Education Committee Senate & House

I their joys >> good afternoon. >> Calling this meeting to order. We have too much for polity going on in the back. What are we celebrating. These people haven't seen each other since before Christmas. >> Thank you. >> Call this meeting to order representative because art will not be with us today >> he has some medical thanks and what we need to do right now is approve the minutes from our last meeting do I hear a motion. >> Second. >> Thank you okay all favor. All posed thank you very much okay >> we have a number of presentations here today >> let me see by the >> Arkansas imagination library >> Dr Charlotte green. Are you here. Yes good >> you would come up in identify yourself introduce yourself and you'll be recognized. >> My name is Charlotte Corinne I am minute assistant professor at the university central Arkansas and the director of the Arkansas imagination library. Hi I'm Gerry Adams I'm the board chair for the Arkansas imagination library. So I just want to begin by thanking you Senator English and representative because art for having me in the invitation to speak in thank you offer give me the opportunity to just being here listening so I appreciate it and I'm just going to jump into the presentation. So. >> If you guys look at sea so I'm >> like I said I'm the a this is a professor at the university of Arkansas the director of Arkansas imagination library I'm here today to talk to about Arkansas imagination library and its you'll you'll see that Dolly Parton imagination library which is a term that you may or may not be familiar with it is an organization where it where we mail books is a book gifting program we mail free books to children from birth to age 5 a participating communities throughout the United States United Kingdom just and you'll see on that the screen is is international program to date it is a program that delivers 1.4000000 books each mine throughout the the international places that are listed above so we are excited about the being a feeling of that program >> it costs >> $25 a year per child to roll the child to receive a book each month in this program so Dolly Parton imagination library >> is the >> over arching theme for Arkansas imagination library which is the second screen Arkansas imagination library is and a partner to Dolly Parton imagination library we started 2017 >> the >> that that can be misleading to the standpoint of knowing that the program has been in the state of Arkansas for a few years but it just it was operated completely locally so in 2017 governor race a hostage Hutchinson >> and >> the state steering committee for the Arkansas imagination library work together to form this 501 see 3 to develop an organization to have the state wide presents so at that time we were in 54 counties now with since then we're in San house 75 counties Arkansas is 1 of 4 states that have the state wide program if you'll notice you'll see Arkansas North Carolina Tennessee and Ohio there there the 4 stays out of the the 50 states and also. You'll notice in parentheses how each of the state. Got their funding to get started so you'll see what I mentioned earlier about Arkansas Arkansas like I said before DP I yield lives about 1.4000000 we are delivering about 39000 books each month throughout the state of Arkansas so we're very proud of that. >> So >> that's that's who we are we are program that delivers books to children ages 0 to 5 does not cost anything to the parents and that their age appropriate books so the Dolly Parton imagination library team she has a leader a leaders a literature team literacy team that that looks into the books and so their age appropriate so a 2 year old is going to receive a book that's appropriate for 2 year old a 4 year old is going to see the but this appropriate for the 4 year old and they also have some different components to the book that speaks to the parents because when you mail a one year old a book you're not mailing ability to one euro you mail in the book to the parent I don't know that I've seen a toddler crawled to the mail box and get a book out >> so >> it is a 2 generation approach where we are really trying to impact the home in a way that strategic best not demeaning >> and >> it promotes literacy in the state of Arkansas why is that strategy so important because the research behind the while which is where I'm going to count lame I had to spend a few minutes here and so to talk about the importance of the why I want to ask you to do something with me I want you to and this is something I pulled from. A program that I saw before but I want you to imagine if you need to close your eyes to imagine feel free to do that I want you to imagine someone singing the song Amazing Grace >> Jeff >> just is in your mind yes someone they may can see may may not >> that now >> the imagine someone singing Amazing Grace. Kay. Now I want to do the same thing but I'm what I'm going to give you the context of this person is singing Amazing Grace is a woman she standing in front of a funeral and she is the grandmother of a 5 year old in the casket and the mother of the the one and the sitting there looking at her 5 year old in a casket and this grandmother is singing Amazing Grace at the funeral now I want you to imagine that. Was it very different from your first invasion of Amazing Grace the first Amazing Grace was the what the second Amazing Grace you had a context for the why it often times what we do is we spend a lot of time on the what but we followed the why we don't do things because of what we do things because of the why and so I just told you what the what >> is >> but my passion is about the why why am I here why do I work with Arkansas imagination library why do I study this at the university central Arkansas and so when you leave here today I want you to Lee with the 2 wives and that's what we're going to go to our next saying so and I kissed spend all day talking about the wise and is going to give you to. >> Bring research >> and peer moved their cultural reproduction research and I say peer moved there from my Arkansas Conway county accident. Because he is a French sociologist but the brain research brain development 85 percent a brain is developed by age >> between the ages of 3 and 5 so when the child starts school what age in as can all talk back to. Now this stating this is different in my college stating so I don't now are you gonna talk back or not >> but >> so what what >> was the age about >> 545 >> so the brain research is aged between the ages of 3 and 5. >> So if you look at this >> next match had have any of you ever seen the chart this up right now this is familiar circles around the state but basically what this is is human brain development >> so you have a. Inception -8 >> that means the baby salon ability all the way to 19 and so what that is it just talks about the rate of growth of the brain so we just said that a child in our schools with between the ages of 4 and 5 some people say for some people said 5 but what do you notice about the chart is the top back moment >> what do you notice. Is done. But look where where does most of the brain activity the growth occur at what age. The first year >> so one so at that time when I was talking about when we don't mail books to a one year old going to the mail box ability to the parent the one you're roll has a lot of brain activity going >> so we >> are mailing the book to the one you're all but we're mailing it through the parents so that's the one thing understanding that the impact of brain research and when the development of cars. >> The >> other thing is the >> brain growing and pruning so the the rate that the brain develops is it such a fast rate. >> That at the age of 2 becomes >> dance >> like if you look at the chart up there you'll see like 36 weeks new born 3 months 6 months be you see the 2 years you see how the ads that is that 2 years that's because we've had all this activity but now look at for. It's not as dense as at the age of 4 as it was at the age of 2. So it's kinda like going to the GM in your muscle like if you >> you you you use it or you what. You lose it >> so what happens is that the density is a such a rate that the brain the axon Indians rice the connective itty was not being used it kind of dissolved and what is use the strength and literally the accent Indian Dreiser strength and so when you think of that as a backdrop my question is a 3 year old >> what >> was being strength in if they're sitting in front of a an iPad all day was being strength in it 3 when they're exposed to you know violent things at home and was not being strengthening so what we want to do is we want to make sure that we think of strategic interactions a we >> do this through books >> we want to make sure that parents understand and they may not necessarily know exactly what's going on >> they don't have to know >> act signed in dries connections what they need to now have opportunity to spend time with their children it books with books and that creates the