ways to bring in the program and the funding that will not incur cost to the district and to the to the department. Great. Thank you so much. And thank you question. Do you have something? Just a comment about it. Um, thank you very much for what you're doing and it's really encouraging. Um, my wife is a special education teacher. Um, and works with kids mostly with autism in a a special needs school. So, and they have a waiting list to get there. And so I don't know how we reach some of those people, but it seems like
114there's the demand there. Um, and part of it is Ernie and and for part things that that a a special needs school only just could not provide. So I I think we have some space to to provide people what what they need and and also to you know be a good competitor for some of those people to say we have something a good service we can provide that could even be different and might be a better fit for some kids. Absolutely. So I hope we can do that hopefully. So thank you very much. Thank you so much. Word of mouth recruitment. One of the things we're doing is uh Miss Freeman at her back to school bash is she's going to allow uh she lovingly named the autism program the eagle's nest because the western
115hills they are the eagles. So our autism program they are the eagle's nest. Um and so the eagle's nest will will be out there recruiting and giving information to parents um also providing that that parent training on how they can use some of these uh these practices and principles at home. So yes, we do need to get more get more parents and more students. Thank you. Thank you for your time. Thank you so much. Thank you. Thank you. Mr. Bailey, where are you? There you are. Um I believe 7.1 perhaps two and three. Is that correct? Thank you ladies. Thank you all so much. So our background policy 7.2 states that the district treasurer shall present a statement on the general financial condition of the district monthly to the board. We're going to move on
116to one, two, and three. Is possible. Is that possible? Say one, two, and three. If possible. If possible. I mean, you know, anything's possible. Hey, we'll make it happen. What? What' you say, President? All right. Good evening, board. Uh, I'll try try to go through here as quick and but thorough as possible here. I'm on I'm on time already gone off. Mr. B, did you need um on point two? Did you need um Miss Walker Hind or will you cover that? Stephanie Walker. She's right behind you. Okay. She'll be in here. Yeah. So, you know, just let me let me let me go down and make sure I'm in order of matter. Yeah. Yeah. One is fine is first on. I just didn't want Oh, yeah. she wouldn't leave me high and dry. So, this
117is our our B 2025 uh financial update here. Uh typing pretty much the same on this account. Uh 111 of 10 here. Uh 2.3 million over collections for that first half of the year. The second half of the year, we were still awaiting about 80 we budget 86 million. So, we were still waiting about six million on that last on this report here. We actually got in about five million. So, we're about a million. So short overall on overall tax revenue, we're we over collected about 356,000. So we hit our projected mark there. So that's good. Uh and you'll see that reflected in the in the actual June's report when you get it as well. As we go down, we still had a few things that I've kept these highlighted in red. As we go
118into this next budget year, we can kind of look at it as far as overtime and different other things. So architect service and other professional service and especially construction service is one of the reason that another agenda items here that we have to cover a little bit later. So but these are some of the things we're looking at as well. Some of these still had incumbences out there. So we'll look at a a come down that we have in the red but we're watching them for this upcoming year to make sure that appropriate budget is put out there and and actually categorize some uh because the departments actually have the autonomy and the schools have the autonomy to actually select the areas and some of them were a little bit off. classified overtime was expected
119because we had several Vegases out there. So, you had Studio and other uh personnel, secretary staff that worked over, but we're looking at addressing some of that as well this upcoming year with some time keeping uh measures. As we go down, this is what our fund balance looked like as of that uh May, end of May 2025. So operating fund balance was almost 48 million when we ended up uh capital improvement fund balance was going down 24 million. Federal fund balance was actually negative. We had quite a few outstanding uh receivables expected to receive at the end of the month. So they they most of them have come in by now as well. So child nutrition is she spent the money. She's back there smiling. I've been talking about but she's done a lot of
120upgrades around the district. So if you've gone in some of the especially the high school cafeterias and other places or middle schools as well, you can you can see some of those enhancements that's been there. So right at about $1.1 million there as we go through here and look at this kind of this picture here of this uh graph here and make it bigger for y'all younger folk like me. Uh you can kind of see uh that that yellow line uh represents our our fund three which is our capital improvement fund. So we've been spinning that down. You saw it got a little bit low. Then it popped back up. That's when we got our next series of bonds out there. So, we're getting back low again. So, it's going to be time uh for
121us to try to get some more money in to finish those capital improvement funds uh projects out there. Uh the gray line is act like fund one and two, our teacher teacher fund along with our regular operating fund. It includes all our categorical funding as well. So, you can kind of see it es and flows and we're right here. So, uh we're going to see where we're going to finish up this year. hopefully a little bit better than what we actually budgeted. So as we go through uh kind of to this summary piece here so if you have any questions anything I can address them at this time question Mr. Mr. Bailey, and I can't hear or see if anybody else is talking. Do how are you feeling like we're going to end up in
122October when we have when it drops to its lowest point? Usually October. Uh well, I'm trying to see how we're going to feel in September before then. So, as we looking through, you know, budget reductions. So, we have a lot of personnel changes going on right now as far as uh I don't foresee our cash flow balance. I mean, the biggest part is probably going to be our capital improvement as we spend down. So, I'm getting all the schedules together now. So, as uh Mr. Trump will come up here a little bit later with me doing a presentation as we propose to get up to up to 75 million. May not need it all. Everything is pretty much costing quite a bit more now, especially on capital improvements or FFN furniture fixtures and equipment that
123we're ordering out there. Uh with all the tariffs and everything else that might be pending and looming or in place, you know, we're not sure what the future is going to call for. I know construction costs won't go down. Uh so that that's over as far as getting those lower uh construction uh projects out there. So uh we have been getting pretty good bids when we put things out. But uh I I say we're going to have to be tre uh make sure we make all the personnel reductions we need to uh making sure we we're looking at every aspect of the district we can. Uh hopefully enrollment will plateau or or grow at least. So we don't we don't know that quite yet. So, uh, the tax base seems to be solid. So, I
