Education- House and Senate

Should be here to date here sees a core sufficient called order of the joint committees on education. Members good item be I need a motion to approve the march eleven twenty four I got a motion in discussion on the motion no discussion all of favor say I oppose nay as have it will approve those minutes. Members just air before we began items see on the agenda just kind of give you an id an idea of what our schedule is going to look like today. We're going to try this this might to see if this will work we have listen to some different members who have talked about trying the assistant we're going to give this an opportunity to hear this months if we can make this work better fit everybody schedules traditionally we have mad for adequacy on monday afternoons at one thirty for a couple hours then then we come back on tuesday morning at nine for two to three hours and and break and we're going to try as we move these through these reports over the next couple of months with the day being the first test to that to try to do that in to do this in one day instead of two so our plan for the day is we're going to take up items CD and e and in the morning we'll do that between now and the plane is to move through those as we talk with staff the amount of time that's allocated for each of those should put us close to eleven thirty we were going to recess at eleven thirty will break for launch will come back at one o'clock and we will pick up with item earth and will go through the end of the gender in the based upon the amount of time that we believe each autumn should take we should finish up around three o'clock and so still the same amount of time but rather than spreading it out over two days we're going to see if we can't put this into one day and get you guys back home a little earlier. So we'll begin in with items see and we have our fabulous team already to table to talk about resource allocation and so ladies will identify yourself and you recognize to present. Elizabeth in them with their el jasmine ray with a bureau adrian back also with the bureau and loribo and bureau legislative rese. So we're going to get started today looking gonna begin our last resource allocation report and this is looking at funding and spending outside of the matrix. So give you a little bit of a brief introduction of some context behind this report and then we'll start by looking into your categorical fine supplemental phones in their nine majority spending. Yeah. Couple things I want to draw your attention to before he gets started you're going to see his reference applicable results from our educator surveys. Those as a reminder the for so very results will be found in your binders and tap three. Additionally your finance updated tracking sheet that is in your binders but you'll see that that's been updated. With various dates as we presented each applicable report for each of those requirements. With that we're going to start by looking at yeah this is our categorical supplemental non matrix last month I guess it's been a couple of months now we looked at swallow staffing and resources and district over resources all in our majority so we're going to go out of the matrix for the rest of it today. Yeah. As a reminder and this is our the total k twelve funding for a fiscal year twenty three. The. I think yeah fiscal twenty three you'll see that foundation funding makes a fifty one percent of the six point nine billion dollars and funding with forty percent of that coming from you are tea generated by each of the districts. After so with that we're going to start looking into our categorical funding. So we have four of these fines these are distributed mainly to address equity issues they're considered restricted so they are limited to specific uses. And they can't be transferred amongst each other as the share the start here demonstrates the blue bar demonstrating their total funding with their starting balance and then the amount in green showing you thought about after a transfers you'll see that esa enhanced in achievement was the only categorical with the lower balance after a transfers and elizabeth will hit that a little bit more later in her presentation. With that will go to pass over to jasmine and get a started. So the first and category that we're going to go over is for all the alternative learning environments in arkansas supplements foundation funding with ali categorical funding to afford students and environment that seeks to eliminate barriers to learning for any student his academic in social progress is negatively effective by the student's personal characteristics or situation and said she requires that districts provide their students with an ALE using one of the methods that you see there one are more actually of the methods that you see there and said she also requires the design provide in annual reports on a two the committee to the houses and it committees on education. Here you see the per people finding amounts for twenty twenty three through twenty twenty five and in the total funding for twenty twenty three which was a little over thirty one million and a total of two hundred and six public school districts into open and roman public charters and receive funding for alien twenty twenty three. Districts receive funding for full time equivalent students which is accounted for in the fee calculation shown here. Funding for a la is the amount authorized by law multiplied by the number of ale students that were identified in the prior year. Here you see the total ale funding amount for twenty twenty three am compared to the expenditures for twenty twenty three and these figures do include transfers made to the all the categorical fine from other categoricals. The chart also shows you that the additional funding used for ali programs and services beyond the ali categorical funding which equated to approximately thirteen million twenty twenty third. This short shows that the majority of ali program expenditures was for classified and certified salaries and benefits and while the airly program requirements emphasize the need for providing intervention services that address each student specific behavioral needs for a long term improvement findings for the analysis of expenditure data show that zero point seven two percent may zero point seventy percent was spent on counselors and zero point zero eight percent was spent on student support. So districts retain small sender treather retain small amounts of funding in their alley categorical fans which rolls over from year to year to be spent on ali programs in this table shows you the number of districts in a roman excuse me open and romant public charters by phone balance for the twenty twenty three cent year so this was the van balance shows what they had at the beginning of twenty twenty three. Research shows that students you need to be enrolled in ali require more academic supports and other services than what is traditionally provided in this excuse me what is providing the traditionally structured and school and soon space challenges that necessitate a wide range of intensive academic in students support services and jobs for the future which is a national non profit that provides consulting in strategy services to promote economic development recommends it stays user formula for all the that allocates additional dollars behind this state or district for people phoning him out and arkansas currently does th. So in a response to the adequacy survey that was conducted fifty six percent of sea for intended reporter that ali finding does not meet their needs and then close to twenty six percent of superintendents report paying another district or educational service co operative to provide a uhm to their students and twenty two. So that brings this to english learner funding and this is funding provided based on the number of students identified as not professional in the english language. Federal law requires districts providing equal educational opportunity to language minority students. In twenty twenty three funding for eagers english learners was three hundred and sixty six dollars per student and they were approximately forty thousand two hundred and eighty eight of those students in twenty twenty three. Our next charter showing you funding versus there was the total spending on english learner students. So they receive fourteen point seven million dollars total and then spent seventeen point two million in those categorical finds indicating that they were transferring from other categoricals for that purpose in total district spent approximately twenty five million dollars for english learner's. Outside of categorical fines that foundation and federal funds were the next primary fund sources. As a categorical these are also restricted so dazzy and the division requires that they be used for instructional services materials and services trainings program development and assessment and evaluation activities in twenty twenty three ninety three percent of those expenditures went toward salaries and benefits. And other states education commission of the states and their twenty one report found multiple mechanisms for funding they students the most commonly used method was sunday twenty four states and that was a flat or a single way similar to what arkansas days. After that the next most common was multiple student way down and eleven states and that provides multiple dollar amounts or weights that are applied based on different factors and proficiency levels where the most commonly used in those states. After that we had since the spaced hybrid and reimbursement that were found in a few. In our educator survey and super sixty three percent of superintendents reported that english learner funding and had it didn't met through district needs excuse me. Our next categorical find is enhanced you need you met you can see on your screen the purposes for this funding this is what used to be now and as national school and spending because it is awarded on a person basis based on the number of students in a district that qualify for the federal free and reduced place lynch program. The for from the beginning of the program until act three twenty two of twenty twenty one esa finding it was restricted to you a list of allowable expenses at three twenty two created categories of expenses what will see on the next screen and districts are required to spend within those categories and is submit a plan to the department for how the intentions and those fines. Here you see the eligible categories a couple of notes here enhancement of teacher salaries phones can't year they firms cannot be spent you meet the required teacher salary minimums but at once the district has met those minimums the offense can be used to provide additional salary or to provide bonuses. And then you'll see that third item is additional teachers in the correct it's a make areas. At districts cannot use a sa phones you need the standards of accreditation but once the district has met those standards they can provide additional use esa phones to provide additional teachers in those quarter academic areas. The department monitors the implementation of these plans and you can see there are things that districts have said you add the plans had to rebate on the needs of the district they have certain budgeting and spending requirements and the division of elementary and secondary education has the power to intervene if the districts are not meeting those requirements and not making progress on their esa please. Here you see a breakdown of how districts allocated yesterday phones in the twenty twenty three so disable is showing you the percentage of all districts and open and romance harder schools that allocated finds you each of these seven categories so you can see on the high end most districts into opening romance harders are allocating many tacket and make supports an interventions in on the low and only about a quarter or allocating many enhancement teachers. Here you see the offending amounts for twenty three twenty four in twenty five in our concert yes they find being is based on the percentage of you have students who qualify for the national free and reduced language program so districts below seventy percent receive a different amount seventy to ninety percent received when amount and greater than ninety percent. Here you see the funding versus the expenditure in this job in an agent mentioned there were a transfer is out of esaver to other categorical. Best practices the research shows that pending for at risk students is beneficial especially when extended for specific purposes you can see that there are multiple methods if identifying at risk students in different states including eligibility for national small lunch programs. There also muscle methods for allocating their fines it can be a flat amount away other states do you award the many based and the concentration of poverty and a district like arkansas and some states are to provide additional staff for our risk statements. In the superintendent survey sixty percent as you are intended to report it that yes a categorical funding either matter exceeded their need. The separate tenant survey also as superintendent ah cheers the primary purpose in as then being their esa phones and you can see that about two thirds of your antennas indicated that their primary purpose in using the funds is to raise the achievement of all students. I want to go into principle spending here there's if you have been on the committee for a number of years will remember that prior to twenty twenties you we did not discuss preschool spending in the adequacy study. In the twenty twentieth usage we added to include analysis of preschool expenditures as we probably mentioned before in this process it's becoming much more difficult to break out all of the preschool expenditures because of the increasing number of price clothes across the state and of in their house in elementary schools and not seeing the loan programs. At this is showing this later showing you the spending for twenty twenty three this is the spending that we can identify specifically as preschool s. And here you see that crazeless beneathing it broken down by functions you can see a little more specifically had districts are spending those fines. We are superintendent a few questions about preschool i'm a superintendent survey about two thousand superintendents indicated that their district does offer preschool and you can see some information about the ages of children that they are serving. In about a third of districts reported that their district has offered prescore to every year four year old in their districts. So that brings us to our final categorical and that's for propressional development and this one's a little bit different in a couple of different ways first it's provided based on total student population not specific students as is the purpose of this as to provide professional development for all teachers. In the second this funding is distributed in a three different ways so first money. Then i'll not the destinate for the twenty twenty three school year. But the money would go out to solution tree for the professional learning communities program and then at atm for arkansas ideas then the remaining mount was distributed on a per student basis going to all the rest of the districts. So i'm gonna break up our discussion based on that distribution i'll first go over the money that goes to at and the school districts and then I briefly talk about the money going to the professional earning communities a little bit later in this report. In twenty twenty three atm received at two point five million dollars for the accounts ids program in this account it for seven percent of total pressure development finds. Arkansas ideas is a partnership between dazzy and eighty two yen to provide online professional development for arkansas license educators and those wishing to obtain an educator license. I connect category educators with quality that he approved propression on development and educational opportunities as well as offering programs of study to assist teachers and obtaining educator licenses or adding additional grade band and. So i'll go or some brief requirements oh or **** or add their that home I missed the school districts part but they had a thirty seven dollars per student in twenty twenty three which came to seventeen point seven million dollars or forty nine percent of all restaurant development categor. This. Looking at some requirements of professional development just briefly and these were requirements in place for the twenty three school year there happened changes since learns but those are not going to be included here. And so statutory purpose of professional development in the definition of that is shown here in short professional development refers to coordinated plan learning activities as required by the division or a statute that means specific requirements in approves teaching and learning. Arkansas law requires districts must have included no fewer than six professional development days and educator contracts. Districts must also prepare an annual professional development plan for their district and then credit for a professional development can be earned in a variety ways as listed here this can include without limitation conferences mentoring study groups college course work or curriculum. The. There are multiple content requirements for educator professional development as listed here their frequency of each of these does vary. These include a slexia human trafficking scientific reading instruction bowling recognition in its relationship with suicide. Terms are funding and spending. You'll see again this is the seventeen point seven is the categorical funds that districts receive for professional development they spent eighteen point five million dollars indicating again that they did transfer other categoricals for this purpose. In total district spent approximately sixty million dollars for professional development I am with the largest majority of that coming from federal funds. These are required to be spent on activities that meet the definition of professional development that I showed earlier. In twenty twenty three these fines were spent in a variety of ways by the districts the largest majority a thirty nine percent of districts went towards services supporting professional development a personnel including but not limited to course registration freeze is training courses and other trading. We do have some research on best practices for professional development identicals which was as a consultant for education at the committees of use historically over the years but and the most recent evidence based model they provided recommended a hundred and twenty five dollars for a student for the cost of trainers that included paying for central office professional development staff outside consultants or school turnaround organizations reimbursements for conference registration tuition for a teachers reputable college course work as well as mislanes administrative and travel quiet. They also recommend it ten days annually for educators dedicate it. And our at our educator surveys sixty four percent of superintendents report at that pd matter exceeded district needs. We did have some other server resources regarding professional development that i'll go over here and on our teacher survey we asked teachers how often they receive professional development through the following options chart here shows a percentage of teachers that use each for most or all of the time. The most commonly used was collaboration with other educators and staff with forty three percent of teachers reporting using that most role of the time in twenty twenty three and that was followed by district in school provided impression development and then arkansas. We also asked them to write the usefulness of each of these forms of professional development. Again the most useful was also claboration with other educators and staff with eighty five percent of teachers rating that very useful or essential that was followed by conferences and workshop. So that's when I conclude our categorical funding section and we're going to move into our supplemental funding. And these are funds that have been added over time to help districts with a variety of issues like low enrollment fluctuating figuring can you hold just mom sir churched bill your question pertaining the. Yes we are on this section. Are we going to ask we should get the book and see yes ma'am at the end of each agenda yes ma'am. Great so i'm starting our supplemental section is isolated funding. And this is funding provided to districts with low enrollment or geographic challenges like rocket roads systems are low student density that can increase highest. There are four different types as shown here you'll see that in total and told or twenty nine districts received some forum of the ten point nine million dollars and isolated funding. The money is distributed on a variety of specific factors for each of these for fines most of them are distributed as a percentage of the foundation funding amount. In short the first isolated funding is distributed based on their specific eligibility criteria as in the remaining amount goes to the special needs isolated based on its criteria and then so on down the line and then the final transportation finds are distributed as a flat mount equal to for each remaining district that meets that criteria. They each have their own spending restrictions with the exception of the small district find and we'll see here they have there. How those vary for those. And then these are the top uses for each of these fines while there are different slightly different restrictions for the isolated and special needs isolated phones we are able to separate that those out due to how their coated in the system but you'll see here that for isolated and special needs isolated instructional programs and services was the most common use operations and maintenance where the small district and then of course transportation was the most common use. And their twenty one report education commissioner the states found only thirty three states have some form of isolated or small district funding amongst these thirty three states there are variety of mechanisms and factors use to determine that funding. Some of the factors included using location geographic barriers sparsity and or enrollment. In their most recent evidence based model on impact is recommended adjustments for districts that have smaller enrollment numbers they stated that districts below nine hundred and seventy five students require additional support staff for an adequate program they recommended one assistant principle and won full time teacher for every seven students and twenty twenty three there were a hundred and thirty four districts. In arkansas that meant for had less than nine hundred and seventy five students which came to fifty three percent of all districts in the state. In a twenty twenty study of new hampshire's public or funding system the american institutional research and the new hampshire commission to study score funding both recommended that small and roman districts needed more funding they noted more spending per student was needed for small districts and districts with higher knees to achieve common levels of student outcomes and the commission recommended multiple weights for small districts bearing by enrollment size noting that smaller districts operated at a lower level of cost efficiency. Elizabeth brickner next section. I next year she was a several mine offending are related to seating enrollment the vs declining enrollment funding i'm not going to take you through the whole formula it can be found in the next bear in your report but the formula provides a district about have the foundation fending amount for each year straight each student that the district is losing a declining enrollment vending is and restricted. Here you can see the declining a romant funding in the numbers of charters in districts that receive that funding for the twenty one twenty two in twenty three school years. And here you can see for the twenty twenty three year at the time spending categories for declining enrollments. And then best practice is and the theory behind declining enrollment is that there are some expenses that can be easily just sound like instructional materials and their send it cannot like a teacher position and district has to lose a lot of students before they can eliminate a teacher position. And there are number different forms of declining enrollment and protections against a claiming roman like we do it arkansas providing additional funding a hold harmless provision with give districts a certain amount of finding how I am guaranteed them a certain amount of funding some states use small district subsidies in a minimum categorical allocation would insure that it's district received a certain