opportunity because children we don't like mail as adults the children they they want the mail so in the book comes a mailbox >> decrease that atmosphere >> so we think this the strategic interaction so we feel like this is a >> one way a phenomenal way >> to get books in the home to create the culture of reading >> in the home is subtle >> is not targeted we don't care where you live which you look like we just want to know do you have a child 0 to 5 in the home and do you have access to books because there are many bill condensers in the state of Arkansas you know as a rule community and their places where people just can't go to the library NET don't birth the love reading >> early >> even if you have libraries they're not going to go to them anyway there are many places where we have libraries in there just test the books have dust item on the shelf >> why is that >> because somewhere along the way we having created that culture of reading so this is what we want to do research shows in this program that it does the birth of the love of reading so that's the first why >> we. >> I want to make sure that we do brain research the second why >> is what I want to >> talk to you about call cultural reproduction. So that's my my French friend Pierre Baudelaire his culture reproduction research he basically talks about their 3 types of cultural capital. >> There's the embodied >> the objectified in the institutionalized so the in body cultural capital is basically our linguistic our ability to talk >> her mannerisms >> what we know about culture you know just our cultural knowledge are you will read to you know what's going on all these things that we carry on as our mannerisms right that is cultural capital. The object the 5 cultural capital is one where it talks about cultural goods paintings and books those kind of things so what do you see that I have both in under this one. You see the books because that is a cultural capital so then the last one is institutionalized so that is where we talk about education your credentials whether it be a degree or military there's a lot different could credentials so those are the 3 different things so why what does this have to do so we have one we have the brain research as to why but the 2 we have this thing called cultural capital in why is this so important we were talking about getting books in the homes of children because cultural capital plays a part in in the overall **** of how well someone does in life cultural capital something that that we that we give value to and so the next slide assess books in the home what does the research say about having books in the home with his exposure to books provide significant academic advantage someone to go back to my other slide on the cultural Kaplan talk about what happens is school so it have you ever noticed when you when we look at our school systems that we talk about school systems often. >> How we see the higher >> income school system historically do they have a lower test scores are higher test scores >> the schools >> the school system they have a lower income what do you notice what do you see which one is it. So there's a lot of things that come into play in is very complex but one of the things that is coming into play is the fact that institutionalize cultures they give great value to when body cultural capital so when a kid comes to school with high levels of in body cultural capital is like a the teachers going to respond to that so what we want to do is we want to make sure that we provide children with the opportunity with books because objects is is hard a lot of their a lot of things in in body cultural capital like talking and what people are exposed to but what creates that what creates linguistic competency reading talking giving those children the opportunity so we can grow that at an early age that when they come to school they were going to give them a fair advantage that does it really cost a whole lot of money often times we think is about the haves and the have nots it really is about giving people the opportunity to the next line I'm going to go to going backwards and go the other way the next I'm going to go to is there's 2 dynamics everyone knows that books in the home produces outcome I could just do a whole list of research that says why why books in the home matters and I could just give you that all day long but what I didn't realize until recently that there is a conversation as to why that's true why does it matter why am I here why do books in the home what is it really do so there's 2 types of theories that are out there one says Hey books is just a sign that you have you have privilege if someone has a lot of books is a signal to the world that is called the leaked closure and basically they're saying that okay you had these books you have access to a whole lot other things and that's why you do so well is not so much the books in the home it's all the other things you have going into play there's another because recess I don't think this it I think the. Books matter the books in the home makes a difference and it doesn't matter where you live if we can do that and mass called scholarly culture theory so there is a study that was done in 2014 that compare the 2 if if the study was done over I'm as skip that moves disco to this spot right here was done over 42 nations 200000 children and they said which 1 is it is a lease our books religious assignment people have access together things or having books in the home is it does it really matter still in this study and 2014 they looked at €15 and they 42 nations the reason why that is significant that is 42 nations is because it goes across a lot of different demographics more so than you have in the state of Arkansas you can have a lot of different poverty levels a lot of different things that come into play so you had that and look what it shows. What do you noticed what do you notice a map. Is it about the money or is it about the books. Is about the books 42 nations studies 200000 children were looked at and it says yes you could have it actually the money does impact which you eat the elite culture you show a job once you hit about 500 books because you do have all these other thing that comes into play but we've we can get books in the home of children look at the dynamics that it it changes so that's the why. Also the other thing is the so you have family background so I know a lot of you if you looked at research you probably have people to run it to you as often but we look sometimes you look at the coefficient like the point 05 being what you look at and that's what matters that's not necessarily on this 1 there's it with a different formula that was pull so what I want you look for is the highest number so what is the highest number going to the point 4 what has the most significant what do you notice. Was the first one. Family background is the first one was the second one. The country's GNP. Okay and then was the third one. The above the line. Yeah they're tight so we have a tie point to see how point 36 family background. GNP second west third. Point 21. Books in the home so 42 nations study 200 so you have there's a lot of research out there that shows you the output of books in the home this is the why it if we put books in the home then we know that we can grow the objectify cultural capital because we've already realized that is listed I did make that up is there so when you connect that to the brain research what we looked at as what's going on at that age the we're creating a foundation so when kids come to kindergarten they're able to read there they have the linguistic capacities they have these different things and we can do that with with the minimal dollars. So then. What is imagination library what do we do what is it like in the state of Arkansas. It looks like it is. So that's our map that's what we're doing about you know are why you know our what is that we're trying to get books out so you also have this chart what you have right now you have this right in front of you is a map of Arkansas and it shows you the. Where we are we're all over the state but the number of children receiving books is not equivalent all over the state so we. You have a question. Act so is not equivalent all over the state so what we're working we're working hard and we worked really hard to get in 75 counties now we're trying to grow because we know that objectify cultural capital is what's needed to bill and body and if we do that research shows is not all about the dollar is about getting books in the home and so that way we can impact because the bass that's just the right thing to do if we want children to be educated. And we want them to do well graduate from school go to college to graduate from college they have to have this is a my last slide before we can give you questions and look at this is that is is if we wish to close the gap between the rich and poor in this nation and we know where the gap grows a wide and then is criminal to ignore it a lot of times we throw