124don't for see it changes really just based on your student enrollment and things like that. But, we we don't have the ability to really grow revenue and I teach classes quite quite a bit, but we do have the ability to adjust our expenditures. So, that's the part. So, we can't go out and sell more widgets and things, but we can we can recruit students and try to retain the students we have and do that. Uh, but typically that funding is about a year behind. So, not sure what other funding changes may may occur, but some of those things are yet to be determined. So, so I don't know if I answered your question or not, but I I I would say we're going to tread lightly and uh by by in next month or so,
125we should have a better idea of what kind of where we are at that point. So, but we we will have to watch cash flow quite a bit. I was just wanting to make sure that little gray line's not going to hit the bottom. I hope not. I'm gonna hit the bottom, too, if it is. Please don't. So we should be good. Anything else? Okay, I entertain a motion. Financial report is submitted. Second. Second. It's been moved and properly second. Moved by Director Johnson. Moved by uh seconded by Director Bley that the LRSD board accept the May 2025 financial report as submitted. Any questions or comments? Moved and probably second. All in favor say I. I. Any opposed? Opposed? The motion carries. All right. Next. Oh, I Okay. So, we have 7.2. And I'm going
126to call up my my favorite director of child nutrition to come join me up here to talk about the community eligibility provision here, uh, known as CP. So, something we've been talking about for years. We've been kind of apprehensive. We wanted to make sure everything was worked out and make sure it's going to be benefit for our district as well. So she is a wealth of knowledge here and sits on a lot of boards. So she has a lot of information. So hopefully she'll be fairly brief but answer question. Fairly brief. I'm his favorite director across the board. We just clear that up. All right. Okay. Tonight. Okay. So I'm I'm should I assume that you've had an opportunity to kind of review the ask? Okay. Just tell us a little bit about this briefly.
127[Music] Um, and let me say this, community eligibility, um, is a very good opportunity for us to, um, feed more children to, um, we qualify for it. The state is looking at our application. Of course, they can't move forward without your uh, approval and vote tonight. But what it does is it'll give us an opportunity to um provide free meals to all students with the exception of three schools. And that's just because they have a low claiming percentage. Um the Forest Park, Jefferson, and Roberts. So every student would get a free breakfast and a lunch at no cost. No one would be left out. Also free breakfast would be at Forest Park, Jefferson, and Roberts, but not because of C. Um it removes the stigma from every day at all of our schools. We had
128um we fed more children than we had ever fed in the district. And so that's the most important thing. It removes that barrier to those kids who don't want to go up to the cafeteria and see maybe a red box saying that they owe money. And and lastly, it's because it's financial predictable. We would be able to, as Mr. Bailey said, "We have definitely spent millions of dollars this last year, year and a half, improving our serving lines, making them more up to-date, more they look nicer, they are more um a we're more we're able to get more students through the line. It's just more functional. Um, as you know, a lot of our buildings were old, so those serving lines are also old. And so, it would now allow us to go ahead across
129the board with more money. We can make more improvements. There are several big board with more money we can make more improvements. There are several big elementary schools that I would like to improve the serving lines. We've already spent a lot of money updating the equipment. Um and a lot of our kitchens look so nice. We've even I even got Mike Ellis to give me some free paint so the kitchen could look better with paint and not just new equipment. So this new um mo modality would give us an opportunity to feed all kids, take away the stigma and reduce paperwork for families and for this district and more importantly feed more students. You want you want the update our Yeah. Oh, we would we would not have any meal debt except at those three
130sites and then they do a pretty good job of mostly paying. Um we still have mill debt of course. Um right. Okay. But but we would not have any meal debt anymore at the majority of our schools. That's one of the benefits I hear. So you're you're you're serving lunch at no cost for the the students. So they won't accumulate meal debt unless it's alcohol or something like that. Okay. Questions. Are we just talking about elementary or entire? All of our schools. Okay. So all of the schools before that we had the debt that would include now include Central and Park View and Palaski Heights, Forest Heights, Pinnacle View, Fullbrite, Gibbs. I'm ready to make the motion. Okay, you going to feed all the kids? Okay. I think that needs to be publicized more because
131of um some conversation I've had with some other people. Uh they don't understand this. They they know that's not happening. just because you said it doesn't mean it's going to happen. I said, "Well, that's the understanding that I have that that's what we're trying to do." So maybe if that were like advertised a little bit more that, you know, people might be interested in bringing their kids back, maybe uh that that would be a positive spin on things. Uh but I think you're doing great. Thank you. And absolutely we do plan I have a new person who will be starting July 28th who will definitely be helping us with our marketing social media and different um of course through our communications department but we we plan to get a lot of bright positive videos and
132social media post out there to not only highlight what we do well because we do well because we feed a lot of customers but also because we want to increase participation and and allow families to know what it is we do and why we do what we do. Thank you. Thank you. Thank you. Entaintain a motion. Yes, madam chairman. I move that the LRSD board accept and approve the recommendation to prov proceed with the necessary application implementation steps required by the Arkansas Department of Education and USDA to implement the community eligibility provisions C. Second. It's been moved by Director Mason and seconded by Director Callaway that the LRSD board accept and approve the recommendations to proceed with necessary application and implementation steps required by the Arkansas Department of Education and USDA to implement the community
133eligibility provision C. Any other questions, comments? If none, all in favor say I. Any oppose? The motion carries. Thank you so much. Thank you. and 7.3 proceed with the issuance of second lane bond action item. I'm going to call my my next friend up here, Mr. Jack Trump from Stevens. But this is one we've talked about as well. So, we knew when we went well, I guess when we initially started the project of going out for and restructuring our debt, uh we had an idea of what everything was going to potentially cost, but of course, the pandemic hit during that time. Prices gone up quite a bit. We've had uh some other projects that come on like a we were talking about uh at Pinnacle View uh Middle School. We had neighbors coming kind of