amount of categorical funding and even if they did not have even regardless of how many students qualified for that categorical for being. Our next couple minutes you didn't go finding this is clearly first districts that are gaining in rome again i'm not going to take you through the whole formula this formula can be found in her next c of your report this formula provides the full foundation fending amount for every student that the district is gaming. I went out here the student graphing is based on three quarter average daily membership. Declining enrollment offending is based on a yearly average daily membership so it is possible for districts to be eligible for both types of funding in one year they are prohibitive from receiving both heads of and mean a endeavy of words whichever type of fending is greater. This is also and restricted by. He can see for twenty one twenty two and twenty three the numbers of districts and charters that receive student growth funding in the total amounts. In here you see at a student growth and being type of standing categories. And then at research and best practice is you can go sending we know that in arkansas we are finding districts based on prior year enrollment so many states are fending on current year enrollment and they have no form being. I'm interested in states that do you have so you can growth venue and similar get a person at an average of several years of crows some like it when your original in the year in some states as a pay recommended in twenty twenty two some states do you have a minimum grow threshold where district has to have growth at a certain level to be eligible for that being. Our next supplemental stream are enhanced in this human grants. In item packages original report they recommended. For category for the esa categorical it said there were three purposes that would be most beneficial based on the resource for reaching at risk students and those are two days pre square and address will in summer programs so this finding is provided reimburses districts for spending in those three types of pregnant. And here you can see this friend being breakdown for twenty twenty three. Yeah. So next fine is that for special education high suck high cost occurrences this is funding provided to districts when I individual student special education and related services required in their ip or individualized education education program or i'm dealing expensive extraordinary or beyond the routine and normal cost associated with special education and related services. This is a reimbursement system to district must in their eligible claims to be reimbursed reimbursed by the division. Districts are responsible for the first hundred percent of the first fifteen thousand dollars excuse me. After being adjusted for i've said. Then it can be reimbursed a hundred percent. The mountains between fifteen and sixty five thousand dollars and then eighty percent of expenses above sixty five thousand with their cap at hundred thousand dollars per student. And then finally the reimbursements are a prorated based on available funding for that year. In twenty twenty three high class occurrence is funding totaled fourteen million dollars hundred and fifty seven districts admitted claims for one thousand six hundred and five students for a total of four hundred and sixty nine reasoning forty forty six point nine million dollars in eligible claims of that amount twenty one point three million was reimburseable based on that formula we discussed on the previous slide with the available fourteen million dollars districts received sixty six percent of the total reimburseable amount. Of the total forty six point nine million dollars in eligible claims thirty three million was not funded. Other than the restrictions on the types of claims that are eligible to be reimbursed there are no restrictions on how these reimbursed funds can be s. In twenty twenty three district span eleven point eight million dollars of those special education high cost occurrences funding with seventy one percent going towards special education teacher salary and benefits. So now that i've covered that and then back and last couple of months ago we talked about the matrix funding line for a special education teacher sold those are our two state funds and sources for special education so I wanted to talk those altogether. So you'll see here in twenty twenty three district spend five hundred and seventy two million dollars for special education expenses including special education teachers directors support personnel instruction or aids training and then operations and maintenance better or funding account it for forty five percent of those expenses followed by a foundation funding with thirty two percent. In that high cost occurrence to his find that we just talked about is included in the supplemental fine which made up four percent of total spending on special. So this brings us back to our final piece of their professional development component and this is for the money going to professional learning communities. So in twenty twenty three this was solution tree that was implementing this program they were there they are private organization that provides professional development resources training and support. To cater up educators to implement the plc at work model and select it districts and scales their definition of a place he has shown here brodally a plc can refer to some form of a structure claboration between educators with them in school and which educator share experiences ideas resources and strategies for improved student achievement. It can also be a formal program implemented in a school or informal meetings between educators and a score. And underlying assumption behind plc is according to the division is that the key to improve learning for students is continuous job and better learning for educat. And twenty twenty three solution tray received sixteen point thirty million dollars for the professional learning communities program since he began in twenty eighteen society received sixty seven point eight million dollars in the contract resolution tree described the intended outcomes of the pilot of that program to be increasing student achievement through teacher collaboration focus on learning in a results orientation. This map shows you those scores are officially either complete at the program or still in the program. Umm and this does not include schools or districts that are completed this on their own work a social tree on their own separately i've. Each school year includes a no new cohorter schools that begin the program and they participate for a total of three years. So to assist with addressing the disparities and teacher salaries within the state and compared to surrounding states the legislature created the teacher salary equalization fine to provide school districts and open a room at charter schools with additional restricted funding to dedicated strictly for increasing and teacher salaries and here you see the total funding amount between twenty three which was close to fifty two million dollars. Districts and overnormic public charters with an average annual teacher salary below the statewide target and set by the legislature or eligible for equalization funding and the amount received is calculated by multiplying a hundred and eighty five dollars by the prior you're welcoming his call teacher salary equalization scores can use these dollars on any position that require certification and teachers salaries will be discussed in more depth whenever we go whenever we have the teacher salary report later this afternoon. In the last error supplemental funding category that we're going to discuss this morning is enhanced transportation this is a category of funding to help districts with high transportation costs the matrix provides three hundred and twenty one dollars per student for transportation but the actual experience of districts can widely beary we sign through that some district spin as little as three dollars and sixty six cents per student and with the highest being at twenty three sixty four so this spending helps those districts with those high cost is twenty twenty three week you can see on the side that seven point two million was provided to districts and it's set to increase in this year that were currently in twenty twenty four to seven point seven and to eight million next year which begins july one. So how did the dish has this money distributed in developing this model it was determined that there are three berry predictive factors that tell us what school district expenditures are going to be for transportation and they are the average daily membership of a district the average daily route miles and the average and daily number of best writers so this model predicts a expenditures based on those three highly predictive factors and then compares that to what districts actually received and foundation funding and then actually what they spent and for those that have a demonstrated need it's distributed on a proud of basis until the funds are depleted in twenty twenty three of the amounts districts received ranged from seven hundred and two dollars from on a seller to one hundred and seventy eight thousand six hundred for dear amount duty. So again looking back to what we mentioned earlier seven point two million west distributed and twenty twenty three district spent about six point nine million of them and so we were interested in seeing from a matrix expenditure category standpoint what the districts actually spent the money on since it is an unrestricted funding source and we found it seventy five percent of that total six point nine million that they spent was indeed spent on academic transportation it was five point one million the next highest matrix category that they spent money on was operations and maintenance and they spent seventeen percent of the total on that in the remaining categories included on athletic instruction or materials a local district in debtness substitutes and then some athletic supplies and that with that all turned it over to jasmine who's going to talk about the non majority spending so this brings us to the last section of this report which is on non major expending. And several items are not included specifically in the matrix but are frequently purchased by destroyed and with at least some use of foundation fines and as a reminder foundation funding is and restricted funding in districts are free to use it however best fits their needs. So in twenty twenty three schools and argos are spent over two billion dollars on items not specifically identified in the matrix and as you can see from the bottom bar the majority of this spending came came from other state and local fines. As sound here close to a hundred and eighty six million were spin on non matrix items using foundation dollars specifically which is a little over and five percent of total foundation funding instructional aids accounted for the highest percentage which is thirty eight percent of non matrix items spending i'm specifically from foundation fines but when looking at spending from all fence forces facilities in acquisition facilities acquisition and construction was the highest expenditure. So since twenty sixteen um twenty sixteen address he studied rather in our survey to super intended to be has asked the question and if there are any resources not included in the matrix that they believe are an important part of providing an adequate education and for the twenty twenty four study a hundred and twelve superintendents responded to this question and the table shown here shows the most sided resources that were identified by superintendents and which include the safety which is inclusive of saved you and skews me score resource officers mental health additional staff in dislikesia and superintendent sided additional resources were needed to cover these expenses and that the money that was being spent on these resources and that the phoning streamed that they are using are either insufficient or not sustainable. Send supporting its also started issues with partial fending of staff by the materials using decimals for positions rather than hold numbers and the results from the twenty twenty four adequacy study are consistent with the results that we got in twenty twenty two as well as those that APA received from their surveys and am escapes me educational pails that they conducted as part of the twenty twenty finance study so the next few slides that were going to go over are specifically for each of those m resources that they identified so in terms of safety and school resource officers make the majors is not provided our amount specific for school resource officers in sake olders did identify this as an expense they are helping to cover with other finding this next bullet shows you that they spent close to sixty seven million on safety and security measures and that includes the nineteen point five million spent on school resource officers. Thirty two percent of that came from foundation dollars and then you can see the break out of the other funds that were used for them to cover those expenditures. In the twenty twenty finance study conducted by APA they recommended to the committees that they consider adding resources for school safety and is for resource officers to the matrix. Next is mental health. Though the major excitement fast resources for guidance counselors many argument site educators were the growing student health mental needs or student mental health needs rather goes beyond the expertise evidence counselors and that specific men or how the resources and support for students including additional positions that are specialized such as scores psychologist in social workers be identified in twenty twenty three school spent thirty nine million on psychological services and social work activities and you can see a sixty seven percent of the spending was on behavioral support specialist psychological counseling in school basement or health services. And the majority of that was spent using federal dollars this was another area that in the twenty twenty i'm study conducted by apa that they recommend the committees and consider adding to the matrix. So in terms of additional staff analysis of expenditure data kit and be conducted because our our response I did a bottom specific type of staff so for example and several super tendence just indicated that they needed additional staff either said that it was classified to half while others may have named specific positions such as best drivers. For just like sierra state rules require screening of all students and grades i'm kindergarten through second grade and districts are required to have at least one individual service it is lexia interventionist and what what this is not currently addressed in the majority and additionally students and above great great three in a bad rather they have to be screen of a teacher notes deficiency and if they're shows that there is a need for an average in the intervention services than those do you have to be provided. In twenty twenty three does for expent twenty six million under slexier services and here you can see that the vast majority of that came from that essay funding that elizabeth discussed earlier. In a while apia do not make a specific recommendation for this like see interventions because they noted that most adequacy study at stay adequately studies are not typically addressed is lexia separate from special education and they did recommend and it could be possible to increase the for people finding him out for instructional materials which could be used to meet other force coming needs such as the slexier screeners. So in terms of research and best practices the latest art and impact evidence based model identifies other resources not currently funded in the arkansas matrix which includes and that items that you see here so core tutors and that's for the regular education program gives it and talented education crew technical education and then key resources for at rest students and so tutor specifically for those students and extend a day and summer school. So it's a responded some of the questions that were asked during the last meeting we wanted to show you this charts here you see the total foundation finding with in that first bar in the total expenditure in the next to that you see the total expenditure specifically firm foundation finds and that includes the non matrix items that we just went over which is that five point three one percent you see box at their in the box then the next bar shows you the total funding from all. Band resources. However I do want to point out that this does not include those professional development funds that are not sent directly to the score so that would include the money for plcs and the money for aetn but it does include other moneys such as the money that is funded for current technical education and excuse me gt and adol education and in that last bar shows you the total spending from all phone sources and you can see that that that amount exceeds total funding and that can be explained by the use of phone balances. In this last slide shows you a further breakdown of total foundation funny expenditures by matrix line when which we want to provide to help address representative springers and request from the last meeting so this takes you wine by wine the total foundation of any expenditures I am strictly from foundation phones and then the total amount they spent from all phones on every single one in the matrix. But please note that that that last fine is for the non major items in with that we would be happy to open it up to question my members let us thank you very much report on resource allocation. Uh will take questions now will start representative makes you recognize thank you mister german wherever to the right and I have two questions if that's alright first one's pretty quick on the professional development you said that sixty four percent of superintendents responded that the funding was adequate so for that other thirty six percent of superintendents do that mean that do we know why they felt it was inadequate did they want to provide extra training for the teachers they weren't able to wasn't enough training available to do we have a any. Any idea of why the thirty six percent so that they didn't have enough in that category. I don't have that with me what we certainly have I didn't mean national houses I didn't see anything any transfer come out but I can be happy to look back into that digital deeper and the why they're okay I just be curious because of our superintendence you know over one third of our schools think our teachers need or want more training than you know that seems like that's something that we should try to provide for them the other question I had is on the declining enrollment areas all look at any why those areas are declining so for example is there a certain areas of state that we typically see that that declining in romanian is it people are moving from you know rural to urban is it people moving away from you know failing schools in o d and f schools to be and sea scores is it just the birth right in those areas or lower so there's not as many kids you know in those districts as a do we have any information and on what's driving those declines. As far as we were there's no method for tracking students from when school to another school so we don't know I we can't say for sure if they're moving from disaster charges from districts you either district area I be I have it would population trans related to the sisters but i'd be having a dig further into it and see if there's some answers there okay i'm just curious to see if there is any you know trends there that would help us and our decision making thank you thank you mister. Sandra chest field you recognized thank you mister chair in good morning ladies thank you for your usual thorough job you are appreciate it. And I would be remissive I did not say so in looking at esa finding it struck me as I did money was being returned. What percentage of school districts are returning monies that are designated for sa students you know. In my analysis of the twenty twenty three please about fifty five percent in districts allocated many for transfers but I would have to look at the data to be to give you a specific number about how many actually transferred money good thank you because you have a lot of poor key is. And who need a lot of assistance so it's interesting to me that they would be sending money back instead of investing that money in those children how many are have we found out how many s a schools how many teachers are teaching out of their major area of study. And how many kids are taken concurrent and or ap courses do we know I don't have that information in friend of me but i'd be happy to call that for you I would certainly appreciate that uhm missus chier got a bunch of questions on all of it but i'll get back in the cube it is strange to me. There are kids who are very poor. Need the money and so it's just very interesting to me that that money is being returned thank you mister chair thank you I appreciate you get I just wanted it also does not really quickly their teacher recruitment or potential report be presented to sacrifice and we do dick in the battle little bit breakdown a different types of teachers and different categories of schools and districts representative long you recognized thank mr chairman and thank you for the presentation my question was regularly the patch hard back on I guess it's a slide and reform. You break down the categories uh. Very well except for the phone on other state and local I was wondering could could you tell me how much was local versus other state. Never support a total funding through twenty breakdown with me i'm not sure duly much she has anything she can add to that I don't have that in front of me but we could I think looking at that right I would appreciate it maybe just email me and maybe when you do future charts if you could break that out separately to be a great help to me to to see how much is the strictly coming from local sure I think I think julie might speak to this a little bit more if this correct incorrect but I think there's some of that is kind of hard to just have that code some of that's a little hard to break out in the ways but we can certainly tire best to get it down as low as we can on that thank you very much. The. Senator hammer you're recognized thank you mister chair on the increasing number of students with special ad I noticed that the graph showed that it's up every year. Do you have the belti to know is that from students that are maybe moving in from out of state that's increasing out number maybe an expanded diagnosis base or can you can you identify the source of. The increase to special needs. In regards to the student of coming out of say I don't think we have a way of tracking that specifically but I know there are some I don't have that date in front of me but I know that there's been a certain diagnosis that have been growing up and get specific learning disabilities has tended to count for that but I can get back to you to make sure that there's any other sources that are causing that increase but that's been surely that numbers of use you know settling increasing in past years okay if if you don't mind and maybe chair if you'd like them send it to the chair so we push that threshold commute from his interested. And then take out to that question. Do you track the amount of medicaid funding that to scrolls are receiving tied into those mental health diagnosis or the special needs diagnosis the amount of medicaid funding that comes back to school. So we. I don't think we have we not have it tied to specific diagnosis there is we can track expenditures by look at medicaid funds that districts are spending for special education purposes but we don't have a way of timing that to any specific group of disability or student I would assume that would be kind of hidden within the ip that i'll be correct. Right that would be a I think it's soon confidentiality yes come up with that about about just a general dollar. Uhm that schools receive. Through medicaid building for for anything relaged to that or is that avenue that the screws and a week talked about their work on it before but can you sure you we could I don't have that breakdown front I know they medicated typically makes up a significant portion of the federal fines piece of those a total special education spending that getting the exact numbers on that break out. Okay mischair can I get one more not be done yes please thanks page twenty three the educators the outside caters feedback. On the usefulness of the professional development the. The clibration with other educators are staff how much. How much of these results are attached to like solution tree or other other resources because or moderate collaboration with tell your educators that could be done