money and different things had a lot there's a lot of different things that needs attention but we're looking at the research and we now with brain research says the greatest impact 85 percent the brain is available for 85 and we know that there's research out there that shows that books in the halls matters and now we understand because we're building the cultural capital of kids then that is a tangible thing is complex educating children is a complex tool there's a lot of moving parts there's a lot of things that we just really don't have control over but this is 1 that we do we can put books and the home of children this is an objective objective bull cultural capital this measurable and we know it works and this is the place that we can start there many other things that we need to do but is an excellent starting spot thank you very much. The strategy have some. My background I'm one of the early folks an action so I'm really an economic developer and I've become very involved in early brain development because primarily to work force issue so many of our we we these select a lot of people before they even get into the and organize school and this is in a way of really universally taking care of children and really developing the attitude toward reading which is really a gateway to their future. Thank you very much we do have a couple questions here representative Lowry this. Thank you very much madam chair up you know I've been very excited involved in this program since I think at least >> 2014 >> 2015 and the thing that I have most appreciated about everything we've heard about this program really is tied up in in your last sentence that there are measurable results we in education especially in issues of teaching reading we've thrown out a lot of a lot of things that don't have measurable results and we just sometimes we lose generations hoping that it will work service on that line 1 of the other issues that a lot of us are involved in is the science of reading yes and I know it in our discussions there's been a lot of concern that the colleges of education have really been slow to come around to teaching the science of reading how do you see this because I know you wear 2 hats you see a college of education and with the machination library how do you see this meshing with what we hope is going to be a dramatically increased and prepared teaching work force that that understand the science reading how do you see these meshing together okay I see it meshing multiple ways in 1 the rise initiative in in teaching the size of reading it is a strategic a science base and is in a strategic this intentional teaching children the phonics and those different things of reading so what imagination library does is it creates a platform for children to prepare them to receive the type of instruction so that's where imagination library fits in with the science of reading up is is going to grow which house motivation to be prepared to learn the phonics because if you see the work. Cat and I'm teaching you >> how to >> it >> and that's >> and that's all you know you're like in class kindergarten >> cop. >> Union you're not really excited about it but if you've had experience at home and you know the >> cat is cat >> and you can connect that with someone reading to the but then you have a motivation this connected so you a are intrinsically motivated to learn all the phonics is going to come at you when you reach can a guard so what we want to do is build a platform for motivation of reading where the >> the >> university part comes in is that we are we are teaching we're learning I went to a training last summer on the the rising nation the size of reading we want to make sure 2 things we want to make sure that we're teaching our teachers >> to >> the science of reading so they have the ability to teach reading we understand that that we have a starkly failed in that area >> but the other thing that we're addressing >> as what I talked about like that linguistic peas when kids come to school with him body cultural capital we have to teach teachers not to have biases against children who may not come with those in body cultural capitals so we're going to give some of that embody cultural capital but at the same time we have to address teacher so they won't say we're going to give you an advantage that a Lee closure and then give by his 2 kids so that's where I see the university fitting it as a learning the size of reading so that we can teach teachers that are graduating the size of reading and then we have a partnership with 80 so will continue that partnership if the partnership with 80 as from the size of reading helping us teach our teachers and also with the imagination library >> okay thank you madam chair follow up but may and one of the other areas thanks to the diligent work of Senator Elliott Senator Clark on dyslexia an early screening where does the the availability of reading materials books at an early age working in to maybe being able to be a. A precursor to being able to identify students who might might have dyslexia or maybe even minimize if they already have that disability >> and that's a good question I don't know the answer to that. >> But that is a good cause at. >> I don't know and I don't want to speak out of turn >> I >> I would think that it would have a great impact we talked about screeners in early screeners right if you have a child is reading a book then you you're creating a platform to notice things that minimum but when you said that I thought I wonder if there's some things that that can be introduced to even hinder some of that hinders or not necessarily hinder but if there's some things that could be done early on to kinda help kids have the capacity so we won't have any. Any reading problems later on >> when Raskin bill and I've I've heard lectures on hello individuals who had dyslexia one of the ways that they're able to get past that or basically trick those around them so they don't see it is that they just do a lot of memorization memorization of words memorization sieve holes stories and and so it kind of makes me wonder if and not to undermine what imagination lightbridge doing because I think it's great to have these books in the hands of these children their parents their extended family all of those teachers that they would have around them but I I wonder if that could actually hinder the ability to screen for dyslexia if if students have had all this dramatic increase in access to books where they're able to memorize more so than learning how to read well I don't know that >> I don't know that I would use the word hinder and send that if because what I'm hearing you and you correct me if I'm wrong is that you're saying that there's a possibility where students being exposed to this rich literature early on they may perform better in school there for our are they have access they have strategies and they're doing better there for you may not have the signals is that >> will it and I think that that's a good thing to have strategies I you know wasn't identified until late in life that I had attention deficit disorder and the doctor said will you do you develop coping strategies obviously so that's a good thing but you know we want to make sure that we don't you know some of the charts we saw of course I notes talk about brain development right but that there was a big dramatic increase in that a drop off will sometimes we also see that in the effectiveness of pre K. or the victims of other early intervention programs that they they do have dramatic success. S. but then there's a drop off and just you know >> Senator >> wanted to make sure that we're not doing something that is is limiting our ability to to screen and to identify other learning disabilities >> well I can tell you from the research from measure nation library it it shows that is one of the program that shows sustainable growth we're actually in the process of doing research in the state of Arkansas replicating a study that was in Tennessee where they tracked kids who received books all the way through second grade and the group that has sustained grow where the children who had received books at home and were engaged in the program so I think that promoting a love of reading promoting a culture of reading developing the habit of reading I don't see any point down a child's life that there's going to be a level that that's going to be a hindrance to >> I think they run parallel tracks in a good way hello to all the other so thank you very much for the work that you do. Thank you madam chair. I know it's important to get books in the home do you have any research to see. How many how many homes at are they being utilized so do we have any way of tracking that because I know it's good to be there but if they're not being used I don't know how how much benefit is and. I've got a 2 part question actually because I have 4 children and 2 of them are avid readers and 2 of a more. What did we do wrong. Because we didn't change the I mean we had the same