134complaining about the noise of of the chillers there. Uh as we investigating and we kept investigating but probably a few months later we found out those chillers were failing. So you all approved that I think on last month a month before $7 million or something like that. So you're having those things just occurring over because our buildings of the age. So, this is one we're coming back where we can actually try to to get additional funds up to 75 million uh to to help finish those projects we currently have out there. Of course, the major projects we still have going on is the Pinnacle View High School. We also have Central High baseball field we finish up and Park View Auditorium. If you go by, we got quite a bit going on a lot of
135sites. Uh we have, you know, some mechanical upgrades going on throughout the district. One of the other things we were looking at as well, we had a lot of mechanical upgrades identified, probably about $15 million of mechanical. Our hope was that we be able to get some of the the federal fund major round is going to flow now. So, we're still going through that. So, we need to make plans on replacing a lot of those mechanical units out there. So, we'll kind of get updated at that point. Chief Bailey, um question regarding historical tax credits for do do we qualify for restored tax credits for buildings over 50 years old? Well, we we don't really need tax credits because we don't pay taxes. Uh so I think you could partner with somebody and this may
136be somebody I'm not sure if you have any experience on that. So yeah, if typically if you have an investor or somebody that may want to come in and partner with you, you could do something and they could take advantage of the tax credit, but for for our district, we can't. Yeah. And you're talking about up to about $12 million now. Yep. So we've been to go, I think. So I mean, we continue to write those grants as we can. So the one I was talking about, Renew America grant, we we are going to have some need some mechanical systems out there. So, this is part of the the fund, additional funds if we have a little bit left over that we can address some of those things as well. But, of course, finish our
137current projects up. Dr. Strong, Mr. Bailey, I'm pretty sure you can sell those tax credits. So, I don't I don't know all of the details of it, but I do know somebody has offered to work with us in the past and volunteer her time. um I can reach back out to her um if that's something we're interested in because you can sell those tax credits and and and I believe you're able to do that as a public school district from based on what I understood from that person. Okay. Yeah, please put them in contact. We've talked to a few people in the past, but yeah, we definitely explored. Okay, other questions. Please ask Mr. Trump all the hard questions. I think he's doing great. I have one question. Uh so with the uh the financial
138strategic plan um at what point are are we going to do a financial strategic plan because we have cuts now. We had cuts last year. We're going to have cuts next year. So um so and and so we know we have these cuts but then we still haven't um done a financial strate strategic plan. We've been been asked um do you know when or if that will happen which which which actually that is really within the preview of the board to actually uh go ahead and make a motion to do a strategic um financial plan. But so I think you can you could look at maybe a five-year plan. It doesn't have to be strategic, but looking at personnel. So one of the things you all put in place this past year was actually uh
139staffing ratios, an updated staffing ratios, and this is what we we should be going by based on whether they're priority or non-priority school and sticking to that. So that's one of the big parts. There are are probably going to be some changes maybe on state funding and different items that may come about. I know uh foundation funding is going to increase this year based on increased contribution for insurance rates but the following year it's going to go down because the state districts would no longer have to contribute toward uh insurance premiums for employees. The state is going to direct all that money directly to EBD. Also uh we're away from uh Arkansas school board on actual risk management or insurance thing that's going to be handled with the state as well. We're waiting on those
140rates. So you have some changes coming about, but personnel is going to be the biggest part on that plan. We pretty much have cut on every other aspect we can, whether it's utility costs or whatever it might be, putting in different software to try to be more efficient with whatever it is across our business operations. So, but definitely we can address and we probably need to get Mr. Trumper to come back and have some new board members. you hadn't I don't think you've been with a few to do the financial presentation to make sure understanding the finance and everything like we did I guess probably two years ago. So and uh to add to that um um in in addition to Mr. Trumper coming back more so um because that's more on the bonds and
141the millillage um and that's good um information to know because that's how I learned it. Um but I'm speaking more about our our budget. Um and and the I have a question about our um study we did for compensation. Are are we holding to that with with the integrity of it? Um ensuring that equity is is um just just just staying within that. economy because then we know that positions have been paid over. We had legal battle that created uh inequity within pay and then it creates an opportunity for others to um petition or demand to be paid at the same rate um not only at the principal level but at other levels. So, uh, that's one of the reasons I I I would like to see a a financial strategic plan, um, hopefully initiated
142by No, by the board to where we can get an understanding of that and then to see um, just how imbalanced we are with that last uh, compensation study we did just a few years ago. Yeah, that'll probably be a joint adventure between myself and Chief Burgess as well and probably superintendent and with you all. So, exactly. But I'm I'm, you know, I'm always open to sit down and have discussions whenever y'all want to. So, I think probably next month would probably be a good time to start looking at some of those budget discussion kind of looking at those agenda, I guess, uh, what are we calling them? Agenda meetings. Yeah. Agenda meetings. Yeah. Okay. Any other questions or comments? Okay, we'll entertain a motion. Entertain a motion. I move that the RSD board approve
143the attached resolution to proceed with the insurance of second lean bond. Is there a second? Second. It's been moved by Director Johnson and second by is that director Adams? Yes. Okay. Director Adams, you must be getting tired. Your voice is changing a little bit. that uh the LRSD board approve the attached resolution to proceed with the issuance of second lean bonds. All in favor? Any question comment? All in favor say I. Say I. I. Any opposed? The motion cares. Thank you so much. Thank you. Absolutely. Uh moving on to communication community engagement 8.1. 8.1. So, so we've grown pretty accustomed to this. This is uh specific to act 503 of Oh, you guys want to start? No, I just It's one of my division. I didn't know if y'all had any questions about the bid