without having to have like solution tree or somebody else in there to coach her to navigate them so i'm wondering can you just talk about these percentages and how you came back. So the percentage is not inclusive to just professional learning communities that is any kind of so the claboration we just in that's been honor I think a response for last couple of surveys that's so they can indicate any kind of laboration and they could interpret that and a variety of ways win I know that on our surveys I did go back and look that we had a significant thing about eight percent of respondents came from a plc school or district but we don't have a term to that respinse that response was pretty bride didn't specify to a poc the separate claboration so can you break the survey out to where it would be just some schools that use that then or said in here somewhere yes i've i've started doing that analysis so I can. I haven't gone too deep and that i've just started doing that analysis if we can certainly do that and look at that anyway. If I went in my initial analysis of looking at plc's teachers in a poc score versus those I wasn't seeing any significant difference with the I think there was a couple of exceptions but. Just the initial look but that wasn't a comprehensive analysis by any means. Miss cheerful sorry i'll give the huge cochair maybe we can figure out that request so can come to the chairs that okay certainly thanks represent a pain or you're recognized thank you mister chair on side thirty five we're talking about preschoolers here it says thirty five percent of districts report that the opportunity preschool to every four year old and the district on the other districts that don't do we have it broke down to like i've got a school district that only offers preschool to their employee children to their employees or low income. Do we have that breakdown with other districts that that offer it that certain way or you know to their employees or low income that percentage. I'm not that's not a question that we ask on the survey i'm not aware of anywhere that that had the department may have more to say about that um I know there are many difference that are offering it to send four year olds a bit nice to everyone in the district and so there are you know income eligible your requirements are other but i'm not aware that we have any that anyone has any breakdown. Where their sisters are in how many things try. Syndrochestrial thank you mister chair for a long way to get back in the as we look at the various categories of funding. I think you all know of my interest in ale foot percentage of those students where an ali programs graduate from high school. Is a question that i'd like for you to find out if you don't already know I don't have that and brought a mission and happy i'd appreciate it and i'd like to know also ll students and esa students how many of them are receiving instructions from teachers. A who are teaching out of their major areas certification. And the unit but after the time I heard I don't know if we have that broken out that way but i'd be happy to overcharge his revision and see if there's a way to break out either license types without i'm not sure if we can get down to that green work but we can certainly get and how many you're taking concurrent. And or a classes. You could get that thank you thank you yes man thank you and members just as a reminder staffed as a very good job of logging the questions that are asked that the department is not or the BLR is not prepared to answer today they do a very good job of getting that information back to staff and then staff will compile those and send I was out to to the committee with a summary on all those answers representative back you recognized. Representative. Thank you just a couple easy questions on on the teachers sorry equalization. My question is is related to the hard learns. And the boosting of the salaries up and then in that program do you see that category. Going away or her dark down misunderstood so that is that's actually a category to bring out some of the teacher sarah in some of the school districts that are lagging there the state and minimums is that correct i'm sorry I don't we're I am doing a whole teacher seller report this afternoon which will which we will do weighing to teach your salaries if you think that will be okay what will I wait for that one more if I may yes. Of the slide thirty nine I find it odd that the professional development the requirements yeah looks like a list is. Areas that you're listing in and then one of the areas that you're needing personal development requirements is athletic coaches. The. That I find that it is seen it's almost like it doesn't said the category one is. Your human trip and I as human trafficking is why I got i'm assuming that you're developing your helping teachers to understand and recognize human trafficking type deals that's a good question and it does kind of it's training that specific to according to coaches and I had the student that was my air in terms of how to list that so that is there are specific requirements that athletic coaches listed in the report in more detail of what that those requirements are but that's what that would it focus is referring to that specific just to athletic coaches where these over variety of teachers that are required to have. All right that take me yes represent painter and recognized they can mister chair on slide seventy seven. Food service looks like it's an increase to two hundred forty thousand is that cost to is due to inflation is that due to having more staff is that due to reproviding more mills can you kind of break that down. I would have to dig into that for you I have a currently I have no idea if you don't mind can you please break that down of the increase II was just be curious to know why it's increased tournament it's food service it's increased by my two hundred and forty thousand. Yeah this doesn't show the that not what this table is showing so the twenty twenty three in less. So this shows you suffered that food service line yes that one oh eight is strictly how much they span in twenty twenty three using foundation dollars then that line next to it is how much they spend it from all phone sources but this isn't like a twenty twenty two twenty twenty three comparison catch what can you can you break that down at least on the food service of the like I mean did it go to staff to go to meal I mean what's. I can I will look in the the database to see if there is a way to break that down further i'm not currently aware that there is that's that's what it's labeled in in the actual abskins as term that we used to extract the expenditure data is food service but I will try I will see is that the same for service chair will be done last question is that for all of the items listed on that slide yes but they're they're there may be. One more waited to disagree that a little bit further I just need to get in their system and look at it for appreciate it thank you. Senator brian recognized thank you mischaired looking at pages are slight nine and slide ten on a funding. And then advancing and a page eleven and expenditures forex see the funding on the. Formula. If we have if we have. Look at those three slies and then looking at the future issue over the metal. That may be coming down at superintendents are recognizing thirty five percent recognize that mental health will be in an issue how how does the funding formula not capture the fact that we expended. Nearly twenty percent more than was allocated. I'm not sure that the funding formula could could do that I mean the funding for malicious what is based on like you know the formula that she used to allocate the phones. Yeah. I would think it ordered to it to your account for the twenty percent increase. Maybe can you could you sir your question I think maybe i'm a little bit just so so we look at twenty twenty three this is my my first year on the committee so i'm i'm trying to look at some historicals but we got twenty twenty three at forty eight ninety. This is on slide nine twenty twenty four forty nine eighty seven twenty twenty five you know five thousand eighty six august work were projecting. But the same we have that based on a formula. But at the same time we are in my school issues by no difference in the others but we are just far exceeding so I don't know that the poor people amount that there's showing here that twenty three three thirteen twenty five is based on formula I don't i'm not sure that that's based on again that formula that shown on this ten is just a formula that the agency uses to distribute those fines. Now when danger taking the consideration is that they're they're using prior year ale. So I could have way more students going to ali. You know this year. But then I was funded based off of how many ale students are last year does that mean I don't know that it is with a question about. I guess how do we how do we project you know the what's coming. In. Thoroughly and no way to do that you just. Phil the gaps where we can. I mean II would have to defer I think for for anything related that happened at top of one of questioning at. Duly help with the beer and and that's part of what the exercise that we're going to right now is we show you I was evidence. But the committee said that ray is based on it. You know that's just that that's right. If I may say what what we have seen in and had discussions with the department about as well in and we had the department come a couple of months ago do an actual presentation on ali and one of the things it was mentioned was how. There is a growing number of placements of students in the ale some by some by. The action of the district ends some buy request of students in so being able to really project that uh i'm not sure there's probably some some date if you look back over the last report five years where you could see the how that number is increasing but it it's not a it's not a set number in and so as we continue to. Um phoned off of eighty year in those reports refunded a year behind and then. But the expenditure is this year II think that gap is increasing in and I think that's one of the items is we look at alley funding how we need to try to balance that out okay so a good catch just a follow ale is that include students that act out physically it could be anything it's a very that that definition I believe is grown and it could be anything from a disciplinary action placed in ali two. You know maybe a but a teen pregnancy who for whatever reason needs an alternative. Learning environment to be able to complete their course work while going through their pregnancy I make it it's a bit broad swipe. Till last last I can work on maybe a fact scenario as you were former member school board I believe so the schools that have like dramatically exponentially increased ale requirements do they typically have to commit to building at a facility or partnering with other school districts or coops to build those facilities and then on the backside as the state for funding the absolute and several districts that have stand alone facilities specifically for alley. And so they have to build it and then the funding will come. Hopefully the building hopefully the funding does follow yes right right thank you represent it makes me I just real quick question ladies a representative right brought this up for can you tell do we know the total amount of funding from all sources that we have invested in two k twelve education. Do I know that total dollar amount is you're not to be exactly with seven billion the very very. Sir seven numbers just over seven billion. Yeah. God's expenditures. Right there so the total funding from our sources that six point nine. And that's they spent a little over seven and that can be carried for from. Phone balances that they had okay so so I went so in total we've spent seven point zero four billion dollars on public k twelve education and till last year. Alright thank you. Center hammer you said that was your last question but then you ask another one and for that one do we just need to clear our schedules for the rest the day europe holding it i'm gonna go to a representative duke far she's been waiting patiently represented big recognized thank you mister chair so my question thank you latest we're all being here in the presentation the job given it's been great is on slide sixty three and sixty four. And. It there's some the I don't quite understand all the numbers on these as far as the funding for a student going down and and some of the numbers that are going up and. And that's an area that I hear a lot from school districts that they just never seem to be able to get their arms around having enough funding for a special eat students and so if you could just maybe explain a little bit more on. The variations and some of those numbers in the causes the changes in them i'd appreciate it thank you sure so. And i'll first note that though it's not reflected here but they're the the formula user there's changed I think prior I think twenty eighteen nineteen that impacted a little bit i'm what was eligible to be reimbursed so that article referring to some of these numbers so the total funding has increased from thirteen million two fourteen million. In the last couple of years the percentage of fines received because of the increasing number of claims that are being submitted and the increasing number of class or claim the total number of claims that total funding. Is resulting at a lower prorated amount. Was there anything specific that I would like more clarification on. Was there any pacific one of those that I want to make sure I can answer your question to any specific add on that you wanted to collect deep. I guess my biggest concern is I wanted to what you just said as you got more claims and so the number each one's getting is going down is that correct yes but it doesn't change the fact that the services that they're needing are still as expensive probably more than they were before more children were being diagnosed with some of these. It in need of some of these services is that fair I think so yes thank you. Said grammar. Thank the share on the last page and I may be seen here just help me find if I missed it and the total maker and the non makers expenditures. The the difference between the foundation funny expenses and that column. Is that broken outage to where the sources of those funding come from is that all made up by the districts themselves at a combination of various sources how do I hold on to combination it's a combination of all the funds that we've talked about so those supplemental phones the categorical finds the. Other state and local phones so yeah it's all fine sources. That's it's a multiple phones sure and at somewhere in this are those identified broken out for example if I take to kindergarten teachers it was a hundred and twenty four million five ninety five but a hundred and forty hundred four came from the foundation how do I how do I identify that the sources of that other twenty million is at all in here it idiot I mean it is it it was in our prior reports like when we did the school level staffing you know we we broke down every line and they may tricks and you would say how much was being spare from foundation phones how much was being spit by from categorical phones. It's I was in a binder yes okay. In his court is particular power point but it is in the binder okay all right i'll get you show me afterwards and and there there's no mention that I could find of any funding amount for non virtual charter schools that take not funny they receive from the state or facility support for funding for them that I miss it or that coming or. Is that some somewhere down the road can the cheer. Yeah. No. I mean this phoning is for any type of school so if. Are you referring specifically to facilities funding or to the facility funding or yet the for the facility supporter for the for the funding for year to sit somewhere in here to your is it coming or where is it. Center hammer we did discuss that with our facilities report which also should be in your binder but there is a separate facility of funding source now for public enrollment charter schools as well but the facilities partnership program is available exclusively to traditional public schools because it is predicated on having a local tax base of which the charters don't have it so they had to have a separate funding string crew approximately yesterday the exact amount lose me but we do cover it in that facilities okay of each is show me that thank you they miss you right that's all questions for members represent springer and let you go ahead and ask a question today thank you mr chair and thank you for allowing me that for timity to do so I just would like to thank them a director hold in the members of this staff for this report you all always still great job I enjoy coming to these meetings to listen to you all present this type of information I just want to make to say there for the record so thank you all they're when you are started to report I did miss the number of ale students that you all said made up this amount could you tell me that amount again at all and I was. It's not paying attention at that point it's sixty three twenty one four time equivalent students six of three to an occur all right thank you thank you all right members good questions appreciate all the feedback will go now to item d on the agenda equity and funding in spending mischiefly. The. So uhm duly helped again with the bureau and I will be presenting the equity reports as soon as we get it set up but you'll find they aren't an exhibit dewin is the power point slides in the actual report is an exhibit the two. I'll be carrying this as quickly as I can and it's about a twenty five minute report. And. So will get started with that now this we've been going through a very bank to come looking at the by the computer at expenditure so this is kind of pulling us out to a broader. Look at. Uh fending and spending an arkansas and it's specifically to look at equity. And the background of this is of course is everything we do goes back to that like the case and one of the grounds that we were found to be in constitutional onwards equity and so that has always been part of this report and like you went on to say that it's not just looking at fending and making sure that we're distributing the money to the districts early in equally but that once that many has been spent at the district level it's been done on an equitable equitable basis for students so in terms of this report and looking back this is my first year to get this held report by myself. And this version of the report was first provided in twenty sixteen and I believe we had an analyst on our staff who had an economics background he read the like the decision and saw these things mentioned like the gini index and mcclean index in realize that he could calculate those in a report together that reflected that before that equity had been covered a lot like you've seen us do in our resource allocation reports where recompare the per people spending between different types of schools but the committees in twenty. And two assessed to resume this type report again so you're we're going to get private providers. And it camps in three sections. For it right now our first section will be looking at something called horizontal equity and this are different ways to look at revenues to see if they are being distributed from the state equitably to the schools for students the second section is cop is gonna naturality and that's really just looking at the relationship between property wealth vadestrics and as per people revenues and how much impact the the property wealth has and then the third section is where we get to looking at echo equity and spending. So. This report gets a little confusing I think because it splits everything up into a couple of different ways of looking at it so in this first section where we're talking about revenues we're going to be looking at two sets of revenue streams wine is really just kind of what we think of it's foundation fending the so that foundation bending aid that came from the state and then the property taxes that districts raise and it's the twenty five urt but it's also all of that other property tax and when end that's charts were talking about other local funds that's a lot of the other local funds is that as excess above twenty five miles of uh property tax. So that's revenue one and we're just going to report to it as revenue one as we go through revenue to is all that many plus wet you decide in here as categorical and supplemental funds which we just went through in that previous report so you're familiar with theirs. So horizontal equity looks at a couple of different things so first we're going to start with what we call measures of central tendency and that's just simply what's what's the metal or typical value of a data set. Never gonna look at measures and dispersion and that's really just telling us how far part or that's values spread from each other. So the central tendency measures are going to be once you know the mean or the average and then the median which is simply believed everything out from smallest to largest it's that very metal number and so what you can see sometimes your median ends up being smaller than the average especially things like dollars you might have extreme values at the top band and that's going to drag your average to be a little bit higher. So when we apply the two sets of revenue so we're gonna start with the main any can see that that average per people expenditure and this is for charters and districts grew each year from twenty one to twenty three and same thing with revenue to which was slightly higher because he got out as other funds added in. When we look at the median you can see the same trend that the median is indeed just a little bit smaller than the average amount was. So a couple of other ways of looking at measures of the starts dispersion is something card the restricted range. And this is if you line dollars as per people value use or average per people's revenues from highest to lowest then you'd find that district at the fifth percentile in the district at the ninety fifth percent i'll need measure with that gap is and so the restricted range is going to be expressed in the same metrics that that your measuring so we're looking at per people revenue so that's what we're going to be expressing it out. So and when the restricted ranged as is try to lop off those really extreme values at either aunt as that red bikes does related to that is the federal range ratio and this simply takes that value at the or the value of the restricted range so whatever that gap is in the bids that by the fifth percent how value and it's just bits it into a ratio or sort of enormous though it's going to be expressed as a percentage and the courts have said rule of them you want a point two five restricted range or smaller one thing as we look through our data because we don't always hit that but we do provide some extra funds and you just heard them talked about the last report there said isolated bending so small schools sometimes get additional managed to help meet their needs and there's a essay for the students who are qualified for the pre and ready and then there's some el many so we do have some extra fence in there to try to address equity needs in that thing sometimes plays with this restricted range ratio. So we're gonna apply that to measures two our two revenue streams and you can see that it's kind of interesting the gap. Gets a little bit smaller in the twenty two year provide sets of fans between that fifth and ninety fifth percent and we need to turn that into a ratio amount you can see that tround holds as well. So another statistical way of looking at how widely the values are spread is as does to school standard deviation and that's just the average distance away from that front that average amount and then the coaficion of variation again is just the way to sort of normalize that so if you have a data service like this one on the left with the values are caused together you're going to have a small standard of deviation and on the right you'd have a larger one and for equity say cute wanted to be smaller. So to apply that again to our data and with revenue one you can see that the the standard deviation or that average distance for twenty one and twenty two is pretty similar and then it jumps up in twenty three and that's true for about sets of revenue and then you look at that as the cofficient of variation in the sea that same tround reflected there. So next there are couple of indexes in indexes are simply ways to try to bring a whole bunch of values and express them and when figure in the first of them we're going to talk about is the maclone and that and it just looks at the lower half of uh data set so that zero to fiftieth percent house at a values