number of books it. And they all forgot read to and everything's though and I saw a distinct difference in ACT score between the abit readers and the ones that weren't and I'm hoping they're not watching the show. But I guess my question is I. Getting getting the books utilize once they're in a home that mean that's the most important part of it is is it part of the enrollment process at the the parents agreed that they will read that. >> Definitely that's a great question because you're right mailing ability does not ensure that the book is being read. >> Hello >> we say that initially but the the research has shown 2 things number one is shown that programs communities that have this book >> that have >> the communities that have this program there is a growth in adult literacy enrollment so there's that there's a growth where adults who who don't know how to read is the motivation for them to read generally if when that happens because we have of illiteracy adult literacy is an issue so often times where you have that we're is a major problem is that >> where >> they may not they feel inadequate and so they're not necessarily sitting in reading with the children or they don't understand the power of it so we do 2 things >> we >> have parent nights we work with churches we work with schools and we talk to them about different ways a sitting what your child and just talking about the picture because engaging in the conversation that's going to be powerful is building a lot of things a mostly for the child and is helping them the other thing is that we're just talking about the importance most parents don't know the graph that I just showed you people are not sitting around when you know better you do better and so we think that just having books in the home act that there is research is just saying that just having books in my home is enough access to books is is important and >> so that has your question. Yes I think so because I guess children by themselves if they're just looking for something to do might pick up a book and start. >> And they may take is our number 10 light Jerry's my that so we're going to take it and then I'm going to go it again. And they were going to have some level then actually has a read it so we were hoping we're doing on our hands to promote that type of interaction >> and we >> we think that it will work but to your point and less were just kind of peeping through the windows we don't now that is >> that I think tracking the student also once again and to organize school is really going to be the litmus test because again it's common sense to some degree but it has to be proven and it has been proven in tennis >> and the research that we're replicating that the Tennessee study like I said all the way through second grade the students that receive books and they within supp pops and we're going to the same thing in Arkansas so hopefully in April of able to come back and sure that data with you shall invite me back I'll come. >> Thank thank you madam chair a doctor green thank I'm over here. And a lot it's I've done the same thing to work first off thank you for for work he did on this. A couple questions we had some issues in legislative audit that you may be aware of to spend money from a county that repeal Lasky county being a good example the the quorum court agreed to to make a donation to Dolly Parton imagination library but they didn't sign a contract and are diligent auditors caught this and it was an order an exception and the first one I chalked up to you know of a lack of understanding but it under the constitution it actually has to be even if it's for something as is admirable of what you all do there'd you gotta.the I's and cross the tease or you know those folks over legislative ater go **** catch it in someone is gonna have to come to an answer for. Obviously looking at this map the of there's a lot of decentralization in how your organized and and while I it in the deal is you usually look at a map and you can say well we know why for example you know east southeast Arkansas of not doing as well as northwest Arkansas but it's interesting act I get to to price Senator starts on my right because independence county in his district is dark green and then Senator reads on my left been in Washington County are yellow and and I'm and that's not a normal thing I we could kind of make a lot of it for a moment but in seriousness it shows that you've got areas and I know they're volunteers and people that really work at in those areas but you've also got here is the state that you would think would be doing a lot better in getting these books out to kids and since you're the statewide organization can you tell me how that can be addressed in any initiative you might have in that regard while we're very thrilled with the dark green counties you know we we see needs. I just know of Saint Francis Crittenden Phillips I mean obviously if kids there that that need all the help I can get and that doesn't mean they don't end Senator rays district either it just the fact entity we funded this on the is a state wide organization can you tell me how these how we can make the whole state dark gray >> yes and actually that that's one of the reason why he was funded before this math. This looks a lot different than it did 2 years before we had any a finding there was a lot of white so that means if you live there you need to have the opportunity to receive books so what you're saying is why degree now was unlikely the program was not there at all before so is a progression situation and we do have strategies we're looking at at the issues and so >> you >> point out northwest Arkansas on that and that is is come like what was going on with their the with that area. And so strategically that the the Helen Walton foundation is a one is working on that and they just finished the the big project in building the the new Senator so with that that kind of created a lack is so now they're putting more attention to that so just having conversations and knowing what's going on throughout the state and how can we help make sure that it doesn't matter where you live you have access to the book that's part of the reason why we were formed and this math it has some level of green all over because of that because when we started there were only 54 county said have presence at all so now we're 75 is our goal is to grow that to the dark green and we're working on it just going out you know I don't know if you guys remember like Chuck dovish I Sanders travel in Arkansas just going around finding a different places and seeing what's going on why why are kids not receiving books in doing initiative to grow that >> and these are typically close county affiliates so there have a level of of local presence in the aggregate up to the entire state >> assembly building capacity we were 2 things we want to help put money in the community be also we also want to help bill capacity to make sure that leadership is there the sustainable that can do the job to get the books out enroll the children can continue raising dollars locally and that takes a little time. >> My rotary club was involved in this is very troubling rock was involved in and I'm I'm wondering if maybe there other civic organizations that and again I'm not just going to say do rotary but we've been very active rather is been very but a club but using the the district governors and the the my the broader part of rotary not just an individual club I'm I'm no no there's a lot of methodology I was just curious have you got a network that's coming together because I you know it I know a lot of it's the enthusiasm and ability and the time done by the law. Years and people that can make a big difference a doctor blink what of what percentage of your time is spent on Dolly Parton imagination library and proportionate spent teaching at UCLA. >> I am full time ECA and so on part time with imagination library if that makes sense it there's an overlap with imagination I bring you see asus some of my you see a piece because I research the as early childhood my research agendas education equity so in the the ram of education equity I believe that's why I was able to talk about a week closure is in scholar I write about that and I believe that this is one way that we can close achievement gaps so my riding in my research it overlap so that is a big that's a big part of my research agenda is imagination library so that part a lot of an overlap that makes it >> suitable for thank you very much thank you madam chair. >> Representative Cavanaugh. >> Thank you madam chair just real simple question >> having kids get enrolled in this >> they just >> go online it just depends like this a county so in some counties in a long line type in is it because the very first thing as you type in Dolly Parton imagination library you type in the zip code and once you type in the zip code is going to show you the local affiliate that. That is handling this champing the program locally now once you find the local affiliate than