144process. No, go ahead. I I don't have anything to present on it, but I think But if you have questions, did anyone have questions? I do have a question. Uh, typically we don't pay it. Okay. Um, thank you. So, is this to put a RFP out for the um I see it's two separate thing. Well, is is is this for the uh for the redistricting of or the right to go to seven members, right? Yes, ma'am. Yeah. The the company to do redistricing. Yeah. So, we typically don't pay for this like either, you know. So, why are we going to put a why are why would um is it is it responsible to pay for something we typically don't pay for like Metro Plan like like we have really good partners that that typically does
145this whether it's GIS, Metro Plan. Um, so why are we putting a RFP out instead of even racial whatever and the schools and everything else. I think director Strong had I saw her hand up. Not sure if she had something, but we wouldn't pay for anything that we could get for free out there. This was probably the just honestly this is this was the cheapest proposal on there, but it end up being the most responsive proposal based on the the committee as well. So, and who was the committee? Because normally we'll have Shelby do it. So, who who was on on on the he's with GIS. Who who is who was on the committee? Let's see. On the evaluation results. My understanding I've talked pretty extensively with Dr. Wright about this. If I may be
146recognized, Madam Chair. Sorry. No, it's okay. It sounds like something you guys want to discuss. Yeah, but he and I had talked pretty extensively about about this just to get an update on where we are. Okay. I'm sorry. Go ahead. What' you say? Oh, no. I'm I'm really sorry. It's very, y'all are super super quiet for me. Um, but he and I had talked pretty extensively about um just this process and where we were and neither Metro Plan nor GIS, the Shelby at GIS were available to do it in the time time we needed them to do it. So that's why we had to put out an RFP. You know, my only thing with that and and it just I'll just just say that I think that's probably one of the the splits or divides
147within the board. it is that we have these 101 ones and we don't have have these group uh discussions because I wouldn't have known that. Um and and that's something that the entire board should have been privy to and had discussion on and all that. Uh because typically if whether it's us up here listening or else Little Rock or Beyond, there's always these these uh it appears to be a lot of one ons where where decisions or or framing happens and then it's absent right of the entire board which then creates a um severe inequity within the board. um particularly among our zones and and potentially the ones that are going to be the most uh impacted by it because we typically are seeing that those that will be least impacted are the ones that
148get the most uh oneonone with with the with having these type of discussions absent of bringing it right to the entire board. So I'm not saying it directly to you but I'm just saying that well like there is a pattern of it. So, I noticed I want to say that there was a time that we had questions that we sent in and everyone had an opportunity to review those. Is that is that accurate? Do I recall that? But that's equivalent to a one that's equivalent to um speaking within isolation of the board. before we would have large discussions and and and two, I'm I'm not saying that it's going to change because it's it been like this now for a couple years now, but it's these 101 ons which then it and it it takes
149away from um our constituents that um that have us here to um represent the zone because all zones are not being fairly represented or giving the same amount of time or equity with without um anyway it's silos. I'd like to make a point of order. I don't know that this is on topic. Okay. So um okay yeah I think it's I think it's on topic but I think that we just want to make sure that the communication uh is narrow. Director Adams I just want to make a comment. I I don't we've had a lot of discussions about this because we've had to in the in the last few months, but I was aware also that that the way we were going to do it wasn't going to work and we had to put it
150an RFP for this. And I think I don't recall honestly if that was discussed in an agenda meeting or in a board report, but but it was but it was something that that I got in in a discussion that we had before. But but I'm but but I think we need to move as quickly as we can on this and I appreciate that the process happened and and I'd be willing to move I'll go ahead and move that the LRD board approved the recommended vendor agreement for citygate GIS LLC to assist LRC with the drawing of the seven new board zones. Okay, it's been second. Second. Okay, it's been moved and properly second question. So does see one second. Um that the LSD uh board approve the recommendation vendor agreement with City Gate LLC. JS
151LLC to assist LRSD with the drawing of the new seven board zones. Uh questions. It's been moved and probably second questions and concerns. I think doc uh director B. You can call me doctor if you want to. Um I was just curious because uh you know in the past when presentations have happened you know we get opportunity to talk and ask questions and I I see citygate GIS is on this and I just was curious if if there was going to be any uh community input or involvement in the boundary or resoning process uh because I think it's just something that's essential to making sure it's a fair and a non-discriminatory uh you know zoning. Uh, and we need community input on that. Okay. Other question? Um, of course, you know, I was against all
152of the above. Okay. Um, Mr. Ba, could you I'm sorry. Okay. Which part? I say all above. I just I just want to make sure we have someone. Okay. May have some questions that perhaps need. So I think on director Bali all of them actually had a community input and a timeline out there. My understanding there was a a tight turnaround time on here. So once we got it from Dr. Wright, it went to procurement. I mean they did a quick turnar around put it out for RFP. I mean we had to pretty much we evaluated in a day or two make sure y'all could get it before you so all the project can start. I know March will be here before you know it. I think that's when the election has to be so
153the redistric has to be done before then. Uh but all of them had I know it's going to have a lot of input from a lot of different aspects of it. So uh Dr. Wright may be able to answer a little bit more. I just have one question. Hold on. We were down here. Go ahead. Um I was not here the other day for a lot of reasons when y'all had the agenda meeting, whatever that was. However, uh I do object to the whole process without a doubt. Was wondering about community input. I was wondering who are these people? Who are the other folks that could have possibly been? I know how it was done prior to our election in two uh uh 2020. uh and this looks like a complete u turnaround for what
154has been done and it should be more the process should be more u it should be a little bit more explan explanatory than what it is now we don't know how they're going to split this up at all and they said it's according to the amount of the people who um have um the numbers in their district. Now, uh we're looking at like bigger areas or the whole districts are going to be redone. So, this is going to be be an extra expense on Palaski County, Little Rock School District, and whatever for this election that a lot of people will probably not turn out to. Now, uh I think it's an unnecessary expense. My point being, however, I did not read nor did I see where they were um uh they had named a specific