it's going to produce a number between zero in one and we're looking for numbers close to wander to. Mean that we're being more equal. So another way of thinking about it is it's really saying is how how does how closer there's bottom values to that median so if you add it at all the values in the schools behind the fiftieth percentile and divided them by that number do you get something that's very similar to the median district in and that would a course indicate like to be quality. So when we apply that to our arkansas data you can see that with business of revenue according to the mclane index we look in berry uhm like we have a lot of equity because his numbers are very close to a one value. So our next index were going to look at is the ginny cofficient of any quality and this you'll often hear you read articles about income any quality there they often use the jinny index as then indicator it's going again range in values from zero to one and but this something would be closer to zero and explain a little bit more what it is is uhm in terms of income if everybody in this rain were making the exact same income then the ten percent of people over here would account for a ten percent of all the income representative in the brain and you go on support and that if you have the twenty percent account for twenty percent of the end can I mean you draw that line on app it's called the line of equality so the jinny index does the actual grass out the other way will ten percent actually may only count for two percent at the income and it measures the distance between those two lines that's why you want a zero case if you have zero in those lines are very close. And say apply that again to the arkansas sets of revenue and exceed that we get very close to zero and both revenue one and revenue to so again that indicates that there's a lot of equality built into our pending. So now we're going to move on to fiscal neutrality and that's looking at property well vs the people revenues. And it's going to look at two things and again these are statistical measures that we talked about in here quite a bit the first is the wealth nature traveling or relation and it's looking at how those two variables are related do they move up together or do they move down together if they move that together they're going to have a cofficient that's close to one if there moving far parts are not in the same direction it's going to be a negative closer to a negative one so at researchers say is that even a property wealth and per people revenue move in the same direction that doesn't really indicate that something bad is going on and less. A maidman and property wealth has great impact on how the per people revenue moves. So here's we're going to look at this. And a gamble looking this is just reminder of two revenue types that were going to be looking at. Uhm. So you can see if you like a revenue one and that's that all of the property tax plus the state foundation aid you can see that the correlations are barely strong there are point seven and point eight. However you look at the wealth elisticity and you can see that when in twenty twenty three whenever property tax or property wealth moves at the dollar per student. Per people revenue for schools only gets at two point four sounds so the impact is very very small so we can feel sure that even though their property wealth differences it's not having a huge impact on those per people revenues. And my neighborhood at revenues. Two in our i'm sorry revenue and touch would keep splitting things that in this this chart we have taken out what's called the urt districts and as are those five districts in arkansas that raise salmage and property tax that state didn't have to provide any state foundation bending eight and we the other thing we know about those is they also tend to have higher per people and revenue so we need exclude those five districts you can see the correlation is not quite as strong you don't have them at the top pulling things that correlation higher but you can also still see that the impact is extremely small so we're only talking pennies and per people revenue for every dollar in per people wealth. And in fiscal I mean revenue to you can this is all districts in this first chart and then without the urt districts in the second chart in account very much the same patterns occurring so we look pretty good on that measure as well. And now we'll get into the vertical equity. And the way this report is always looked at article equity is that compares it makes comparisons in districts he may remember in our resource allocation reports that we provided we got down to the school level and looked at differences among school tights but this is at the district level and it must instances that's going to include your charters and it looks at at these divided app by four different characteristics by the size so the average daily membership by the percentage of minority or non white students that are in a district the percent that are eligible for free and reduced language so that is our measures we we all we looked at in our other reports. And then they also include the having traditionally included the district property wealth so we do that as well. Um. Again there's gonna be two sets of revenues but they're different than what we are talking about earlier so we're going to look at spending ram states select funds and broken look at spending from off burns. And we're gonna exclude expenditures on this one time things like building acquisition or capital expenses because that can really skew and that's doesn't show what's happening day today. So the select site plans are going to look kind of like a revenue to from before it's all of the property tax the foundation bending and then our categoricals and our supplemental fans so are other things that were in mobile new to. And then when we're talking about all things were adding in authors other site local funds in redding and federal bands as well. So just as show it like we would have or like we would have prisoned it in our resource allocation reports where we had the different colored bars showing you you can see and that especially with size and with free and reduced lunch there more pronounced patterns and again I said we have specific fence that go out for students based on this so you those are kind of expected to see. This charts are next charts that i'm gonna be so and you were actually looking at three different years and it's gonna be looking at over looking at school or district scruped by decisions so divided up in the ten equal groups. So first we're going to talk about our school size and you can see these are our desires on average and twenty twenty three the districts in there's our one had an average eighty of two hundred ninety six. And you go up to deserve tin and we had over eighty three hundred students. And then you look at the spending brand there's though select burn sources of that person I showed you and you can see that the spending per student was higher in the small schools some of them may be efficiencies but some of it may also be that isolated and declining bending that is going out some of these schools. The believe. Shows the difference between this one in this are five and then the difference between dessert in this out ten each year if the numbers and those boxes are positive it means the spending is higher and decide one and get slower as we go to the toward those later deaths. Erm every look at the chart including all bending you can see twenty two in twenty three relate jump up and I think that's because of that covered bending that in the mix there is a large reason for that. But you can see the trans are fairly matched the same there's more spending in in your schools that are smaller than slowered ****. Our next categories to look at it by minorities and here you can see how there's range friend the average as I want to ever just disalter in terms of their minority students. And here you say there's night a whole lot of change in spending patterns until you get those higher decision this is from the states like burns but it includes resa phones and as elizabeth just showed you when we talked about when we sent our esa's schools that have ninety percent or a bad they get three times amount of vending for esay then schools with lower amounts of poverty error free and really slung students so it's not totally unexpected that they would have more spending per revenue in those schools or pits spending per students gives me and trends are very similar when you bring in all of those other funds and again you see twenty two and twenty three the spending is higher across the board. Next we look at it by the screen reduce lunch decision and only see the ranges from thirty two percent to eighty nine percent from this I want to decide to you look and the select state bending you see it's a little bit higher as we go at in our decision. And. The same holds true well there there's a little more variability when you add in office federal funds um. But just definitely spending more. And then finally we're going to break it up in to property wealth desires and this is property wealth per student this is not what goes to the schools but this is the property wealth on a per student basis in each of those districts so understand one it was on average of just over sixty thousand per student and property wealth go to desert in any god over two hundred and sixty thousand per. But you can see as as armed and our fiscal new traveling kind of initiality there's actually a lot of equality until you get to decide ton and that's where all of our urt districts are is in december town and they do have more dispound charters are not included in this analysis because they don't have property wealth and but we've picked them as in and point and just had that comparison they are for you. And then again when you add in all of the other number of the other fending and the trends are barely similar with that higher spending and twenty two and twenty three and then finally we looked at the federal range ratio in terms of spending terms of bendings of this is that on the per student spending and you can see if you just look at the select state funds and we were really close to that point to five it does show up to point five and twenty three and i've really tried to look at why that might be and II haven't been able to come up with an answer just looking at the. And and then you add in all of the other bands in eastern twenty two and twenty three when the spend levels jumped the ratio also got higher so that there was more of a gap between the district at the fifth percent I on the district at the ninety fifth percent and that may change it as those covered fan start windling out. And that is the and at that i'll be glad to as coming out as questions i'll be both thank you thank you miss jewelry resteured you. Will you be here this afternoon okay. Members with that objection i'm on a as for flexible agenda I want to move item d equity in fund excuse me item e learning expectations academic standards I want to move that down will come back at one o'clock pick up item if teacher married incentive program and then after that we'll move back up to item e and take a dead item was that okay with you is surely good good I don't believe there's any questions for what you just presented so members we will go into recess will be back in here at one o'clock. The. The. All right members welcome back thank you for. But time of recess and we will pick up with on our agenda with item teacher married incentive program secretary leave if you'll identify yourself for the record and we look forward to your presentation thank you committee members take a believe secretary for department of education and argus are here with my colleague correlation carly sera senior assistant commission for educator effectiveness and licenser. So what we'd like to do is share with education committee kind of an update in an overview or where we are with the teacher instead of fine program. So when you look at a lot of the priorities in the wonderful initiatives that are outlined in arkansas learns legislative platform that we sign in till all last march one of these that we wanted to do is elevate celebrate recognize recruit retain and do everything we can to get the best teachers in front of our students each and every single day we all know that the research is really clear and consistent though the best indicator for predicting outcomes in student performance is the teacher standing a friend around so one of things that were really excited to roll us that we increase that starting salary for all teachers to fifty thousand dollars while I sharing that every teacher got at least a two thousand dollar increase where that did is it started our arkansas rankings and starting teacher salary we moved from forty eight in the nation to top five and even recently within the last month of an organization called the new teacher project did a cost of living analysis in took our starting salary and made it based on arkansas metrics and has ranked us and number one in the nation and starting teaching salary so that's a a big credit to the committee here enough the hard work of religious later the governor in in the staff and everybody in the districts. One of the pieces that was also included with how we're going to recognize in elevate the teaching profession was the merit and center fine and what we wanted to do is develop a methodology that legislature allocated aside allocation of ten million dollars to give bonuses to additional teachers that have demonstrated act so it's in one of the things that we did when we signed into arkansas learns as we made a commitment to the legislative delegation that we were going to seek stay called our relevant feedback from day wine so that when we get to the rules making process and we're getting things across the finish line teacher voice especially has been a big part of that process so we put out a call and we established several different committees in fact we had over a thousand people respond state wide that they were interested in and having to see that the table and help one of the ones that we definitely got the most volunteered from was to be on a work group of educators that wanted to really be far fall in diligent in the process of developing an incentive pay that takes into a lot of factors so we are really really thankful anytime we can publicly thank those teachers they gave up lots of hours to be in committees to to look at a lot of revisions come in in person do some things on zoom it's a real testimony to the commitment of the profession on the quality of educators that we have throughout this date so they come up with a proposal that we're going to share a little bit of a highlight with the committee today because we're following the rules making process we initially took these roles to the state part of education put out for a public comment we've received that back they've been finalised by our state board of education they're coming to committee in a few weeks here in june and we're going to start communicating with school destricts because we want them to validate the data and the information so that when the rules are formally promotated. We can be issuing checks and have a very deserving dollars in the teachers post gets by the end of this month. So one of the biggest challenges that we face when looking at in a senate pay is how you do that to make sure that every teacher is eligible so when you look at teachers that have tested subject areas it's really easy if you're teaching third through tenth grade and reading or a math and science we've got historical data that looks at student growth student performance you can tie those metrics back to the teacher but there's also teachers that are doing incredible work that are going to bother beyond that we wanted to make sure that the area to participate is into as well so this is year one of an outline of a program that established several different categories so what we know the legislation that passed us to do is to come up with a formula that recognizes teachers that are exceeding above and beyond expectations these are the teachers that are hitting home runs a year after a year after year and we know that every year they're going to get the best gains either students so we we know that the highest metric that teachers of the eligible for was up to ten thousand dollars that we we've developed a formula says if you're in the ninety ninth percent tile you have a highly effective van score which is our value added measure score then we know that with confidence we can say your you're the best of the best way at about forty teachers that meant that metric and we're going to be recommended that they would receive that full ten thousand dollars and we are real deliverate that when we make these teachers and identify them and the dollar amounts that that's the actual amount of dollars are going to receive in their check because we want to make sure that the friends in the insurance in the taxes in the benefits with or you take care for so we know we've identified teachers are going to get the ten thousand dollars and then we know that there's teachers that are also meeting those metro etc in the seventy five fifth percentile and you can see on the chart here is about thirty five it was about thirty five teachers reaching the ten thousand dollars about thirty five teachers that. Hit that high moraco metric though we'd reach the hit about nine thousand dollars. So then we also establish some other criteria and what was great about the valuated measure growth because we get all has a lot of questions of how that works that's three years worth of data that those teachers have had of students that they have impacted and that's on projected growth so when you look at the value I don't model it has a unique student profile in it takes into a lot of considerating factors but basically where that student is when they walk in the classroom a year is worth the growth would look like this at the end of the year and everybody has their own metrics that based on that individual student so this is data that we can say with confidence measures expect this student growth on all the teachers that i've hit this formula. Other factors we want to create is we know that there's a lot of teachers that do not teach tested subject areas so how do we factor in a first grade teacher or a band teacher or maybe a school counselor so the committee came up with some other designations that can look at other metrics like the teacher evaluation that's done annually by their school administration and then actually even developed a stackable model do you are you a teacher with a highly effective teacher evaluation and you're making an impact in a small role area or a geographic area that's hard to stop do you teach and our highly effective and have evidence of impact in one of the state identified critical shortage areas do you meant her other teachers and look at overseeing people that are in this fire educating expiring teaching program because then you're giving back to the school and you're developing other teachers other can other factors are if you have met master teacher designation have you gone through the process where you've created a portfolio and demonstrated excellent in your profession and then are you lies in those attributes to give back to those teachers and help mold and invent the next generation of teachers so at the at the end of the counter recommendation by the committee every teacher regardless of what they taught where's eligible to receive some sort of recognition if they fell into one of these buckets the only qualifier that a teacher would not have been all of eligible for is if they were unlicensed. So I add the first step we value having license educators you had to be licensed in in the state of arkansas then if you were demonstrating excellent in one of the identified tears or buckets you had an opportunity to to achieve a few more dollars so with this formula when we take the the ten million dollars and we breakdown the different categories we're about to wrecking nice three thousand teachers in this date of arkansas that have demonstrated excellent year after year that continually go above and beyond and meet those students needs which is about ten percent is the top ten percent of educators in the state that we're eligible to receive some fines so one of the things I think that's of interest is is you can see kind of the different categories and and how that would flesh out but we created a map to show everybody because that's the first question we did is where are these teachers what districts are in so we've created a map I don't know if you can put in the map of carly think I can then will have a link that goes that's in this presentation that we're gonna share publicly and you can even hover over the map and see which percentage of teachers in the different schools that are they receive it but here we go. It's on this screen so misimagine in a come up on that screen. But if if not we'll make sure to share and you can see that geographically there's a very good representation that teachers have a qualify across the state. Yeah members that's on page one of your hand out is that many app that shows a breakdown of the percentage of teachers receiving the smart bonus it's color coated and then that code that's on page four of your hand out down the bottom right hand corner that is illegal to that distribution map in and you can hover over a county or an area it will show you the school districts within that area in in the number of educators that are receiving those incentive bonuses from within those districts. Already for questions alright we'll start a representative makes that you know way over to your right here that two questions i'm first one on the of subject shortage and the geographic representation on on those two categories do the teachers have to meet any sort of student growth metrics in order to get the bonus or you just regardless of how what you're doing your automatically get the bonus because you're in that area. It depends because if you're one of those tests of subject areas in order to get you a higher level of the tears you would have to have the value I don't major score that design need you effective our highly effective. If not if you didn't have a test is subject to you'd have to be rated highly effective on your annual teacher valuation okay and then my follow up and mr chairman you can tell me if you want to want want them to pursue this question or not but the other question I have while you're at the the table the new education amendment that's up for potentially to be on the ballot coming up in november could you share with us what the potential implications are if that measure were a pass you know that cost how that are effect different you know public schools charter schools private schools could you go into that a little bit with us have again it that the chairman's discretion yeah. Go ahead. Well when I when I think about the great work that was supported by this legislator it's signed into with the vision of improving learning throughout the state and arkansas learns. I look at a a couple keyboard is that II kind of pretty chunk a lot of different initiatives and it. Implementing high quality early learning programs making sure they're a value in we have access to to families that want to participate. K twelve has a lot of choice options we know one size fits all approach doesn't meet the need of all students and family so how do we empower parents and how do we create different options expanding specially career technical options looking at accelerate pathways making sure that all the greaters are able to read at read adder above gray level and all of the initiatives to support improving those test scores and then post secondary making sure that people that or students when they finish school have the skills that have to help them be successful in life whether the pursuing higher education opportunities where they're ending the work force to military whatever you need passway that a child's going to be on how are we working with families how work on a parents and how we make sure we meet those benchmarks. This policy by signed in with arkansas learns has is outlined the blue print it is the roadmap that we are following as a state to achieve just those goals so anything that we would do as a stay to disrupt that would take us crackwords where has backwards got us backwards free learners has had as ranked in the bottom of the nation and in every category that you want to be in the top of the nation so when you look at education as the hall were considering they rang forty five forty six forty seven forty eight just in year one when you look at some of the metrics like US world and news reports interest deficit year the emphasis of learns implementation were already seen the need on those metrics move we went from from