some people may enroll in the school they may roll at the library or it may just be online I think in little rock you can you roll that libraries are different places where you can enroll in in Conway you just enroll online there's not >> sections where you go to roll you just pull up your computer in your role >> hello Mister chair. Roll Arkansas the Miami libraries to places like and roll so those would be places they could roll if I wanted 10 rolls and children I can enroll the children as a sponsor if I knew a family. >> If if you connect with the affiliate yes because it is free to parents but is not free so when you connect with the affiliate the feeling it locally so he lived in little rock a Utah where do you live get right to it >> what what read general part of the state. >> But the answer is yes you you can and roll but the affiliate hat that's to you work with locally to do their roll meant to you have to figure out who that person is >> not a fill it is the one who who absorbs the cost for the $25 a year for each of the recipients. >> Okay I'm just saying if I had people willing to pay the money to en route children in my district >> thank you sponsor >> those children and they would to speak to the feeling that and I could get those children enrolled >> in the reason why you have to connect with the feeling because that's who they would give the money to. >> Thank you. >> Representative Alan. >> Thank you thank you madam chair of thank you doctor green for being here and thank you Gerry Adams to come in also I have a question how meeting underperform in elementary school districts are in this program. >> I don't know that answer because imagination library 0 to 5 we could maybe do some research and find that but that's not something I went off hand. >> Okay >> because our children are not necessarily in school yet. >> Okay. Thank you. >> Representative Allen I mean Lowry. >> Thank you madam chair just had a brief follow up to represented Kavanaugh's questions about enrollment it seems like I remember in the early years and and this may just be a budgetary issue that the original intent was to identify children by birth records that you know once they're born that those records would then either be passed on to the affiliate or whoever to be able to automatically and roll them it is it am I incorrect in that assumption >> parents have to roll the program Dolly Parton imagination library so that there wouldn't be a. An Avenue >> we say birth records you mean just from a system standpoint is from a system stand standpoint that that this program is available for children starting at 80 >> we we do want us pedals >> their number hospitals that are rules and a map to is to Conley regional and so on as part of their birthing >> actually Fay Vincent hospital if you're if you have a child this birth is famous in hospital in their birthing hospital hot springs the hospital actually pays the first 3 years but the parent they let him know that this is a program but the parent has to enroll so from that standpoint that's where the birthing part comes in you're right our goal is to get him at birth 0 to 5 but is done through the relationships with hospitals letting parents know the program than the actual parenting roles >> okay well that's good because I I mean I just know especially at birth in those early years it's very difficult for parents to keep up with all of the you know we wish we wish that the infant could go online to this. In in roll themselves but and and and frankly some times the. The parental involvement is really. The barrier to a lot of initiatives that we try to do an education is so anything any I hope that that is something that you know even if the hospital does not have a program like St Vincent's I think that's that's great that they're doing that just being able to provide that information to someone who. Benefactor who is said listen I'm willing to step up and pay for the first 500 you know whatever >> the partnerships are key to get to the parents rather is charges hospitals school districts you have school district allow if you have a child enrolled in your school then you if you have a younger sibling then they will help and get the word out so you're right getting to the parent is the key into sometime this more difficult but we find 0 to 5 is easier to get to parents the right of 5 sometimes because early childhood centers they don't have yellow buses that is in K. 12 systems okay >> thank you very much thank you madam chair. >> Let's see represented flowers that you over there. >> Thank you madam chair up >> I just >> I heard about your partnerships and I'm wondering if you all. >> A partner with pediatricians and pediatric clinics and another reach out and read does some of that and does a different kind of research but >> just >> letting them know that parents can >> yes >> sign up and get books that way >> yes we have a partnership the that that that program is it's a phenomenal program where they provide books at the hospital and that the house will be at the doctor's >> office >> the doctor's offices by you and so what we do is we partner with them and have them because they get a book when they come to the office right into and roles they can get books meld into the home >> great okay thank you. >> Th >> Senator Chesterfield thank you madam chair and good afternoon just so very proud of the work that you're doing it. Coming from abject poverty and knowing the value of books in the home just. Makes me very proud of the work that you're doing because I know that a book makes a difference in the life of a child I'm wondering if we a few are partnering with the department of Human Services and their pre K. programs throughout the state is that a given. Because we had a pre K. program at my church and I wasn't aware of. Imagination library being a part of. What we were doing there so is there a partnership began you and DHS yes there is a partnership with A. B. C. program. And and they have actually help find children that are enrolled in the ABC program to receive books a yes that maybe I just missed it. It is a partnership I think that's wonderful and the reason I kept saying 3 is because we do have the opportunity in this state to have 3 year old programs and I hope that we are continuing to increase those so that we don't wait for the learning curve to begin at age 4 yes is that we are able to do it much much sooner and better beginnings programme is very much a part of what it is that you're doing now occur. Yes well again thank you so much for your work and thank you madam chair. Thank you very much this has been a great presentation we all enjoyed it and learned a whole lot appreciate you being here thank you very much. Hey. Our next stop presentation is concerning teach for America. So we have Mr Ron Nurnberg. And miss more room mia meadows. And a former Senator. Kevin Smith. The mayor of west Helena Helena west Helena doctor Billy Adams and Mr ways vote. The all please similarly we can pull up some more chairs there for you. 10 of. Thank you I think we have enough. Thanks. If you would I introduce yourselves you'll be recognized. >> Great thank you madam chairman my name is Ron Moore and Burke and I'm. The former executive director for teach for America in the greater delta so the Mississippi and Arkansas side and that work I did from. 1996 to 22013 and then again when we reunited to to state regions into 1 I've been the co leader teach for America in Arkansas Mississippi again since 2018. And I will introduce if I may in my remarks everyone else at the table >> that introduce themselves record >> yes thank you. And thank you for having us here today German English and >> realize >> German because art is elsewhere today and everyone else for being here if I may I would >> just >> give a few brief remarks and then let everyone else actually tell you more about teach for America myself but I want to give you a just a quick brief history. Since 1991 teach for America Arkansas has recruited selected trained and developed and supported adverse network of leaders who expand educational opportunity for children I think most all of you know that. And to date since 1991. Teach for America is placed 1084 young leaders in Arkansas classrooms schools and in every sector in field that shape broader systems in which our schools operate. There. Impact is noticeable and measurable and for a small organization our alumni for those who have completed their initial first 2 years and be stay beyond. Our leading in every sector in Arkansas. Of I think you have in front of you a hand out. And so there I and you'll see it again just a brief history a brief impact of our work. Who are core members are. What the make up of our current teaching core is again you'll see 50 percent of our core are individuals of color 52 percent of our core receive Pell grants ID come from low income communities themselves 22 percent are the first in our family to attend college and 222 percent are from either Arkansas or Mississippi. And there's also