155person. Now, right here it says city gate and that's who that they want. But are there any other entities? because prior to uh when they when they drew drew up the nine districts that was done with the help of someone with uh in the Little Rock school district who was more aware uh you know I'm not trying to be a flying ointment but I feel I see well this is not really it shouldn't it's not really fair and uh because I don't understand it. So it went out so we can get that as well. But I guess the tabulation results are here. So we had three vendors actually submitted proposals. You had but you didn't show that here. Yes, it's part of agenda. All that's part of Yeah, there's quite a bit of detail down
156there. So if you go down there, I forgot how many pages is but the tabulation is just one page. You had city gate you had uh AR bridge consulting MGT impact solutions there as well. Uh, and then if that's on that first thing, but if you go ahead and click the next one as well and the cityate GIS LLC proposal is quite a few pages, 27 pages to go through. Understand I I don't I can't speak for Dr. Dr. Wright. I'm assuming you all would have some discussion. Is there any relationship? Mr. Bailey, we received an email about this on May 30th. Um, and there was extreme detail about that. So that's all I mean this has been in multiple emails and there's a ton of information on our board packet audience again. Okay, director
157ahead was speaking again. So it's a great example and illustration of how communications are not happening about serious and um issues like this in public because like this should have been a group this this should have been a board uh discussion. Um, and then the other thing is that there at least should have been at least one board member on the committee um for for this. And then I'm not really trying to hash out, you know, uh, all every bid came came from out of state. Maryland, Virginia, and Florida are the ones who made the top three bids, which is hard to believe that like there there aren't any um companies within the just the state of Arkansas or just central Arkansas that would have um been able to meet these bids of $12,000 um
158even. But uh I am I'm not going to hash out the the issues of of of the board not fully um having uh discussions because right as you see the ones who are aware they are the they are the um areas that's going to have the most least impact. So um so point of order point of order but no it's with it's with point of order we're not going to make implications about this or that let's just stick to the question or the comment specific to the issue please it is within and and Dennis it it it is within although all although we may although speaking about equable equity um is is a popular thing. Um, but then whenever we point out inequity within practice, we want to say point of order. We want to
159um we want to shut down shut it down. But all of this is is is within it. we are public um figures and then we are supposed to have um debate and and and and debate is not always something negative. And so uh that is one thing I do hope that the board move away from by acting and and being scared or skittish about having um these these these type of conversations. But it's all within and there is a motion uh right on the table. Yes. Okay. So, it's been moved and properly second. Any other comments? Okay, so director, we had two companies that were too busy. So, I'm trying to figure out we did a RFP. So, who reached out to the two companies? Did they respond to RFP or somebody just reached out
160to them and called them and said, "Hey." So, in our RFPs, uh, we use Island on the wave. So, it gives you u specific. So, whoever, so if you go on sign up as a vendor, you want to be notified. So, it's going to send you an email at that point to reply. Uh, this company actually who you all will be voting on actually worked with the state of Arkansas GIS. They use Chevy as a reference. So, I mean that that was part of their their business as well. So, I don't know what part that they played with Chevy, but he's on here as a reference as well. So, so the other two companies that you mentioned earlier got the email and they responded back. Multiple companies would have got it around whoever. So, we
161have I mean a ton of vendors just signed up. they want to do the business with Little Rock School District, but I mean until RP come out, it may not be opportunity. No different than a marketing what it might be. May be a roof or whatever, it's going to send it out to just say 100 folks on that. It's going to uh tell you, our software tells whether they responded or not, who it actually went to and all that. We can get that that data for you. I'm not sure how many companies in Arkansas actually perform this type of work. So, I'm assuming I know, but you had mentioned two companies time, so I'm just curious. No, that was director Strong said that was Oh, yeah, those two companies were not available. Thank you. Well,
162you finish your question. Director Strong, I was just going to say I mean the email that I just forwarded you all the email that we received all of us received on 5:30 and it clearly states that the state GIS office recommended these three firms and they reached the district reached out to them to submit an RFP. One has worked with Shelby at GIS. the one we chose or the district has chosen that is up for potential approval tonight was the one that has worked with the state on past projects. So, um I just want to say that for those who haven't had time to look at their board packet. Okay. Thank you. Any other questions or comments? So, it's been moved and probably second that the LRSD board approve the recommended vendor agreement with citygate
163GIS LLC to assist LRSD with the drawing of the new seven board zones. All in favor say I. I. Any opposed? Opposed? Any opposed? One, two, three, four. Opposed. Okay. Could you guess? Raise your hands, please. Do you need a voice vote or you have it? Okay. You tell me if the motion carries or fails. So the motion fails. It fails because Miss Wy, I just have to express distress with this. We are on the timeline. We went through a there was a proper RFP to go out and give people a chance to to do this. This will put us a month behind and a month behind letting our community know what we're going to be doing. Okay. Thank you. Okay. And if I may also I mean we will not be able to run
164if we don't finish this by a the state has a deadline that Mr. Heler provided us and we will not be able we have to finish this before the timeline for the state which is in August and the companies need this amount of time. They they only have a month. So So Director Strong let me just go ahead and move forward to board comments. Might I have asked that? Might I make a motion to w to um uh purge the vote that by which this failed? I'm sorry. What was that? I'd like to make a motion to uh I am blanking on the word to purge that vote. Um and I see Mr. Kazay coming up. We we are not going to be able we we will not have a district, guys. We will we