forty third in the nation in education which looks at early learning key twelve and higher ad by us news in world's report. Forty third in the nation last year this year that report just came out we moved to thirty eight. That forward progress who wants to see us go backwards nobody we all have the same goal and that's the elevate education and make this a priority we have to play book to get there when you ask about what it would the financial impact and cost of implications. I've seen estimates they were range over a billion dollars of over a billion dollars we'd have to figure out how to fund some of these new priorities initiatives we have the right ones in place I feel like we need to continue the momentum that we've seen we've increased teacher salaries we just heard me say top five in the nation adjuster for a cost of living number one in the nation do we want to take this money away from those teachers they deserve it they're working hard our students are performing better our school administrators are given the tools and research that they need so that they can be successful we need to keep forward with our momentum so so bottom line you believe it would be detrimental to the state that if that were to pass. I'm doing. The hard work that we have invested in with take us backwards thank you thank you mister. Representative ubank she recognized that you mister chair you mentioned that in order to be eligible for the this incident pay they had to be a license teacher and you said this is almost ten percent of arguments off teachers so I assume that there's roughly thirty thousand license teachers in the state. I was wondering how many unlicensed teachers we have employed. The. We have roughly about twelve percent and license teachers across the state that are working in some type of act to a forty wavers on a long term serve lasted your exceptions or emergency teaching permits okay thank you. Representative duke you recognized. Thank you mister chair so I have a couple of questions if that's okay things so my first question is when so the catherine two which I assume they they don't they aren't testing list by the state officially correct so those are the ones that are using their teacher evaluations so when you guys gave that direction was there any direction to is it just based on the evaluation they've done by that staff member or they using as many of them are tested. Just not reported to the state was that a piece of their making that decision process or will that be encouraged to be a part of the piece of making that decision process moving. So i'll i'll go first and currently can answer so I think that's a great question rate especially when you're looking at the impact of a key want to teach her a lot of them multiple subject areas. Every state or every district and the state has some form of progress monitoring that they were doing that could be and quantifiable metric but it's night in a forum across the states so that's why for a year and this is our first year is a baseline here we stuck with the teacher evaluation and some of the other criteria based on. Region like if they're in a hardest staff region geographical part of the state next school year when we start to school year in the fall what we're going to have a state wide unified corner progress mirroring system for those. Test this subject areas and we will be able to bring in a tested value measure for key one in two because we'll have a unified assessment statewide so near wine we were bait were very pretty much starting with kind of the different checklist and then the overall teacher valuation year two would be able to put a quantified measure and then those teachers could be eligible to receive additional dollars as well they won't have that doubt although over the three year period unless the school uses their own so will they still be able to be eligible to have to wait three more years for my dad accumulates very quickly III think in your one you could establish that that data port follows your one and then just keep adding to that portfolio over the years we know if we have evidence answer shows the teacher is getting above and beyond we want to make sure that they're eligible right cause it means I think sometimes we lose some of them in those first three years and so for waiting three years to collect data before they can. Be eligible and if that's not a piece. For administrators to be using which they could many of them is just where they use that with their evaluation so that was just something I want to ask the next question where when you started going through this process which. I i'm a big fan of the merit and I think it's a great incentive it's not gonna be perfect but have you seen any trends as far as some districts I know the numbers are percentages will be different based on how many people but have you seen any trends on some districts when you kind of level lies at all out that are. Obviously doing something with their staff that is phenomenal and we need to find out and dig deep or have you seen anything like that. So II think the short answer to that is yes we we have teachers I would call them that are they're kind of beating the yards and we have teachers that receive a highly effective value added measure score in there in an ath school. Great so when we look at who are those teachers in an environment where a lot of students are not getting growth you're going to be in at school if your students are learning but we have teachers in their schools that are getting more than one and a half standard deviations i've expected growth meaning they're learning more than a year and a half almost two years because they're getting learning gains out of their students in an environment where we we would save most kids aren't being that successful weird identifying those teachers in fact we have identified them last year we've done some focus groups with them we're doing kind of a work what works best practices model with them in fact we even sent staff out to their schools to set go visit these teachers and find out what's doing what went there down what what are they doing that's a special because they they need to get all the dollars that we can give in all the actually so we give them in it where we have found consistently in those classrooms when you walk in there you found teachers teaching in students learning students weren't sleeping they didn't have irabides on they weren't on their phones the teacher was engaged a students were on tas in the teacher at high expectations for those students in their students were meeting. Thank you i'm best the device I got as the and teacher was belt about makes big difference with those teachers were down there teaching and my last question if that's okay. DD are you aware of any districts that are in point their own incentive plans on type of what we are doing. Sector if you would poor your might just a little bit closer to you thank you sometimes they talk on my hands I think that that so there are some districts that are doing their own teacher incentive funds that are doing some mirror pays some some some. Some districts in currently you may know better in me have even applied for some federal grants and and we're able to get additional dollars to their districts to do something just like this to say how do we how do we measure student performance how do we engage and professional learning and how do we recognize teachers that are getting the most amount of gains that they can are other students so there are some districts that are doing that. Yes they are there are some out there that are doing count of that top growing up which is based on performance and it's not just your license staff met there even looking at white is the growth than the gains for the building and so they're also involving that support staff. So we have some out there we have had a lot of phone calls about you know they really want to see who is moving and doing great things and they really want to celebrate it and I think that you're going to have it in different ways that it's gonna be you'll see it celebrated not just an monetary but other things as well recognize in their. Educators elevated. Thank you II like here in districts think in other box senator stone you recognized thank you mister chair secretary via a question you've spoke while ago about these teachers that are really doing good and acceling. Is there anything that they're about which involve top of everybody else I mean is that because they all in addition to their batteries degree they have a master's degree. Or they then may be teaching twenty plus year desert correlation to their you know the contributes to their success we have II think that's an excellent question I wish it was that easier to say if you get a master's degree you're gonna have better student outcomes or if you go through this professional value training it's going to leave the better soon outcomes. If there is a magic pill and everybody we're taking I think what you find with teachers that are excelling in growth is they have really strong relationships with their students their masters of educational strategies they know their content inside and out so they know where the kids should be when they get there and they know it's expected of the students then the following year and they know what we would call is high quality tier one instruction meaning they're teaching grave level content standards each in every single day then they're finding out ways to support kids they need additional layers of support within their clashroom to meet grand level expectations and then figure out how to excel kids there need to be challenged above and beyond and they have a consistent believe that all kids can learn and they're going to do it over it takes to make sure that they get there okay with chair pop go ahead and they were more question you would talk talking about I guess last has teachers then unless his teachers they aren't licensed teachers it a minimum deal have a bash with degree don't. Yes they do have a bachelor's degree but we hope this motivates the on to get that license okay thank you I have no more questions thank you mister chair thanks no other member questions will go to nine members representative of springer thank you mister terror good afternoon that delivery I just wanted to ask the question based on the data that you've collected is your data showing that the teachers have a receiving these incentives are they the teachers that are actually moving the add a students are actually meeting great level expectation of the majority of these teachers those teachers that are students having stood as meet the expectations it all great levels wherever there is a test being administered yeah so I think where you're fine is the ones that are getting the highest bonus is the ten thousand dollars bonus in ninety thousand dollars those are the teachers that are getting tremendous learning gains above and beyond which you would expect from the students and that's why you see it kind of to a little bit because uhm. You want to take in a lot of those different factors. Thank you. Hi thank you very very good report excited about this program really appreciate the fact that you took a work group of educators who met and put their thoughts together on how they felt that this should be and a valuation tool and and incentive to to their peers across the state and so I think it's going to be very well received I think you may have said you know it's not perfect on the front end and so we look forward to seeing how this rolls out at the end of this month and then the feedback that's received and how we can build upon it and and continue to reward those teachers that are really making a difference in kids lives so thank you very much are pleasure in and and we be more than well and are happy to even come back and give you a report or an update on how this goes because that there's nothing I think more important than we can also look at when we're when we're doing always right for a student to set them up the base successful as to make sure investment in those teachers so thank you to this legislature for free recommend me and we're really happy to be a part of this great thank you and app I appreciate you mention that because members what we're going to do you notice down on your agenda we have item teacher recruitment and retention and we know that this is going to be a piece of that going forward and so consultation with my co chair and with BLR what we've decided do is we're going to move that agenda item over into august that will give us about forty five days from the time that this has been rolled out the merit teacher incentive find in the rules that go with that get those funds out there that would give us about thirty forty five days of feedback to see how to receive get positive and negative feedback and then have you come back and report that when we do this presentation because we believe that this is going to be an internal peace to recruitment and retention so thank you very much. I don't members we will go now to item we're going to pick back up with item e miss july. We're gonna talk about learning expectations and academic standards. The. Yeah. The. Okay thank you i'm duly helped again with the bureau and this afternoon we're going to get out of some of our heavy duty financial analysis and just reminder that the data that we have in the year of analysis we're using is the twenty two twenty three school year so a lot of the exciting things that doctor leave us just talking about are happening the school year in that site can be reflected and what representing today uhm but we're moving into report that we call learning expectations and to be concerned of time there's actually in this report will be one of the reports that there's some more information covered than what i'll cover in today's presentation i'm going to try to stick to what is statutory required in that's really focusing on the academic standards so today will talk about arkansas expectations for students and what they should learn will talk more specifically about the academic standards and with a required courses that go along with their standards are and then also the graduation requirements in smart core and then at the end well look at all the legislation and there was a light of legislation both in the lawrence act and then some other acts that were passed during the twenty three session and that effect the curriculum and other programs for student learning. So to start off with looking at of the official word for what students had learned and we can find it in several different places and first in act nine thirty of twenty seventeen which set up are the twenty three current accountabilities program it generally embroidery says that the academic standards are going to define with students should know and do and we want to prepare students to demonstrate the skills incompetencies so they can be successful upon graduation and beyond. Then and the other place he can find expectations are and those standards for accreditation which are part of the uhm. Um that huge rule which covers lights of tots lots of topics but it really specifically outlines all of the curriculum and courses that are to be tight at each grade level or open at each grade level and then and these committees definition of adequacy it also talks about that adequacy includes the their standards and in a few years ago and twenty eighteen I believe you add it also their career technical frameworks and that's why I learn after my report will be talking to you about one thing that I did one point out in the definition is that it still says that these are to be tart and the law actually was recently required especially in regards to the required thirty eight there to be offered but they don't have to be taught if there's not enrollment and so that may be when place where we want a tweak third the definition that in our adequacy study. So the academic standards if you go to disease website you'll see that there is these denying bride at separate areas and within each of these areas there are numerous courses that go down into deep documents with the skills and knowledge expectations that students are to accomplish within each of those subjects at each grade level and so it gets very specific but this is kind of students them and administrators guide book to what's going to happen in the classrooms in their schools. The standards are put together by committees of educators and they are they come together over the course of a summer usually by spring the new standards are ready to go before it's state board and then they're implemented that polling school year each subject area is updated every five to seven years so that that in expectations are keeping up with what uhm the standards that are found at a man academic working groups and educational groups the committee is also look at leading states and with their standards are so they bring in a lot of information to determine where it makes those determinations of what arkansas students should learn and do. We did ask one question on our survey about the standards we asked teachers and this is actually taken from a national survey but ask them how how much does having the state standards and how they're put together help you with your satisfaction of teaching and we see that about two thirds of our said that they had a positive effect on their satisfaction with teaching. So looking at the required courses and their light out in the standards for a creditation by great span so in case for you can see these are the subject areas that are to be taught to students and they include the you know normal core subjects health and arkansas history with an emphasis at both grade and then there's also a weather across forty minutes of recess in this account it has instructional minutes of the day. When you go to grades k through five that looks match the same recess disappears in career and technical education is added to the max. And then when you get to grades nine through twelve that's where you find that is required thirty eight. And I won't read through these spec you can see them listed here and so again these are all courses that high schools must offer in their school buildings and if a student does not enroll the they can they don't have to teach it but if a student wants it they can also be offered virtually or in class that would be only have one suited who wants to take a physics and you can help them find in a virtual course in that. There are some other things that are required to be offered in high schools and there's an ap class in each of the four core subjects should be offered so that mouth science social studies in english there's also to be transitional courses and math and literacy at the high school level and these aren't remedial courses but they are courses designed to help students to make that bridge from high school to college left or material and then in twenty twenty one there's a requirement that the whole cost should also be covered in eighty was to create learning models that could be incorporated and classes to meet this requirement. So out of those required thirty eight and high schools they have to operators they can also go above and beyond an offer other courses and some of the larger ends certainly do but out of the required thirty eight is where we find our graduate requirements and that's a subset of twenty two courses that had the students have to successfully complete in order to get an arkansas certifier diplomat and we know things change for the large acts that were again talking about twenty twenty three and at that time the departments were now as either a smart core or at cord court apartment and you can see that the vast majority of students graduated with smart court of palmers and smart core was implemented in the early two thousand and we've watched the percentage as students graduating with that grow and parents instance kid request waivers running in generally with that there's a smart core requires you can see the four maths the four english the three cents three social studies what sets it apart is that the four mass included going at two at out of a two and then a fourth higher level math course in if you waive out of smart core you don't have to take out of a two and that other higher level course but you do have to substitute two other math courses that have been approved and for theirs also to graduate as students got to take a course that covers personal and family pineans. And they have to pass an arkansas civic exam complete a cpr course. And um starting in twenty twenty three ninth graders had to also have when unit of computer science and three learns even those personal twenty twenty three students starting with those nightgraders are so happy to start thinking about those seventy five hours of community service. The. So are if you compare ncs has a database of graduation requirements for every state. And are they they count our twenty credits is twenty two and a half because i'm they are. Have course of oral communications get added into that so anyway we're in the fourth year of this twenty two point five to twenty three point five but you can see were at the top when it comes to graduation requirements there are um. For states that don't have graduation requirements as recent zero and that's because they let that be said at the district um except in bermit which they have moved to a system that allows students to demonstrate proficiency rather than a credit a seat time. He can see the main difference and that's going to show you can see that while we have twenty two point five both mississippi and louisiana they have twenty four credits required and the main differences for social cities and for sciences are required in the states. This is data that adrian showed you back in january sept but I thought i'd just bring it in since we're talking about graduation rates in twenty three arkansas had a graduation rate of eighty nine percent. And then here's a slide that says comparison with students on the free and reduce slatch program or in special education or who are english learners as well as males and females compared with that eighty nine percent average and then here buys a racial and ethnic groups and the same comparisons. And then finally the lawrence act brought or will bring quite a few new things I mention the community service requirements and then there are some other programs that have to be introduced search on child section of send human traffic king and there is our so a course program that schools that are either have lower grades and their students can choose to take choices that other schools again none of that was in place during the twenty three school year and then here are some other pieces of legislation that were enacted as well. And I have their actually two pages of these and I won't read others to you. But without i'll be glad to take questions or we can move on to could you leave members any questions on an item e learning expectations and academic standards. Seeing nine still will move on to item g great. I. I didn't learn heavily durable legislative research. So far in july discussion or i'm learning expectat. Education specifically for career and technical. So as you mentioned earlier we if you would pull that might just look at closer to you. The. As duly mentioned earlier today already be. Career and technical frameworks and the standards of creditation are mixed in to the definition for adequacy that applied to the fiscal year twenty three. However the report is not explicitly outlined by that definition is one of the ones that we do by request of the committee don't for the past several years. I'll be focusing on district spending from cte and what they have used in their available funding sources will also be talking about the students and the courses that make up the programs for and then the and i'll briefly talk about the relevant legislation and any work for its connections that we have. So starting with oversight public school cd is primarily under the authority of division of career technical education. The you state of education is also involved in this they're mostly approval in the statutory and references. So these are some day responsibilities for both of these entities have together however there are also kind of a collaborative effort of this there are several other entities involved in. Just kind of completing for the students so there's officer still development and the career education and workforce development board both kind of work with technical centers primarily as well as determining what's per secondary credential students can earn in high school. In addition to the tee we have the other two divisions the department of education they collaborate with each other and make sure that the students have a comprehensive education process that transitions from secondary to post secondary. And focuses on making sure that the course code system is consistent and being able