a map there showing the number of years the number of educators which is 197 educators this year and the number students served over 12000. On the back of that she you will also see which may be of interest to each of you sitting in the chairs there. Of our alumni of which there are some 200. You will see who's district how many are in your district if we have folks in your district also the small box to the right it's a core members see Ms stand for core members. Our first like your teachers plus staff in Arkansas there we have 34. And then the combined again show you. How many TFA folks you have in your particular region. I'm along with me and up again I'll just give you an overview so everyone and you have a an understanding who's in the room and they bill introduce themselves mia meadows who is our chief impact officer for Arkansas Mississippi we'll be sharing more about our current for members and alumni. Former state senator and current mayor of Helena west Helena Kevin Smith the honorable Kevin Smith is here. >> It >> on video superintendent of lakeside school district doctor ability Adams will be joining us this is first day of school back and their elementary principal without so well he thought I was going to be here he couldn't so just in case we had made a video of of doctor Adams. And then also to my left to your right. Is uh former superintendent of the lakes I district and still current educator now in her 70 fourth consecutive year this choice spot I think if I'm not mistaken she is the longest running educator in the state of Arkansas. And they will be sharing their. Their stories of teach for America impact in measurable results in their community. I today in here to share with you all. Both just the an update formally the last time I appeared before this steam body was 20122013. And I want to make sure that you all are aware of the current competitive disadvantage that Arkansas is as compared to the contiguous states around Arkansas for. Getting TAFE teachers into high school hi needs districts and perhaps ways. That you might remit the this disparity. Each of the Arkansas each of arkansas'6 surrounding states have teach for America programs and contribute sustaining recurring funds to TFA programs Arkansas does not. We would encourage you and the governor to consider. Appropriations for the continuance of teach for America teachers and our our work in Arkansas in this upcoming budget session with that I would love to have me a introduce herself and tell you a little bit about our current teachers. >> Good afternoon madam chair and to all of you out thank you for your time I am me a metals currently the chief impact officer for teach for America greater delta across Mississippi and Arkansas I have the pleasure of working with 3 different teams I'm thinking through our recruitment efforts our onboarding of our new teachers all the way through supporting our alumni who are here and I'm just going to be before you briefly to share a couple of numbers and statistics as rhyme mentioned we are leadership organization we start with the first year in the classrooms currently we have at 28 first and second year teachers throughout Arkansas and 7 districts 6 of those districts are roll. And we am currently as last year with our impact in terms of student growth our students who were taught by TFA teachers outgrew about 1.3 years of growth on average. Again being a leadership organization we've continued to expand how we support our alumni be on the second years and and so currently we have 206 alumni within our state and I think it's pretty impressive to think about all the different ways that they are leading uh with 150 of them staying in the classroom as teachers 2 of those being at previous Arkansas teachers of the year. We have 15 who are currently and the school or district leaders we have to who are in at policy and advocacy 3 in the medical field 3 in the law field and we have 9 who are currently and the philanthropic nonprofit sector as leaders. Thank you. All right madam chairman my name is Kevin Smith of America on was telling me it's an honor to be before you today I once served in the state Senate and was on the Senate Education Committee for awhile so I pre taster service and your dedication it's a tough tough committee I'm here today to talk to Beth TFA program and ask for your support of it financially. Our surrounding states beat us in this category and the reason I was asked to appear today is because it's made such a huge impact on Mar community of of Helena west Helena in the delta of Mississippi River not across the river from Mississippi in near Memphis we're in the poorest region of the country which hello already know. I have and and is such a delight to see to was here today we've been fighting some of these battles for many many years and so many of you. And one of the few programs. That I can truly say has been transformative which is the latest buzz word your lot buzz words over 30 years but the tipping point iceberg turning is the TFA program and hello west hello schools and in the kid's schools there are I even have what my wife and I have a son who's a TFA teacher Spanish teacher in another state. Our daughters. Graduated from the kids school there and most of her teachers that their teachers at the time were TFA teachers. I started on the teach committee would sit with her kids forget what it was called but it was the very first thing back in the nineties on this served on the advisory board for the Arkansas TFA board and I I guess and and my wife is a masters in education as a teacher as well and I think I'll use her words if I could to tell you what the impact has been. TFA when it first came in strong Arkansas in western was one of the locations that saw the most. The most teachers. It the the the teachers the young people who came in. >> Then just teach >> not only were they incredible role models for the kids in your classroom but they made incredible leaders to our community and and then really there is no silver bullet for poverty beat if there were one silver bill it would be to reverse this for leadership brand drying that we've had to do were for decades and if this does that it kinda reverses that and we get an infusion of bright young energetic well educated passionate people and I don't just teach after school they participate in terrible product projects to community projects they became chairman a chamber directors they started >> playgrounds >> they they just if you use an old up poor town like mind with so much energy. >> And and what my wife for but we've lost several of them in recent years due to a lack of funding and a number of other reasons but primarily we don't have the positions. And my wife says if you want to know. How much influence or impact some body and in your life for something in your life has had. Look around when it's going. Look around when you no longer have it and you'll feel in you'll know it and we've suffered desperately in the last few years from a lack of TFA teachers it's made a palpable difference in our town. We one back. We need your help to do that we need the funding to do that and I guess the I wanted to. To say that I'm another problem that I've seen in particular in education but in every >> problem >> program and I would say several of the soonest remove some a lot of programs of both work in fail in the delta and rule areas in urban inner city areas we've seen both of success programs and programs that fail and can give you a lift the album. This program has succeeded dramatically one it's funded. I just can't exaggerate the impact it's had on his it has had on our community help desperately we want it to succeed to be fully funded to get those positions back I worked when I was in the legislature pretty hard on the physician recruitment program for rural areas which has since been successful committee match program we reform the rules physician scholarship program. And is my huge difference but I would argue with you that having the same attitude about recruiting teachers. Is is equally and might be more important. Then physician recruitment and that science upper because our champion that in the legislature and I'm proud of what I did but this is have much bigger more dramatic consequence for our community and we've and we also benefited from those other programs of physicians but I would still say the TFA programs have any more dramatic positive impact and the loss of it the loss of so many TFA teachers in recent years has been a huge. A huge problem and mark my wife uses schools every day started back today's my fact will tell you is the biggest single problem that we see in the last couple years our community is that we've lost so many and a lot to study they'd love to their they don't have kids yet they're probably not married yet or anything so they have a lot of time a lot of energy the goal is to get him back keep up and we kept several they're still there you're still making a difference and now they do have families and children and their bonds