165will vote ourselves out of this because we can't approve the vendor that has gone through a month-long process that we have clearly been communicated to about on this. Mr. Kaz, what might might we for that? I mean, I just Okay, hang on. Where is it? This was all in Let's see. And Mr. Heler, he did say that he would uh be working in talking with the AG and others to see if we actually have to run because of the census coming up a short time later. So he he did say that. Okay. Sorry. Let's go ahead and take a recess for 10 minutes and come back. Everyone will have an opportunity to take a look and then also take a look, Mr. Pizz, if you would. We'll go ahead and take a a recess to
1668:15. 8:15. Okay. Also, can I just note that I emailed No, we've taken a recess. We're taking a recess, dear. We'll be back in 12 minutes. Okay. So, what else? schools are closing by Zoom, too. Okay, we're going to go ahead and come we're going to go ahead and call the meeting back to order. coming out of recess. Um, Mr. Pizz, thank you for the recess board. Madam Chair, I'm looking at rules uh items 37 9 and 3710 on the motion to reconsider. Um, Miss Strong's attempt to make a motion to reconsider would properly be ruled out of order. A motion to reconsider can be made only by a member who voted with the prevailing side. Uh since the since the no prevailed on that uh the motion to reconsider would have to be brought
167by a no voting member. And uh the rule also says that once the motion is made, there's no limitation on who can offer the second. Anyone can offer a second. Uh that's at 379 item four. And um it is debatable, but it is not amendable and it requires only a majority vote. But under your rules, all of your votes are majority votes. So a motion to reconsider could be made if one of the members wanted to. Okay. Do we have um an option? Do we have anyone who would like Yes. I would like to uh move that we reconsider. Okay. Consider the motion. Okay. So, it's been uh moved that we could reconsider the motion that the LRD board approve the recommended vendor agreement with citygate GIS LLC to assist LRD with the drawing of
168the new seven board zones. It's been moved and properly second. All in favor say I. I. I. opposed. Unfortunately, the motion carries. Okay. So, we're going to Any other comments that we need to entertain at this point? So, we're going to go ahead and move. No, then we would I'm sorry. Then we then 8.1 is is back on the floor. Okay. That is what I was trying to tell you. And and I would I would move again, Miss Wesley, that we approve Okay. We approve 8.1. Okay. Second. I mean, you know, people always jump on. I move when most people because I never know. Okay. And I would like to speak to that motion when when it's appropriate. Okay. So, it's been moved and properly second that we approve the board approve the resolution tonight.
169Oh, I'm going back to that one. Move that the LSD board approve the recommended vendor agreement with Citygate GIS LLC to assist LRSD with the drawing of the new seven board zones. It's been moved and properly second. Comments, questions. Yes. Yes. I'd be glad to defer to Mr. Bali if you'd like to make your comments. No, I just want to make sure she saw me. That's why I was having my hand up. Okay, go ahead. Thank you, Mr. Bali. I just want to speak for the motion and and I wanted to say a couple things. I know I I'm assuming and I that many of the board members feel like I do that we wish we were not in this position at all. We don't like this law. We don't like that we have had
170nine board members um board zones because the state told us to and and that we've been living with that and we've been functioning with that and now we don't have a a choice by law to do something else. We did discuss with Mr. Heler that there might be a way to challenge that law and his uh recommendation to us in my my memory is that he could explore that while we at the same time move forward so that we protect our interests and I think that as board members I I really believe that our job is to protect the district's interests and it is within the district's interest it is if within the district's interest to maintain having local governance. And if we would fail to draw new zones and um where people could move
171to run, then then we would not have a board and we would be in a very clear way inviting the state to take over because we would be saying that we are not capable of following the law and governing ourselves. I just voted tonight on a policy that I voted for for that a certified policy that has in it an ownorous policy which says that we are not to speak about unconscious bias which is offensive and foolish. But the reason I voted for that is because the state has tied our hands because it is a state law. And so I think that as as responsible board directors, we are often put into a situation sometimes where we have to make a decision with what is a way to have the least harm and protect the
172good things that are happening in our district. And I and I think that even if if there are those who have good faith concerns about this process, I would ask them to to consider or reconsider supporting it so that we can protect the viability of our district. Okay. B uh like I asked earlier, uh I wanted some reassurance that there would be community input in this resoning or redistricting process. Uh we already know the history of Little Rock when it comes to desegregation and the litigation that's been going on since the 80s. We already know that there's been versions and different plans. One uh called the Blossom Plan that was accused up with many accusations of Jerry Mandering. Since I've been on abort since 20 24 December, I've never seen somebody make a bid and
173not and not be present to answer questions. So, I'm just going off basically what the routine was from what I've seen since I've been a board member. I understand all of this, but my main concern was community input to make sure that this will be a fair and a non-discriminatory process. And so, for everybody, that's why I voted like I did. and the reporters can put that behind the pay walls. But that's my decision and that's why I made it. But I respect everybody else's decision as well. Just to note, m Mr. Bali, there is I'm recognized. I'm recognized. So for me, what it is because I'm a no vote and um I will remain a no vote. Um I know uh Jim was up here trying to get yes votes and um but for
174me it's about the process. Um, and the process is is not uh clear and I agree um with what director Bali said in regards to uh the transparency of it. Um and and so for me it is a no vote for that. And we just recently seen how uh if it's not done correctly, we seen how legislators were um drawn drawn out of their zone. It was uh Senator Frederick Love that was drawn out of his zone. and to rush this through because we could have always called for a special meeting to have more of a a discussion about it. But it's going to pass at um this this this goound. Um and for me, my no vote is it's really about transparency and it is about um the integrity of myself as a a
175board member and then and then as and then as my role right on uh this board. So um and those who's watching they kind of know the way that uh we go. Any other questions? Uh I would like to address the reasons my reasoning mind that I changed my vote. Um I know that we're not supposed to directly criticize certain peoples or entities. However, I am against this whole law. It was a targeted law. You've heard me speak of this prior to tonight. And it was done just for Little Rock. And we're going back to 1957 when this happened. And that was not to create an an equality here. We when we talked about desegregation, that's really not it was what it was about. It was about destroying and that's what's that's what's going on.