to track credits any students through receiving college credit. It's moving onto which card at the district level. Be brilliant the governing arkansas senators over creditations duly are event over this morning do required career education to be to be offered to grades five through twelve in this past school year and twenty three districts offered this requirement by requiring keycode or keyboarding courses as well as offering me career development course students have the option to take whether they have the option to take key code or keyboarding but they do have to receive a credit by the end of the eighth grade. For students in nineteen twelfth grade the requirements are much more specific specifically in the standards that identifies of these nine courses have to be sequenced and they have to represent three different occupational areas. And so with the cte courses designated with levels the second thing structure comes together to make a program of study and. In that way we have three courses so districts have to offer three programs of study in order to comply with the states interest of offering nine courses. There are few different sections of arkansas code the outline the form of what a career in types of cogication program i've study as. And primarily it kind of emphasises the importance of care readiness giggle development and any preparation that students might need to become higher cheaper than high earners and as many options as possible. A few of these statutory definitions include that these programs might award post secondary credits you might reward concurrent credits the programs themselves may be evaluated by call the assessment but most importantly the each program study is made up from c t e courses which are aligned with college and readiness standards and have their own requirements that does he and vision of high red have developed a decision. In our surveys we asked high school principles to identify how many programs were offered any chocopational area so here are the five possible options. You can see the range is pretty bride however most of the schools were offering business and marketing technology courses and the least offer was in the stem category. So now if we're going to get into some details on district spending and what they're using to support their programs as well as the fund sources that are designated for career education. Starting with expenditures and told it for the year district spent about a hundred and twenty nine million it's important to note the amount that's in this chart has already been accounted for in other resource allocation reports and matrix and both in both matrix and non may tricks lines of both march and this morning. This is not new spending for instance this categorical expenditure is around two point three million and that has been. Entirely accounted for writing in the safe funding little bit when over earlier today. The matrix is not provided dollar amount for cc ebay as you see most of the school stricts are using foundation funding at about seventy four percent. So looking all phone sources there are a couple of different expenditure categories that city is coded as. The vast majority of these are coded as teachers and grades want. This following column at the end here since these spenders have already been covered. There's a hundred and seven million mix up about eighty three percent of all city expenditures but from all expenditures towards teachers through grade it's one third twelve this one hundred and seven billion is about five and a half percent. This. This is another breakdown of spending ads is based on what was covered in instructional function consume. On the left you have what's greater than ten millionth on the right you have any expensive. The definitions for these functions are in your report on page for. Wow districts are using foundation profounding primarily there are few sources they have available to them both are dedicated in restricted for specifically there's a mixture of state revenues and federal grand so we have the public school fund and then the perkins five which will be referring to a lot throughout this presentation the eligibility criteria for prokins five is pretty interestwine for dc t police policies and programs. For instance one of the special grants for. And that's using state rather new are two of the competitive branch administered by the e that would be the innovation and non traditional rants and in addition to other criteria set out by the division the recipients must also be eligible for perkins five funding. Southeact itself was created in two thousand and six with last updated in twenty eighteen each year states are granted an allocation for the school year in twenty twenty three arkansas words. A little under fifteen million for the year secondary schools were awarded about half of that amount based on the distribution formula that's outlined in that legislation. This spending is specifically to improve and support dct programs and services and there are several allowable uses and on allowable uses outlined in these plans. So and all from the seventeen million available after appropriations most of that was spent the. Part of that went to. Direct just districts directly in france and aid and this is the largest. Fund source that we have in the state that does go directly to districts and manner. Beyond that we have a state revenue sources so this is the first of the public school funds that i'll be talking about today. This is the state start upgrades awards and these are administered through the division of create cleducation they are awarded with fund the district who applies worded with funding to start a new program of study that would expand ct opportunities for their school was. There are a variety of factors that easy to considers when reviewing approving these applications. In this year specifically the funds available was a big part of that evaluation process so they see the bottom here we have a chart of what was awarded in grants for the last year so we have a little over three and a half million but sixty five percent came from this public school for the remaining thirty one came from federal funding that was available and the last four percent came from another part of the public school phone from department of education that was approved to be used towards his programs. So with that be award amount for the question of starrups was about two point three million just less than we had funding and at the end of the year we. Found that there are still additional funding remaining so they had about seven percent of that twenty three two point three billion remaining and and this is partially because districts may not use all their funding they might need less. Funds to start like who might need less to start of equipment and they may have different priorities for the year and they end up not spending it or it simply is a matter of the scores not submitting reimbursements by the end of the school year. So the difference between it was awarded as spent this is what was awarded and these are broken out by the occupational areas with an additional hybrid program that the city kind of identifies with work based learning and career reading this courses. So end hordeal there were thirty seven ct programs of study that work started up in the past year however that knaps out to about ninety nine awards there are all different. Scores applying for different grants and. They come to the patrol that you see here. So similar to the chart I showed earlier these are all occupational areas however you'll notice the inverse of that chart and that stand programs were applied for mouse and. The least amount was for business and marketing though it shows that districts are increasing the amount of sent programs that they're offering students. This. The second fund it's the vocational center aid from the public school find this goes to secondary technical centers or secondary career centers is the called several different places. In twenty twenty three this twenty point six million amount was distributed to the centers directly. Through a tiered funding structure structure almost all of this funding about was spent by the end of the year with less than one percent remaining. Your number of centers that we had on. That we had a secondary technical centers was thirty with thirty two extended extent of locations that are additional to the main centers and the list of that is in your report in your appendance. In our surveys we asked superintendence. How they sent students to any if they sent students any state funded technical center or a satellite you see these are the tap for a responses primarily districts did not send any students because the programs offered on campus for sufficient. So this next section is going to go over what makes a program of study exactly. So overall the federal legislation definition of the front perkins act is a coordinated sequence of content at tracks with the requirements for or academic then of the recreditation as well. Generally sees he is mostly sendered around this structure of these programs and the courses and students that are taking them. There is a review process for both new programs and existing programs to make sure that they are lined with any current standards they are being reviewed to the federal legislation to me any requirements and guidelines that have changed based on the previous evaluation that they've had. The statutory definition is closely line with the one from five and arkansas we have two different types of programs that are defined by dct. We have the first one that's statutory the regular when that goes into career technical based on the federal requirements and there's also an additional one called modified programs that the. Districts are able to employ to make sure that their students are being offered create instruction. If they aren't able to meet the requirements and standards that are set up to be typical program of study. The primary distinction is that any and approve any approved programs must meet the content requirements outlined by perkins and any guy lines from the division and ordered accounts award the credits for center of credit so any of the courses that are taken will not count towards the nine requirements if they are not aligned with a certain request of standard. So you have a full mapping of your report full mapping of the programs in your report this is the general structure of how crew and technical education functions we have outlined in the occupational areas and within those we have sixteen career clusters and in this past year there were fifty five pathways and i'm sorry thirty three pathways encompassing fifty five programs so each program is connected to one of these that has one pathway on cluster in one area. There are five that fall under different there are fight five fault life clusters at fault under two different occupational areas and the programs the study will determine the designation the course that would be different and they would identify them that way. About your simplified in the number of programs that were offered. These programs have delivered in several different ways primarily on campus by its schools are able to offer these programs in horses on other campuses for an stc or any other institution if they need to generally the requirements for instructors are consistent with other education training requirements that are outlined by the department education. So in our surveys we asked principles about how many there. The aspect of how many programs are offered and then we follow that question with. For them to indicate how many were delivered by occupational area and how they were delivered better that was on the campus or on the technical center that these are the results of that survey there were no more than five percent of programs that were offered at the technical centers exclusively the primary auction was to offer them both on campus and at the century. So this next section is going to map and. Kind of discuss all of the courses and how students are identified throughout their experience in. These courses are primarily tight at the high school level there are graduation courses but because of that requirement these are the credits that will be focusing on today so program a study starts at level one which is that based line foundation requirement and progresses and specificity per the spatuatory requirements. Any student who was wishing to pursue a program study in order to finish it by the end of their year it has to start at level one there are other options after the districts are offering the courses in addition to the three different program three different occupational areas scores have the absentee ad more courses that are technical education as electives that don't necessarily line with any programs but might still have restrictions of prerequisites involved. So they're a variety of methods supplementing ease of you than our listed here the first three are types of courses and the us to our additional programs that are extra cracking for students that may or may not connect to what their course work is involving. None of these are required to be included in a program of study they'll some of them are. Encouraged to be offered however in the work they learning there is a career practice that's the federal alignment of that and that is typically offered at the level three course and most probably programs have steady. So in this map we have the number of c t e courses that were tied i've included a breakdown of this common courses like the other standard academic horses we have concurrent and waited options. For the students. Be total number of courses offered was four hundred and thirty in this site number forces crossed this tightless four hundred and thirty. This was primarily two high schoolers in a high school campus there are some exceptions of that these courses were taught in every district and charter in the state that the exception of those that did not teach students in grades nine and twelve ninety twelve. By wide margin these were the top courses both taught by districts and taken by students statewide these are all level one courses from there are respected occupational areas. And looking at the map that districts with the future students compared to the most also line with the number of courses which are also like the number of students in roll them these districts. So that be marveloulen at the lower end and spring bill higher end. However when you compare the number of students in these courses to the total overall enrollment for these districts the map is completely different. So here we have the traditional public school district this is a distinct account of the students that were taking any course provided by this didn't that by the student and roment for that district state why the cte student percentage was about twenty four percent for districts only it was also twenty four if we're only looking at charters that lowers to twenty one percent. The. As you can see the most those districts where the most and fewer students are very similar and percentage the highest overall was forty percent and that I mean other end of that was the lowest is fourteen percent. So generally students are identified by the number of courses that they have taken so these are loosely structured based on the perkins definitions again based on how many courses from one to three. The policies for dcte have been affected which have been in effect in september twenty one have adapted these terms and also added additional requirements like the sequent thing and. Umm. The permission to use these definitions for the modified programs that they offer as well. So the definitions are heaven specified in the past year this is the first year that the students were counted based on a refine version of the the primary definition so prior to twenty twenty three students were able to be counted as concentrators if they had completed any two courses that would be the one level one course and any additional level two ports. So the changes to your primarily or that the students have to take the courses that are outlined in the operational guide exactly in that order in order to become a concentrator the same applies for completers you have to remain taking them in sequential order. And before you can identify this way. This definition was primarily settle as not written in any of the policies come from speaking with the division as well as the office of education for innovation who are office of innovation for education he was providing this data. And it is a little significant to note in comparison between this year in the prior while the number of participants is steadily increasing this year we have significantly fewer concentrators and completers particularly do the change in definition and parts of the just because of the how the formulas are used to calculate these students. Most relevant is the concentrators they are the only ones that are counted and identified for the performance measures this is a federal requirement from perkins and it's also the primary. Measure of performance we have for cte students by the definition of a concentrator this number also includes completers because the minimum is just to have two horses so anyone above that amount is also included in this percent. As you can see arkansas has exceeded all performance targets in this past year these um. Performance levels and targets for establishing the state plan and twenty twenty and we're outlined up until the year twenty twenty three. These next few sides are going to talk about the demographics of participants which is equal into any cte student at all as they only have to take a course where that's an elective or one that's starting a program of study. These are the as perkins identified special populations and we usually review those these of the demographic changes from your year. And they see they've remained pretty even with slight percentage changes though the participants have been increasing. Similarly the gender and race ethnicity baker breakdowns are also pretty consistent from your year. One of the ways to identify the concentrators and participants is by the career cluster that their program is in. This is the data that's tracking specifically count specifically the number of courses better taken in these areas so that means that these numbers are to include duplicate students they're counted in several times depending on how many students are pursuing different programs whatever they've been taken. So with that this chartness table is. Displaying primarily that trends of work students are interested in so we have the higher number of participants in the hospitality and tourism area which is consistent with the course enrollment data that we found several of those courses had high enrollment generally. However the concentrators are higher in the agricultural area which you're. Different courses in those are outlined very specifically there's less variety each of those programs has a set number that aligned for the career cluster while in hospitality and tourism the pathways and programs of study very even though they overlap courses. While these students are taking these classes these are expectations according to the perkins plan. Based on the map we know at least fourteen percent of students are taking courses however this is not a requirement for them surely when over earlier there are six career focus courses that are required all of this usa courses can be taken and meet that requirement. And. But there are no specific requirements for students to be enrolled in these classes. Overall they are expected to engage with based on. A lot of the stairs that we have as well as the adequacy definition. Once in high school students we would have already met the second outlined atlanta perkins through their student success plans which elizabeth will go over at a later date. And. But very briefly and both of these goal both of these plans the goal is to prioritize and develop skills for students that earn. Involved in learning experiences permanently and in addition to the course work that they get the academic setting to make sure that they end up as competitive job or college applicants. So moving back outwards to a little broader scope this informed cover the. Related legislation and the workforce outlook for the time so this chart the table that you see here is from division of work for services. There's outlines the. Occupations that have been projected for net growth for this year this time period is twenty one twenty three a few of these have alignments with the top pathways that students were taking so the primary courses that had the highest student enrollment were in these health sciences and human services a lot of the family and consumer science and section. And in secondary technical centers the programs with the highs and romant were nursing and welding. And these are line with some of the medical assistant jobs here and lower on the list around six and seven we have market analysts the full one three ten is also new report. The. So the major changes to see that we're done in the past session primarily specified language and shifted mostly from program specific language to pathways that was a main change and you'll see the substantial legislation you've got credits identify differently and i'm making sure that they are aligned with pathways their courses are. Identified by the pathways rather than the linkage of a program of study. In learn specifically we have a few other requirements that are expand three expiration and address students who were pursuing internships and prepared ships. However there were two major kind of creations that came out of that legislation that impacted all high school students in the state the first is the new option to earn the palm through the career focus pathway and the second is a data collecting system that will analyze student outcomes both of these wall be able to foul students through graduation and beyond to make sure that they are. Plans are lined with the high growth and high wage fields at the legislation outlines. And with that i'm done I can take any questions thank you learn me a go back to. Cheers lied thirty two. Which is the current clusters and looking based upon the. Definitions of participant and concentrator in completer. Me when you look at this chart you see a significant fall off. From the participant to the concentrator year one to your two is there any feedback that you could provide us is far as you is it. Districts don't offer a second year of that in order for them to be a concentrator or a third year completer is it stated just lots they picked at one time because they thought they would like it in the founder it wasn't what they thought it would be so they didn't take your two and that's huge drop offs. And if we're trying to. You know if if we're trying to give. The plumber seeing career pathways but we're seeing this big fall off what can we do what do you what do you see is a reason for this. So yes i'm not sure about the time the the your difference this is offer the twenty twenty three year and the definition is one of the things that impact this number I did speak with the office of innovation primarily the change between programs of selling also affects this so for example in the previous school year there were several different computer science courses that are identified by the program there was providing the programming and it outlined differently this year it was condensed into one computer science program of study. So the ad also kind of changes the numbers based on who is taking these classes that kind of indicates where the courses. Sorry not where the course is where the clusters are aligned so there were more students taking courses in these areas. Based on the number of students so that. I. And i'd I can that was your interface there's not a definitive answer I received several different reasons part of it is just the difference in data collection. Major seems. And when you look at this for whatever reason it was bold. If you look at hospitalian tourism something of sixty nine thousand students participated in the first year that. But only seventy eight hundred went to a second year of that well and so that I mean that seems like a huge drawback and then. You help science is later ten percent so seems like we're having trouble getting students to to move into that second year and it be I think you'd just be interested in to identify why okay I get think I understand what happened so. The participants are as any. Electives and are counted as many times as they are. Are there any classes out in this field specifically the. There were just more students enrolled as course as they were child growth development classes and food safety in nutrition and and it just really depends on where that direction goes by program of study so the definition of the program is primarily the difference here and so because it has to