in these old homes and fixing them up and they're participating in community life we need more that and for the this far as the bang for your Buck. As you sit there and think about how to spend your money on all these wonderful programs and what will work and what skills up and what does it I'm here to say that the tennis that the teacher justify program does scale up it does work it's proven to my community is proof of it so I hope you'll support thank you. >> Madam chairman if I may help go ahead and start the video of Dr ability items now. In theory all started. >> My name is doctor billions of the superintendent of size district >> that like size 2 dishes >> for 37 years I started here as a young teacher >> and I saw the need >> of >> having teachers in the delta. >> All run numbered >> brawl teach for America to lakeside. >> In the early 2000. And >> we work without mistrust officer superintendent >> at that time. And teach for America ball of the wealth of knowledge and experience to our students does do well able to travel >> abroad. >> They went to Washington DC. Costa Rica. Tires Spain Barcelona. And they connected with those key is to engage >> and provide an opportunity >> of success in about 2 years of left and gone to law school. May exclude. >> And throughout the United States and they have given back to their community. Teach for America has been a wonderful a one the saw opportunity a rule committed to lock out day out very age law students analogues of. Some thank that the only state to use we had a library in the state 10 years she's back of working without queues all in the community robotics team as go many places their number one in the state they want to the world's of the state the national as well as the world's and then continue the success throughout of a commute there's no team in Arkansas that they can be and that's the best because of teach for America and Mrs Armstrong was strolls is work with top this a Lawson which was a teach for America to have engaged those keys and the opportunity to be successful you can come from of small town but you take these and you can grow as far as you want. And so we appreciate the opportunity to talk with you I'm hoping that we can be able to expand opportunity 5 kids and bring the second is to the house so back to. At this time I'd like to recommend this is Ross follow this joyous ball has been with the like science to do should law 65 means she been in education costs 73 years miss ball been Amazin administrator she was superintendent of 23 use she brought to solve Meredith to the likes asking district this fall in Ron have both worked together for many many years so it is time I'd like to law introduce this fall S. in the speaker. >> Thank you go ahead. >> For. >> Thank you Mike someone. >> That we got. >> When the >> animal help out that >> ran through the regrets it. >> Not >> really here today just echo. The first day is correct for Christmas and >> that like >> you just need to stay so >> he said >> it was okay if I can the spoke to the school district >> I district became >> involved with teach for America back in the year of that to the house >> somewhere between 4002 >> with >> some material >> we were searching desperately for teachers and 0 stock and sell in were read to material >> that teach for America >> Intel we >> found a gold mine >> got in touch with the right people. >> And >> considered the year 2002 we have been. >> We >> teach for America teachers in the system the largest number be >> and one year >> 23. >> You cannot imagine >> what it's like to have 23 young people >> in the district who want >> to teach we >> work with children who want to start projects who wants to work >> after school before school weekends nights just in the time that they can that >> students >> and. >> Joe has been moved and themselves that they can. And over to the bar experiment just arrived >> the issue the children about information >> pops in there for the after this would never had sound kind of information that they got. >> To teach for America I have >> taken everything that the the term general report may have said >> and >> we look forward to working with each for mereka and >> have >> to work with >> it is >> generally >> to work with them. >> Thank you very. >> Question here. 30 them. >> Thank you madam chair >> Ron you still will not fall under all we're going to break Mr show us >> if you. >> There said for years but I ran for the Senate seat back and 15 I believe this one up for Mr met his fault and met some of the teach for America students are there to time a matter of fact if >> we actually had a >> I was invited to a little bit you know politicians to a friend of language are feeding and at a gallop if the guy's name was Paul Michael out of his house to be middle ability been to Paul Michael from his store there then you need to go you'd look at but anyway the the group of kids were there. Thanks for America students >> and >> of impressed. >> This >> young man quite a bit he'd been run and he just got that not yet read our road race over great evil came back to this of in and I have missed that he'd been there 2 years Joe also brought believe so what are you gonna do next year you said well I've been accepted into the medical school at Harvard I'm trying to decide what I will go there or you stop all >> these >> deferral like you but yeah we got up to go in but I'm appreciate teh for America I know >> a lot of people won't >> homegrown few >> teachers in and out of 2 but no we're we're at war you're at >> matter back out like the next year you could not of had school who had it not been for 2 from our and Bobby been more than one year that but appreciate what you do but I do have a question on. Just the last few days of the thing with a parent or and cross it about something else. And she brought the Packers >> long was going to >> say you in magnolia but we're going to stay home ability this semester take online classes go to work at the >> at the boys club >> but and she mentioned that that would to teach for America's it America position is that >> we all do that also. >> I'm betting it's an americorps >> record actually >> the for birdhouse all ended in worker but yet teach for America actually is an americorps member but not it that's not our. >> To confuse I guess what I did I didn't like you'll do that but I do appreciate you work you do on no inspection must Senate district and couple county is uh we could not have to if it were petition Merrick today and appreciate that and I'll certainly look at doing what I can do to help continue that. >> Thank you. Sanders storage. >> Thank you madam chair I'll let anybody answer this who wants to I just need a little bit of a clarification it's been a few years since I >> kind of got some information about the operation for to each of America >> when I was going to the teacher prep program at U. L. R. >> they had a young man who had been through it and was currently teaching through the program and anyway he was the only one that I have a connection to as far as operations so can you cannot just give us a little bit of the background as far as the how it works the operation are the going through the any kind of a credentialing process or what the requirements are to be a teacher America teacher and then >> my second question I'll follow up with after you answer the. >> Out >> started >> you can time Iran and so our national or it has a recruitment that we use to recruit nationally and and when they are expect accepted then they accept to come here to Arkansas and and we on board them over the summer and so during that time they have to pass the practice exams and we I'm with them along with that the state university where they're able day gain graduate school hours and teach over the summer and then they are also then supported over 2 years with the codes we also offer in require professional development all that is aligned with the state requirements so that they are ready to sit for their exam to obtain their standard license after 2 years so in those first 2 years that we apply for their provisional license and then they are able an eligible to apply for their standard after that. >> Are they then usually are have already completed a 4 year degree are they in the process of that they do in the middle of a 4 year degree program are >> still all of our teachers come in having already completed a degree and and we often use their background to decide and helping out where their best placement in their subject areas >> okay my second question then was kind of about the money portion so tell me then as far as they go through the program they're trained they get a job placement then what is as far as the incentive for them or they paid 3 used their salary or they contract out the into the schools and you pay back their loans how is that as far as for the teacher themselves yep >> for the teacher themselves they are an employee of the school district and so therefore as a what used to be called a highly qualified teacher