176It's not personal, but it's about the kids. Now, I voted against every time this situation came up except for the last time I was not at the meeting because I was not well that particular night and it was a tornado. But uh we don't have a choice here and that's not fair because if we go and vote against this then we're in essentially going to dissolve this board tonight. And I get it. I still feel that it's not fair. I think we have people from this entire state that is running our school and our school district. So if uh we can come up with something that is going to uh reduce this process and Mr. Hela said that he was looking into it and he's not here tonight which is what I was kind of
177expecting but anyway since and which kind of made me vote against it you know cuz I was waiting on him to say but right now I changed my vote people because I'm I am not going to disband this board and let the state have us. I'm not doing it. So, anybody have any questions of of of mine? You don't have to because I probably won't answer, but that's the reason why. Thank you, Director Adam. Thank you, Mr. I just wanted to uh respond. Mr. B, your concern about the community involvement. I appreciate that and and support that. And I just wanted to note for all of us that in the city gate description in their proposal, they have the option for community involvement if we choose. And so it is there and and they will
178provide it if that's something that the district wishes. Okay. Thank you. So it has been moved and properly second. All in favor say I. I. All opposed to abstain. Yeah. Okay. The motion carries. Okay. So, we're going to move forward to board comments. Perhaps we're already kind of there. All right. Board comments. Yes. Director Strong, did you have something? Did I miss you? Okay. Director B. No. Uh, I just wanted to uh just bring up that uh we haven't really discussed the bailto bail no sale policy and uh wanted to know if that was going to be added to the agenda sometime soon since we have to go into this policy has to go into effect in the beginning of the 2025 26 school year. So just wanted to know if that was going to
179be added to agenda anytime soon. It's um slated to be on the July your July working agenda to look at. Yep. Thank you. Thank you. Uh, any other board comments? Other board comments? I don't know which one of you guys first, but you guys decide because I you guys do it so well. I I just wanted to briefly affirm that what that the majority of our time tonight was talking about students and about things we are doing for students, extra extra efforts, innovative efforts, commitment to try to get help students who have often um not been successful for lots of reasons and and I found that really refreshing and and I hope that we can build on that. Other comments? Yes. uh doing for our next uh work session. I would like to see our
180um entry third graders that are on or uh below grade level. Uh this is the year that like they will be held back. And so so we do have um other serious front-facing um issues and policies to uh be aware of and the and and the impact to the district on that. as well as looking at the math um crisis we have because we focus a lot on literacy um and students uh being behind which is very important to do because if you can't if you're not literate you're not able to do math or any of the other subjects but also we still need to look at our math levels and ensure that our students are on grade level and uh the uh last uh piece that we can u I would like to see
181going and this could really probably be right after the start of this like August or so. um looking at our uh career uh pathways uh particularly what all we have with uh central um um Arkansas um pathways program and the other pathways we have within our uh district because we're in this pendulum shift and and and and we need to ensure that like we are preparing our students for both or and um as no white as uh we are seeing that there is a heavy need for more skilled um workers and then two um I would like to I I don't know who I guess it would be career and curriculum career who who who is career uh not career I'm sorry not that's not uh it's a c word but not career um curriculum
182and and instruction um I would do need to speak with them far as about AI in the morning education space and really teaching our students how to and interface with AI because uh there are districts that's already lightning years uh then ahead and typically we we know the south is um lagging behind that and so ensuring that so that's a conversation um later on probably in the first semester that the board may have but um definitely want to start having those internal conversations about AI in education. Oh, Thomas. Yes, ma'am. Yes, this is for Miss Burgess. Miss Burgess, I had a couple of people that are just totally stressed out. They can't sleep. They're losing their hair simply because I'm not really sure the procedure. If you have seven people that put in for a
183job at the same building and you select the three of the seven, then you have four people that were not selected. What is the procedure after you've selected the three? Do you call the four say, "Hey, you were not selected." Do you send them an email and say, "Hey, we're sorry." Or what? Or do nothing? It's a combination of both. Some principles take the extra step or some supervisors, they'll they'll call, but most should get an email from the talent ed portal that says, "Thank you for your interest in LRSD." Although we've, you know, chosen a different candidate. It's so Yes. You shouldn't leave them hanging. You should No, ma'am. No, ma'am. They they should know if they're going to be recommended or if the supervisor has chosen a different applicant. Okay. And another question.