be in order in sequence they're going to be far more participants especially with the change that they've made so the. I think the number of programs in hospital in tourism is in your report ie have that in front of me. So yeah that was one of the feel that is in two different occupational areas so there were two hundred family and consumer sciences and then one in business and marketing technology so much for your programs and end. Just kind of ok great thank you representative makes recognized for question so I have got two questions if it's okay my my first one and you may not even be able to tell us the actual this but looking at the slide it showed that student outcome so I think you had like a ninety seven percent graduation rate for students at participated in the mass which is above the the standard. Is there any way to know if that is you know are our most motivated students are the ones taking these courses so naturally that number would be higher or is it you know if I encourage more at risk students to get involved in these programs that that would increase the outcomes for them as well as any way to know that. I don't believe there is the way that in the key that these target measures were put together back in twenty twenty with the state broken plant and and the pretty extensive calculation former that goes into that add is predicted levels were kind of aligned the loans of what you're along the lines of what you're talking about of where the anticipate concentrators might be scoring at by the time this year so the anticipated score for students who are continuing through a program of study was an eighty seven percent graduation rate and so it was. I think what you're looking for the primarily kind of work into the front end of this program which is outlined in the plan that we've adopted right again you know what i'd be curious as if you know free encourage more at risk students to pursue these if we would increase their you know their chances of success going forward is is kind of what I was after my my following question is this is kind of based on a little bit of a fuffle we had up and faulter county some of these centers are high school based some of these are based out of colleges and understand the department is trying to shift more towards getting colleges and universities versus schools in these guys programs. I guess my question is if one is you know based out of a high school can students still get you know college credits and college degrees out of a high school sponsored won versus out of a college smarter one is it economy since what i'm asking. It since they had the concurrent credit like the the college credit that weren't students are getting that can. Be received in any course I think there are probably a designated list that are outlined by the each year and but i'd to my knowledge there's not a requirement that concurring courses must be taken out of technical center I think there's just a mixture of which district societies then students and similar the survey responses a lot of them just find it that they had concurrent courses available that didn't need to send them to technical centers okay alright that. Rightly thank you very much for your work on this no more questions we'll move on to item h. Teacher salaries with miss jasmine. Jason ray with the bureau. Now I will move on to the report on teacher salaries. Give me just one second. The. The. So incompliance and with attic is adequate he said he requirements this report seeks to examine and how are good how teacher salaries compare with the states with excuse me we're stays within the southern regional education board and surrounding states how the cost of living in arkansas are any states affects the value of our console teacher salaries and how teacher salaries and arkansas and compared salaries in other professions with similar educational requirements within the state and then whether the disparity teacher salaries within arkansas has increased or decreased. So and before you deal with and to the actual comparison of your salaries at the national level and SR this data most of the day this year's once again reiterate is for twenty twenty three in most interested that's the most recent data that we had available however this report does include data for twenty twenty four starting salaries when we get to the minimum teacher salary section at this report at bed. These next few slides will not include anything from twenty twenty four it's strictly twenty twenty three data. So here you see the national and any a. Recording to the twenty twenty four annual physical report of the national education association rankings of states the national average teacher salary was a little over sixty nine thousand dollars for twenty three three and that was a four point one increase over twenty twenty two and while three twenty three m watch right through the show the highest percent increase to average teacher salaries and fourteen years any a reports that increase has not kept up with inflation and when adjusted for inflation teachers are making making about five percent less on average than they did a decade. In the next common you can see the argument sauce average heater salary was fifty four a little over fifty four thousand which is a three point two percent increase from twenty twenty two and before considering any cost of living in differences arguments are right forty fifth among the fifty sides in washington dc. And but to provide a better idea of the value of argos house he just salaries and light of cost of living we adjusted teacher salaries I am using the missouri cost of living data series index and we are gonna say moved app to thirty three whenever we excuse me thirty third whenever considering costs of living differences which is actually down from thirtieth and twenty twenty two. This map shows twenty twenty three and addressed it average salaries broken out into quintiles california new york you message you just right first second third respectively but also according to the twenty three missouri possible the index are serious these three states have the highest cost of living so it's not unexpected that they're teacher salaries would be higher. Next you see a mac showing their cost adjusted teacher salaries. Whenever it's cost the cost suggested. Now we'll move on to you and a regional comparison their sriby states the regional average teacher salary for twenty twenty three was close to four percent higher than it was in twenty twenty two and according to the sreeb and the southern states are around fifteen percent lower than the average national teacher average had excuse me the average teacher salary and the end of ranking for arguments all was twelve in twenty twenty three which was app from thirteen in twenty twenty two and in the car suggested ranking was eleventh which is down from seventh and twenty twenty two so this table would it showing you is the any the near twenty twenty three average salary then the cost suggested salary and in the ranking using the cost adjusted salary. The. Now for the contiguous states the average teacher salary for the surrounding states was a little over fifty five thousand dollars and that's a three point six percent increase over twenty twenty two. And the unadjusted ranking for arkansas was fourth which is at from fifth and twenty twenty two and then cost address of ranking was fair which was down from fourth and twenty twenty two in this table is similar to the wind that I just showed for sreb but just using the surrounding state. So using data from between twenty three bureau of labor citizens occupational employment in wages distakes this tarprovised the arkansas annual mean salary for select occupations they're require a bachelor's degree and you can see in the three green text boxes those are the average salaries I mean them in your mean salaries for the different and levels of teachers. The. So now it will move and we were averaged or salaries within arguments all specifically and just just the now and keeping with ours eighty ease past and practices these salaries the average or salaries that are calculated here do not include federal dollars however it is important to acknowledge that federal **** used to there are federal daughters he used to pay for teacher salaries and as we have seen an other reports with covered funding there was more federal dollars in the system and twenty twenty three and we know that some school districts have used us federal dollars in some instances to provide bonuses in in some cases even increase their teacher salaries but this data will not reflect the use of those federal dollars and if you want to see about methodology you can for both the any a average teacher salary calculations and blors calculations you can find those in appendix a. So this sure is showing a comparison of the state wide average teacher salary and so by statewide that means we're looking at we're including both public school districts and open around public charter schools so that average teacher salary compared to the matrix foundation bending salary rather than the teacher salary that's in the foundation funding matrx. So this is comparing that from twenty twenty one to twenty twenty three and the base salary in the foundation funding major excess consistently been higher than the calculated average teacher salary. So next room to look at average eater salaries of the school level statewide salary levels were generally higher at schools within the urban areas they generally declined with higher levels of free and reduced lunch populations and then grew at schools within with increasingly larger districts there was little difference between the bl cohort schools and others and salaries generally declined with lower letter grades. On average this map is showing that on average salaries were higher in the central in northwest regions at the state. Now we're looking at strictly public school districts average salary so this is not include this open charter schools and it's comparing the average yourself calculated for public school districts again compared to the the base salary that's in the matrop. And here you see the differences between the highest and lowest teacher average heater salary for public school districts between twenty one in twenty three and twenty three average of your salaries from school districts range from sixty eight thousand four hundred and twenty one dollars for the faith bill school district to forty three thousand eight hundred ninety five for bradford school district which is the difference I have a little bit more than twenty four thousand dollars and the gap between the highs and lowest average teacher salaries increased by almost three thousand dollars between twenty two and twenty three. But it's important to know that there are variables they can contribute to these i'm differences including whether or not one district has more teachers with more experience for higher degree. Also a full list of public school district average salaries sorted from highest the lowest can be found in appendix b. So this map illustrates the twenty twenty three hour teacher salaries of all public school districts divided into average salary cortiles. So you can see those higher average or salaries at their the northwest part of the state. And again when looking at public school districts average heater salaries of the school level salary levels early were higher at schools with an urban areas generally declined with higher levels of brain reduced lunch populations and then grew was within larger districts. They also generally decline when looking at school letter. This map shows that on average and salaries were again higher in the central in northwest. So now we'll look at open a roman public charters and their average teachers salaries compared to the base amount that's in the foundation funding matrix and the gap tends to be a little bit larger between the what is the base salary and they may tricks and the average for open public charters. This is showing you the difference between the highest and average I mean the highest and lowest average salaries for open enrollment charter schools and for twenty twenty three average teacher salaries range from a little over fifty five thousand dollars for kept delta to a little over forty thousand dollars for embodience harder to school district a difference I have a little more than fourteen thousand dollars. And the gap between the highest and lowest average teacher salary for twenty twenty I mean between twenty two and twenty three increased by forty five hundred dollars you can find a full list of the open enrollment public charter schools average each other salaries and opened exc at the report. So we're looking at that schools and within open a roman public charge for systems salary levels were generally higher at schools within the role areas for open a roman. Charter schools there were not clear pattern tower for free and reduced lunch populations minority populations or the size categories and as I know anywhere there isn't a bar indicates that they're just we're not any open public charge schools for an for that category. This map shows that on average salaries were higher in the effort delta. And the reason why the north central is wide out of because there are not in the open room and public charters in that area. So now it will move on to a review of minimum teacher salaries and again and because we were able to obtain twenty twenty four starting salaries we are we are going to provide that information in this section the report so it reflects the change to the minimum salary and there was in campus in the learns act that was passed in twenty twenty three. So since two thousand and three arkansas actually provided for a minimum teacher compensation and scheduled to the teacher salary enhancement act and for the twitter through school year the teacher salary enhancement act established and minimum salaries proteiners based on zero to fifteen years of experience and on the type of degree earned by the teacher and so this table is showing in the beginning salary for twenty twenty three and threw excuse me from trying to wait and why between twenty three that was established for zero years of experience and in the highest salary rates for up to fifteen years of experience and and they're showing you those those minimum salaries established for both batches degrees and master's degree teachers. And you will see that for a bazare's degree teachers for each succeeding near experience it increased by four hundred and fifty dollars and then it increased by five hundred dollars for each level of experience for master's degree and teachers but beginning with the twenty twenty four school year the large accustomer should minimum teach your salary at fifty thousand dollars for classroom teachers and remove the minimum salary schedule from this from this particular section of the argument. So this short shows the highest and lowest minimum salaries adopted by school districts between twenty twenty two and twenty twenty four. The twenty three three average room salary for school districts wise almost thirty eight thousand dollars and you can see that that has increase to fifty thousand dollars for twenty twenty four. This map illustrates the twenty three public school district spirit teacher salaries for a bashes agree prepare teacher in twenty twenty three divided into minimum salary cortiles and. There is that i'm app here for between twenty four it's awfully because since the inactment of the learns act and everybody is about fifty thousand army at fifty thousand at least. So prior to twenty four public school districts often a doctored individual district salary schedules it exceeded the state mandate minimum salary amounts for bachelor's degree teachers with zero years of experience and a review of the twenty twenty three salary schedule show that a hundred and forty school districts. Had a minimum salary higher than the state mandate which decreased to two hander excuse me from two hundred in twenty twenty two. And district salary schedules also rebuild disparities among the minimum staring salaries adopted by school districts within the same county so for example springdale school district in twenty twenty three had a high the highest minimum salary of a little over fifty thousand dollars which is almost a fourteen thousand and dollar difference between the lowest minimum salary paid by west for school district which were are both in the washington which are both in washington county. Forty one of sixty seven of arguments are counties with more than one district had districts with minimum salary differences of the thousand dollars or more and a full list of those forty one counties can be a found in a found in appendix e. Again beginning with the current school year though the learns I establish a minimum salary fifty thousand dollars and while the learns act removed the required minimum salary schedule based on steps and education level public school district still established their own salary schedules per arguments i'll statue six seventeen dash year old wine in this table a summarizing and the changes between arguments are public school districts between twenty twenty three and twenty twenty four. And so for twenty twenty four there were five districts that had minimum teacher salaries higher than the statement dated fifty thousand dollars which included bitten bill fayette bill for a city fort smith and spring down and you can see the number of school districts paying about fifty thousand dollars for all educational and years of experience levels has increased with the exception of the highest degree top of the schedule. The. So looking at open and romant public charters you can see and the highest and lowest salaries adopted by arkansas public charge in twenty between twenty twenty two and twenty twenty four. And the twenty twenty three hours minimum salary for twenty three was almost thirty nine thousand dollars. And there were eleven charters with minimum salaries higher than the state mandate in twenty twenty three. In twenty twenty four. The average salary increased it a little over fifty thousand dollars and three charters are now paying a minimum salary above the statement fifty thousand dollars and that includes academics plus e stamp and lisa account at me. And with that I will take questions thank you jasmine members any questions regarding each salaries. The. Very well done thank you later good info seeing no questions. That is all we have on our agenda today from the bureau next up item j our final order business for the day representative of kozard you ready. Oh review of school funding. You're gonna need little help sim you get some help coming. Give us your sec. Thank you close. Yeah. Whenever you're ready. You recognize to proceed thank you miss chairman representative district nadine here speaking on a. New funding program that we're looking at by my side. Duly help with the bureau and I do have to give the disclaimer that i'm not here to speak four against but i'm providing technical support she's my computer version all right so we'll start term I think we're on the slide up there. So this is comprehensive investment in student achievement this is something we came up with last year many of you all remember that we put out a preliminary bill that did not pass through and that's that's a good thing that probably is that gives a whole lot more time to work on this so we're gonna can give you a brief overlap what it is this is not everything in it but this is kind of what we'll go start with. I start traveling next week to coops for a four of them learned up in our walk mention those at the end in case somebody wants to come and be at one of those while we're there so on page and it's your page to pay gs place to the comprehensive investment is changes to the toy of kate twelve public school funding and it modifies the accounting system it's a new edge case and finding model for arkansas that targets the dollars to each student. It creates a system of education. That is responsive and supportive of educational excellence for all regardless of the different circumstances that represent it so I mean it's not going to be bundled up one big water money that goes to that school this will actually go to each school each student how they are. Structure to what they would be in there's a lot of different things that that can be and we'll try to oakley will hit some of that in here this is modeled after tennessee investment is student achievement or the t I say which in tennessee target is student by models to seek to provide each student finding for the resources that here she needs and also to incentive our rewards for achievement as state identify goals. Okay the funding system changes. The funding changes would be uh prior year atm was what we're working on now we fund off prior year we're going to go to car current year atm thus will fund that away multiple stream funding so we're going to go to a single funding stream which would be student per student amount based funding student weights direct funding and outcome funding so that's the way this will phone this using adm average daily membership non enrollment so that's the good thing his also used using the current year role in eliminates the need for a student growth funding so i'm i'm don't look at your all the time i'm trying to look at my notes i'll make sure I don't get this wrong so but I missed something you tell me she knows probably a little bit about this too just kidding snows lives. Funding changes number three requires newly created based funding amount weights and direct funding amount to be reviewed by and recommended by the house and senate education committees during the biannual adequacy study so you will be a part of this funding and fixing all of the and the weights and the stuff and make it sure this what you want to be out only to one of them includes funding based on student outcomes that would be created in conjunction with division of elementary secretary education so the outcome bases some of the things we really really do like. Now trying to go through this past I know by start with lost almost everybody so i'll try to get shot here quickest everything you always welcome to call me asking questions i'll need this at any time if if you don't get all of it today. So on the framework of the student based funding formula you'll look at the red lines the big dark realised based sect covers essentials needs for the k twelve education they will go up to a student weights would be next to provide a national funding for students what unique learning needs. That stuff the main part of this plan I think is of student wait wait and then course the direct funding of students learning updates beyond everyday classroom the outcomes as incentives sold them the fun extructure lousy student who generated a unique amount of funding for that school district like I said well ago it's according to what what that student is I mean there could be in a there could be an apology level they could be are not reading at great level they could be in a isolated school area for there's very little transportation at a lot of different things that would make those student weights come up the base funding is what we've always had based funding this place funny is going to be probably when we get down to the probably a little bit less because some of those that that funding is going to move up into the white areas of when you see this at the first time you see some of the numbers you will probably see a little bit less based on that what we have now but does not it's not really changing its moving it to the different area the the weights on the top help to me specific student needs and then a direct phone and go straight to the schools based on the students population and then follow the outcome funding with provide reward to schools for their students at meet certain performance outcomes and that's what we've been looking at as some of the things that the large actors trying to pull all those things together. Based funding for student amounts as you see all the list up there. These are adams that are currently in. Identification on the base amount similar to foundation funding and distributed as a flat. Per student amount. Um. These aren't as included a combination of saying that was used in the tennessee and a corp and currently in our matrix also. Many of the same items from the matrix some different included only small portion of a press protection remember remains in the base the rest is distributed as I wait and that's one of the things I was talking about that will come out of the base that we have now. Only one special teacher will remain in the base the remaining amount will go toward special education weights which they are far of those are your signal or better funding for ale and proves development would be included in the base. Excluded funding for a etn solution to what's on there but whichever appeal c supplier would