184Um, so you're going through your one, two, three steps and so some people are not being renewed, but you have a list of job vacancies. So when you get to step maybe seven, but you've already put the list out of vacancies. the people that are at step seven, what if they wanted to apply for the job that you've already posted, but it's no longer posted because maybe you have five or six people that you need to select from. Is that justly? So, each job posting has a um a posting timeline, mostly about 10 days. So if it has closed and we're beyond the 10 days, the only time that we're going to uh actually reopen that is if there are no qualified candidates in that particular pool. Other than that, the supervisor, principal, whomever the
185hiring manager is, they're going to go ahead and go with the process and do the interview. So we don't typically reopen them unless there's a reason to open it beyond the 10 days outside of that time frame. Okay. So, the person that step seven, if that's a job you wanted, you just have to try to find something else. Yes, ma'am. I just have one last thing. Um, it's regarding our contracts. Uh, it's so um June June June 30th is the last day for everybody on contract. and either July 1 when they wake up or when 12:01 a.m. hit, they're out of uh they're either employed with the Little Rock School District because they signed a contract or else they haven't signed a contract and they're not employed. And of course, the district has a role
186and responsibility there to terminate um because of our fringe benefits because then we have to pay those fringe benefits. Um and we're on round five of eight, which is, you know, people know how I feel. So, I think it's crazy. We're the only district um that have it's it just doesn't make sense. Um so, what are these career professionals supposed to do because they are they are without a contract and in the district staff have uh three more rounds of hiring which makes it a new contract. So, how is that going to um impact their their benefits? Because in the system um I I did go the extra step and call um um some folks that I I I know that works in benefits. Uh they are terminated because the district have to terminate in
187the system. There's an end date. So, what happens to those folks waiting for round six, seven, and eight, which really doesn't exist because then they are getting a new contract. what happens and and how should they move? So those people who may be recommended at a later date beyond the June 30th date is what you're asking. Uh they will be considered a new hire at that point. So they'll come back through and they will um have to do their paperwork again with in with with their insurance. So yeah. So that's what I've been talking about the entire time. and the superintendent and I'm not going to say you because I think that you do what you know that is your your direct report. So I'm not going to throw you on that but I am
188going to say the superintendent and staff. um they have been saying no that is not the case and I've been saying these contracts self terminate because of time not because of anybody else but there's a role that their employer Little Rock school district and all the other 236 37 school districts in the state have to do is in these um put a termination date because of fringe benefits that that we pay to social security and medical and and all these other things and I've been saying that they are not covered and the superintendent and staff have been saying yes don't worry about it. So now what do we say to those staff members that have procedures or medical appointments. they have families um and their benefits and they were looking to use their benefits but
189they won't have benefits come July 1 because then they haven't signed up for COBRA because they didn't do the paperwork and when they sign and when they get a contract they're coming in like a brand new employee they have to fill out all of their new hire paperwork and this is very disturbing because I've been saying this the entire time with the rolling of the eyes, the moans, the groans, the the wannabe social media influencers like saying stuff, but in the end, we are at the exact place that I've been talking about since day one of us saying we have eight rounds. But can I clarify something please? And for the people, so the employees who are 12 month employees, you're absolutely correct. June 30th, their insurance will expire. Those who are less than 12
190month employees, their insurance will go through July 31st. Yeah. Okay. So, it depends on what type of contract that you're on. Um that will guide where you are in your insurance. So, if a person, I'm just going to say a teacher, um, who may not have been recommended at this point, their insurance is still valid through July the 31st. So, they they do have another month, but the 12th month employees, you're absolutely correct, it will end on Monday, June 30th, because there is no contract for them to um to be attached to in in an effort to have insurance. So you're right for the for the 12-month employees and and and to Mrs. Vgers, I'm not directing the frustration is not necess it's not towards you. It is really towards administration because because of the
191um because these are we sit up here and yeah we can have empathy. We can feel the dis the distress of those um of our staff that may contact us or not contact us. But the reality is none of our lives up here are changed. We made sure that our top administration contracts was in place. We made sure um certain middle management um contracts were in place. But but but the um people that have direct contact with these kids or else just people in general within our district, these are their livelihoods we're playing with. And so for them to have to go through this round, yes, they may have insurance because of the way the last paycheck falls, but but then what about being able to plan um beyond June 3? I mean it's it
192it we should not be doing this level of psychological violence towards our employees and then have the audacity to create a department on wellness and we are the ones making them mentally ill like it's it's just wrong. So let me so let me just ask well and that's what I'd like for you to do to just speak to well and and the other piece u that was not in the I would say the timeline that we made an effort to do. Okay. Um and you all were great with adding those things to the actual um agenda meetings is when we suspended the rules to approve like the 2A, the 4A. So, so there were some additional rounds that were uh added in in an effort to get as many employees approved by you all as
193possible prior to this deadline. So that that were not um accounted for in the initial timeline. So, I think that that helped a lot of employees. Uh, Mr. Bailey's team. Uh, we've worked closely together with HR and the business office and and the insurance. We've met multiple times in an effort to try to capture as many employees as we could prior to the June 30th deadline. But, we still really quick because I just want to say this. Hopefully next year this is a different way of doing this because this is just this to me um as as an there they are not stringing people you know they have done their hires and and and and whatever vacancies because this is a big enterprise you're always going to have vacancies but the core like our teacher
194of the year I just saw her name and she was teacher of the year and we knew she was teacher of the year in April and she's just now getting or whenever we had that ceremony and she's just now on the contra I mean on on the list and so if if if if um if our larger districts and we're part of large districts are able to get this together um hopefully next year it is much more streamlined because in prior um years and prior administrations like we were not running it like like like this. I mean, I'm just saying hopefully next year is different. Okay, thank you. Uh, any other comments? I just want to uh voice my appreciation for everyone working collaboratively and you know just because we have different ideas does not
195mean that um there that is the problem. Um we all have perspectives and we all need to be heard and I am always open to making sure the floor is open for that. And so I always want that to be the environment and I appreciate you guys for working collaboratively to ensure that is the case. Um I think Miss Burgess had a comment and thank you so much Miss Burgess for being here with us. You're welcome. I just had a few things. I wanted to uh first thank Dr. Wright and the board for this opportunity to uh to continue to serve LRSD and our our staff and students. Um it's it's been very eye openening as usual sitting on this side and sitting on the side that I sit on on a daily basis. Um
196the next thing I wanted to um congratulate again and Mr. Bali for bringing Mr. Davis um forward because he has a lot of um respect in this district and time in and and helped a lot of people throughout the years. Um, I want to uplift one more time our merit pay for our teachers and Miss Smith for doing a a phenomenal job for highlighting that for our our staff, especially for the teachers who um impacted our students growth. And so, everyone is important. I thought that it's it's imperative that we continue to push and to expect and to set the be the standard for our our students and our staff and our parents. So I think that that is very important. Um also thank you all for approving the certified PPC. My hat uh continues
197to go off to u our PPC are uh Miss Austin and Miss Nap Gordon and uh also um Miss Strong and and the committee who has worked feverishly to get this done because now we have the classified board policies to work on now and also the procedure. So, we still have a little ways to go in an effort to implement what we need done for our district. But I am hopeful and I see the the the light. Although everybody doesn't see that all the time, I'm always positive to see that we can do better for our students. And so that's what I wanted to uplift for us to continue to keep our kids first. All right. If there's if uh there is no opposition, we're adjourned. Let's go.