be thought will be into the other so. Student based weights percentages. Amounts things like that. A see I think. There would be a wait for each. Respected item. Economically disadvantaged students free reduced lunch is used with forty percent more economically developed students that's the some of it english language students students are special education we have five levels on there there's something we've had a real hard time or working that are getting it correct and that could still be modified it sometime that we're still working on those things. Representatively johnson has worked well with us on that he has head on very passion for getting the special needs. Group. What they need and the way they need it and it's very hard as a very hard subject so we're we're still still working on there students receiving delexious services give the entire to student students as part districts forced history you know to the two and half miles between pursuit uh purpose average daily membership per square mile i'm sorry and a sparser districts is one of two and and various parcels wanted to have so those are called your isolated areas that should be working with their. The. I see the missive I got the weights down here there would be um I don't really talk about how much the weights are in my notes but there are there was weights for each respect about in the weights of percentage of the base amount. And what a weight would be and i'm just going to give you kind of of for instance on a way to you take your base amount and if there was a ten percent weight added to there you would take that base amount and go to ten percent. And that would add that much more per student. To that school so if they had teen students that are waiting ten times it wants to be one time so those those factored would be factored in. And I may have just got a head of myself anyway seven students a small district small district enrollment for twenty five hundred won in one thousand smaller districts are from three fifty one to five hundred and a very small district or three fifty or fewer we still have a few of those out there maybe not so much in our regular ones but our. Charters are going to be a lot of smaller to those so. School district will transportation needs different. Would and districts will decline and roll the above five percent from the previous year declining the roman uses not enrollment numbers from now so if you're if you're losing a student they will come off and at that time so you're declining a role it's going to kind of go every time that that's brought in to it I don't help to know if they remember how much in this figure they're roman. Is it going to be monthly yearly now through the couple of cycles during a couple cycles so so they won't just come to the end the year and have the clienting enrollment they'll have it as it goes and so the the next year will be filled figured on what they've already had. Um. So I think we get there direct funding added for student amounts so in literacy each of these are distributed as pursuing an amount not a weight so uh kay three all studios and key three grades will get a direct funding amount grade tutoring. The rise fourth grade student achieving performers level rating for the lower two performance categories and e LA which english language learner's portion of the state assessment. Act testing hassle juniors or seniors who have not previously taken a post secondary assessment will have taken only one tan career and technical education c to e custoders have completed at least two courses in a single ct program or program of study these will be direct funded added. Outcome funding this is what we really like. Third grade students ready exceeding on the english language. And at eleven I some of these acronyms get me after a while they just kind of run together state assessment so eighth grade students reading set and seating on ela or math our growth scores above eighty in ela and math assessment career technical education completers studies meeting all four act benchmarks and in the outcome measures that will these were likely to hear to the states new assessment in the palmer the first two outcomes or based on measures for the previous action suppirt expire as bar excuse me these were likely changer to line up the new state assessment when we get that. The. Some of these are likely to incorporate into the states do department accountability systems also like so we're still we'll still changing as we go and trying to incorporate all these things into the new things. Similarities of accountability changes required public schools to produce annual accountable road report and department of. Education a secondary education will produce annual summary of those reports public schools with df grades or less than satisfaction satisfactory evaluations will require to have hearing before the state board of education and possible corrections actions there to state board can take take our requirement school to submit to decision approval and implement a correct action that will plan that the department will report on or require decide to audit or investigate the academical problem that spending and spending on the public school and report out terms. The. All right we're down to comprehensive changes. Create a program review board. I think you're everything you have is going to have a border somebody just looking over it so this will establish. A public school minimum goal to increase. The schools thought grade student performance rating to be determined of third gray students. Achieving the top two levels of the comprehensive student a program. Assessment program. If public schools do not recess go within three years the board can take action recommended at sector edge case require the board to complete additional training for school board members about budgeting and crip and increasing student achievement annually review each accountability board submitted to the school. And that progress review board that will look at those changes will be the sector of education commissioner rich case our secondary education if different than secretary chair of the state board of education two members from the senate point about the senate protem. The. President protem and the two members the house represented a point about speaker. That is kind of a quick overview. We will be a progressive report sometimes during the next meetings some of the as I make some of the cops and get some of the information out there and i'll come back with some stuff to your at some point when you. Are interested in hearing it again i'll be glad to get a question great thank you represent kozard start representative makes you recognize the english term so instead of the way we do it now under this program we would be developing so the committee would recommend a per pupil amount for every one of those categories with is that correct understanding other proposal you won't recommend it you will you will. You will make their decision or to what we were gonna come up with a recommendation for that and we'll get with with. Data that we have in the things that scanner what we've got to place now but will come up with those percentages of weights and. Keep get the things in order that we think it should be just like you're doing right now you're doing an adequacy study will have won it and it will be counted in line with what we think in the next something you could make the recommendation we can talk about the changes you might want to make for it and then we'll also have a a large bill again that we don't have a draft will have a draft to start out with no get the draft to use is we get it ready were were waiting on that we get real close on it that there will be changes that you can make when you do that. Article see study the next time for changing those waits to whatever the the recommendation would come july in her crew will do the same thing they're doing now in a little bit different way on the next one in two years. So those things would be set at that time we'll actually have a preliminary set for the bill that i'm going to and then mine and my last question is ultimately with this give schools more flexibility and how they spend the dollars they receive. Yes. Becture. Representative duke you recognized thank you mister chair couple of questions if that's ok. As. The first when is on. I don't know what page it is but on the care and technical education completers back my question it so they get extra additional funding if they complete that they have students that complete I guess it's three is that three three technical to be qualified as a completer. It won't work. That's how we've in in doing the modeling that's what we've used is the completers and talking with the department on some of these if we know that they're going to be in a set of diplomas and they've got specific outcomes so we may it may be there not as but that the committees will want to align without the plumber system so it's really app to the committees but what we've been modeling with representative as art is using those completers yes so the the feedback and I don't know if it's coming from what's going on the department or II don't know with the feedback i've gotten in and it's a race concerned from me is not all school districts you know I don't want kids to get tunneled. And if you typandine or whatever the points if we're doing changing letter great systems or whatever a new tire that to how many kids complete a program. Human nature in school districts is I want to make sure that I get whatever funding I can get or that I make sure I don't do anything to hurt my letter great and so the push to make kids complete courses or complete that course at three pieces so they get the funding peace where they get the letter grade you know. Check off in their bell concerns me little bad in its concerns and school districts I think it's covered in expensive way for for students to kind of find out do I like this class do I like this career path to I like this group app and high school rather than trying to experiment in college without what is much more expensive I have expressed that concerns in some other areas and I just wanted to kind of voice that concern here too because i. I've had people tell me that's not gonna happen like yeah this is going to happen because that's just the human nature of people in school districts is wanting to make sure they can get that so if that is the direction it's going on both sides I think we need to have some caution there as far as so i'm let you they got to also but you know all of these on the outcome based if it is going to be about each student in about each one that does. Do the completion. They will get the amount for them it's not about the whole program it's not about how many do it it's about each one that completes that program is what they will get for the base you know the percentage of that on that based funding I don't know if that's kind of close to what you're talking about but it's not about like it you would now and want to say we're funding now we just send them money for this and it would be for career tech or whatever or but if they're if they're making a grade and this but I get ten students center and bob of them do it and get the grade that's the ones that will get the extra funding they'll get the extra funding for and so that's that's what this is all about is about carrier getting it to make that they can do whatever if they're not doing the grade or they're not getting these people to hand the outcomes then the outcome of the actually there will I won't get money. So far so do you mean let me just throw I don't even know this at the course of how they would describe it so you have again actually three this funding would be if they completed again add to if that student completed again one act to an act three is when they would get the bonus money for lack of a better way of describing it am I misunderstanding or is that kind of how you it's a full completion I don't i'm not sure which ones okay so it's like the also career you want to say great tutoring or what I mean it doesn't matter if they're doing um. Play rose for grade student achievement performance level of the two performance categories you know if they do that in the you know I didn't like I said they may have thirty kids in here but not all of us want to do get it they will get it for them and they will also like but they. You know I would say for not doing any of it they're not getting anything they're probably going to be in that later part of to go get written allergically talk on that and and I think i'm just going to say something a little bit differently that the way to see when we talked with them last summer about this explained it is bad are setting up a a pending system that will be inside of ours behaviors and so you see a misdirect bending they've put in many that will help pay for cte so it goes out to every at this point there's a set that are amount that would go out for everyone who's a concentrator save a statement he's interested in that in it to be two years along then you get money to help them those programs and then if you've gotten a student's three the three years then there's the outcome many because he've reached that incident that's a policy decision again that you know can be changed by the committee that at this point representative because I wanted it in the model any other other question that I had was just you had mentioned when you began that you were going to give us the list of the co ops that you were going to be visiting so if. Well on our lobby i'm gonna give you a list of the four that i'm going to poor leave before we tell you here we'll get the questions that i'll give you th. Represented back you recognized thank you mister thank you for this good it is good presentation i. This. And i'm a license courses that probably everybody else got but I didn't sell the when you were saying which everyone you are pickles picked the outcome funding so the my outcome finding would be based upon. Yeah. This year's performance are coming how I ended up last year. As far as students are concerned or see my question is is okay at some point we've got to say at this point you get you cause it's it's a percentage of students that are going back to them the query development will complete or thing should be a percentage of students that they're completed those courses and then based upon that whatever number we apply to that then the schools funny would be increased by that amount so they got they got a little bit for that I got little bit for this help if they answered direct finding so I mean it would come as soon as they would get their next funding level so me we now turn them not like it used to be in court and because the quarters are. We cycles we did the cycles and outs more of a direct funding is not last year's funding this based on this will be on this this one year that you're starting so you'll be funding out that same year so the year you could you do that you'll get the money at the completion of that year. That follow up good so so just make sure I understand it so what you're saying is and i'm i'm just control some silly numbers right so it's it's ten thousand dollars is where masco district is right now as far as everything so now I kick it up a little bit i've got some more completers are in the middle of the school year I got some some students that have done the credit development they complete those classes now that amount would go up. The. That would increase up. Well i'm still listening what is work out aside so it start so that would increase my mouth and I would receive that money at the point that they were completers at the end of the year that they will schools will get that money based on the completers they had saved the twenty four the completed twenty four they will start off when they get their next starting year or whatever starts i'm not sure i'm not sure how that goes greg's back there but i'm not going to bring him a few argument anyway so just in one more courses than all the quotes so. Yeah we've got a lost of going on with loans and there's a lot of and soon as building the learns that are different that these at least look like. I'm doing they're not a conflict necessary but why they promote in the same things that is actually what we're doing right now and that's what. We're having the that also the issue with this what we're trying to do with the bill and the draft to the bill is to make sure all of this comes together works together we are we are trying to integrate learns with this and make sure that learns is not carmers and no harm. Fault on that and anything else that we do well compliment that so that's what we're trying to do and I think that's which is a little more difficulty than the bill we did last time because large was not in effect at that time and so we're getting there but it will they will come from at each other. Thank you very much. Representative broke you recognize the your mission chair thank you represent cos are for your work duly for hundreds not an easy to ask you to I enjoy the discussion but I appreciate everything you guys have put into this page for relative to special education it may not be a question that you can answer completely authoritatively but i'm just kind of curious so we're looking at a special education obviously students that require a significant amount of attention and in the second amount of importance for us also is a pretty significant increased cost for a more schools so as we look at the different levels of of additional percentage so we're gonna take base funding we're gonna add a percentage based upon each additional level is that correct that's what about if and I assume as we're establishing what those levels are is that a a question is we got around the different school districts and get feedback as to what their actual cost dynamics are for those. Specific levels and trying to wait our arab base increase based upon that that's that I would say that special education has been a real hard room because of the information that it's hard to get i'll know so but we do know the class focation and most students now we can't get individual student data or anything like that but that's what we've done I have some stuff on it i'd be glad to show it to you later or you can definitely go travel will be next week and get see it but we do have those sayings and you could look at what we have kind of their you know on what we come up with this that those would be percentage that would be add to the base for a special education so I think there's some that may be a little higher than that that correct we still get when this that's a pretty good percentage different these are just something you had originally I think but anyway yes those percentages we worked hard to get the levels correct and get percentages now. You know it's it's it's very hard some state some schools do have very little and then some schools have quite a population in a variation of population the levels we were worried about. Them may be putting in a different level to get more money without actually do that because federal you get federal dollars for those so they are and it placement that they have to be placed in and so we're not too concerned about that anymore so we do have some we do have some different levels of. Things we. Percentages now those are the levels of the classroom I think that we're showing there's a eighty percent of the day and regular classroom is one give me an level five minute death on this adrian bank has done lots of analysis but looking at expenditures coming up with the definitions for the levels it's been really the tricky part and after meeting with daisy these were the. Definitions they recommended so agreement back in their further analysis looking at expenditure is trying to associate in schools and like we said we can't track it down to the student level but you can. Or she can and I haven't been doing some fairly specific analysis of whether weights look like they should be and then we put those in the model to see what happens to schools and if they winner leaves so we're feeling barely good but of course that'll be one of the things that representative because art gets feedback that's all still working on the feedback for that from some of the cops I could tell you I have had one we started off with i'm not sure how this one is but it was a funding element for the five different levels and it went from twenty percent a hundred six percent of a weight that would be added on to them corn how many students in adult panel im have a clue who this words but you know you it's court having students you had that how much wait that ads to it so I mean I the waits of it would be the same it's multiplied by the base but I mean this court how much that student can be stood she had their school as to how much money would say for all of them i'll show you this would be thank you too quick yes. Yeah first in and this is probably pretty easy as you mentioned that they better dream in order on the levels as there are the levels tied to a physical federal type designation as well as we determine what the different fible was or is there a corresponding federal definition as well that information only but it is to designation that they're that's this put put on him from the federal level I believe so last question obviously with the different levels looking at the primarily amount of time within the school classroom how often are we going to have a half of these schools re evaluate the students time so let's say a student is moving can they move from well would a level within the same school year same quarter semester. That's probably more of an educating question but I think it would depend on their I and with and that's planned by committee you know parents in educators. So I don't know I don't know without these things are necessarily super easy to manipulate at I think they're pretty much decided with the amount of input that. You're welcome yet very involved with this we will like say we're going to the stages of hearing from other people I would got a base that we're starting with we have a will have a draft on a bill all these things rep for changes of you know to some degree some of which you can't majorly change but some of we can so anybody wants to get involved in help and i'm getting ready to give you what everybody's thinking of not thinks I go ahead. That's alcohol other questions we are let me let me tell you where i'm going this week this next week on monday i'll be at north central arkansas education cooperate fairfield bay at uh one o'clock I believe is correct. On that one. On tuesday have been great rivers education cop they're going to be at hot springs having a convention with their board there i'll be there at two o'clock so if you're in hospitals you want to come over or close two o'clock on to the wednesday i'll be in. Dark sale river education co up in pamble if they haven't give me a date is city work point nine and warned I told her she just bought me and tell me what time i'll be there that's pamble off in on thursday one o'clock at arch fourth education coop in plumberville cost more than there so those were the four that I have scheduled for this next week and that's all i'm going to schedule next week and then we'll start working oriented I do have one that i'm going to meet with the charters and I want to meet their alc weaker think it's on the seventeenth of the eighteenth. Talked with scotsman earlier about that and I will just meet all the charters together since they kind of fit one day on some information for them. Because there's just a hair different but not much so those of what we're doing we're gonna meet with the other fourteen thirteen the search fifteenth hold on the eleven in one down the road between july august. Yeah. Reps goes out thank you I know you put ours and hours of work into this but also I want to play out I want to think those girls and back here and this this from right here I call them girls their ladies but I want to thank them they have worked endlessly helping me with theirs and they have done them lion share of the work and I will environment to do neighboring jasmine every wine with their team bruce has told me over and over how appreciated if he is on the work and in the quality of work that you put forth in helping him with this project so thank you very much look forward to hearing back from the feedback that you receive from the coops as you as you make this tour around the state and get some more exposure to it members good work today thank you for your tendence we have confirmed with duly the remaining reports that are required by statue for us to hear those will fit into a one day meeting in august so we will be getting with staff soon getting that date on the calendar for august and we're we'll wrap up the required reports that they are to provide for us will get that finished and. The. No other questions no other items are business we are adjourned.