having met those requirements they are paid then by the local school district whatever that a beginning teacher is paid. >> Then >> as to Senator Cheatham's. >> Not >> a question even about americorps teach for America applies for annually and has gotten all minus 2 years over the last power our many years now. America's been around a grant from americorps which allows all of our teachers if they haven't already been an americorps program >> to >> receive the education stipend. Each of their 2 years of service in the classroom which at this point allows them to retire loans for pay forward to graduate course work to the tune of a little over $5000 per year >> that is taxed >> okay >> so that's a little lagniappe but it's their salary the money that I am talking about in talking about the disparity. When we have a nationally we are bringing in about 3000 teachers for 25 regions across the country with and teach for America the money that we are raising and what the other states are helping to offset is a many to recruit select. Train in the summertime as me was talking about and then provide on that on going coaching support and professional development throughout the 2 years to make them the effective teachers that they are so >> right now sensually operating expenses >> yes those are programmatic operating expenses and we are investing right at $27000 per individual per year or that. Sort of to to have your window in each of our teachers so that is the money that other states are helping to offset so for instance in Mississippi the state of Mississippi is contributing 18000 of our $27000 costs to make sure that we have the teachers they want their and. You know of the last 12 Arkansas in the past is done some state funding last year there was $0. So we went from having 54 teachers in first and second years in Arkansas to 28 this year due to that decrease. And >> previously you had just a state appropriation are had you applied for a grant to department Vander how exactly what money talk >> it depends on the year >> okay >> and so when race time and was the commissioner he and with the Commons and charity Smith who's in the audience came in and those first years it was $3000 per core member in that soon raise to $5000 that through the 80 ease budget they found money to offset and help defray some the cost. More recently not while I've been a part of in the intervening years and I wasn't here the governor came up with a some money. For a couple of years and then A. D. E. this current year and 2 years ago through a competitive grant made some funds available to teach for America for some of the professional development or commercial getting so it's it's very from year to year but Arkansas has never had recurring funding stream. But the creates the sustainability >> the measure appreciation. >> Of the representative you banks. >> Thank you madam chair of >> I guess my question would be what's the turnover do they just stay >> 2 years for the most part >> I mean what kind of data do you have tracking these teachers as far as. Possible outcomes are impacted they've had in the schools they been an or is it >> is it just a constant turnover >> and >> I know having a teachers better than not having a teacher but it's also good to have consistency and. What kind of data do you have with regards to the the teachers and how many of state and. >> That sort of thing and the and the outcomes that they're having with their in >> with their students in classes >> yep >> that's all start if I may and then I'll pass it to me to fill in some of the gaps trying to answer very severe questions so. Teach for America more than any other organization I've ever been a part of is very data driven and measurements stripped and >> so. >> We can go back through year by year and tell you what >> each >> teacher did with the students in their classroom as far as how much growth each student made in each teacher's classroom each and every single year >> you know. >> Particularly since the no child left behind came in we were we were capturing it same way part of that. On average as mia mentioned >> last year >> I think that it was. In all of our classrooms students on average made growth of 1.33 years last year now this is in school many of the schools where kids normally make about point 787 or 8 months of growth in the a year and yet in our first and second year TFA classrooms on average is kids are making 1.33 so another 3 or 4 months of learning took place in those classrooms. To your question then about how many are staying beyond that initial >> so >> kinda like the army used to be you signed up for 2 years then you >> you know >> reading keep signing up. Teach for America we're trying to catch him at the beginning of their careers and make life lifelong advocates out of them. Knowing that 0 will stay in the classroom and others go on to do other things. >> Our >> stats are showing this that on the front end about 10 to 12 percent say they would go into education. Who come and teach for America on the backside >> 2 thirds >> anywhere from their third to another 20 ninth you're out have remained in education >> so >> a huge conversion rate for those staying. And then as far as. In Arkansas and again me is going to have to tell me some of the maybe some the numbers that I don't know from those intervening 5 years >> but >> it's usually plus or minus. This is an approximation we have to look year by year >> but >> approximately. Plus or minus 50 percent stay for a third year. And then >> a >> usually about >> half >> of that number stay for a fourth year so when we look at right now the snapshot of having place just over 1000 teachers here over those. Since 1991 >> so >> 29 years and we have 206. Who are anywhere from their third to their 2090 year an Arkansas that's about 1 fifth are still here and of that number and it's like 3 quarters of them are in the classroom and then others are we have 1 of our lands is like in the state state school board you know somebody in the state auditor's office you know. The number of who are heading up the and philanthropies and foundations here in Arkansas >> so >> they are going into positions and you know the heads of schools school leaders. So they're going into key positions that help shift systems. Based off of that experience meal do you have anything to add >> the only thing I advice to your question about achievement data so with students were able to track that with our core members for first and second years because their currently in our program and that's a requirement we may be coming along now we're not able to attract the in the moments were thinking about how do we expand that AM because so many of our alarm so end up staying saying that they want us to support them more and we do know from at teacher's assistants and that at every year that a teacher stays that classroom they become more effective so I would say that and they would at least continue to make growth with their kids but we don't have that now but that's something we're trying to think about doing in the long run. >> Follow up and if if if I may just >> add one thing and not to embarrass her but there is a TFA alum sitting amongst you on that side of the bench. It you may know her. My other question was. >> How many of the teach for America teachers are from Arkansas or do that how may from across the nation. >> So every year that number kind of fluctuates but typically on average of our teachers will see about 25 to 30 percent from Arkansas we continue to recruit a certain schools and and getting out the world it is still amazing to be here these number of years and some people have still never heard of west and so we're continuing it's really part of what we believe we want more people to reflect our students and so we're trying really hard to increase our recruitment efforts the. If if >> if I could >> of a more >> just real quickly help answer one of those basically teacher retention is is a question how long will they stay if we invest on. And and this is a lot of the Senate dental but it staff I bet you already know better than I do teacher tensions already problem period everywhere. Right a man the biggest problem in my work or my wife teaches teacher retention rather TFI or not to affect the differences TFA netted knows that I have and has targeted retention schemes our guests to try and keep them to stay additional years >> server >> I thank >> the >> T. if ayes impressed me because they think about this a lot they work hard and retention how to keep them in the community and the reason that's important means and my hair is because what we want to do is get him hooked bother there we want to make their their life on may 8 we want to buy that that beautiful house I can get for next to nothing compared to where they're from. And we wanted to have children before that for years is that we're not we don't have to have children but we want to get hooked so that that so that they can stay there and some of them do and some of them have. I don't see this the same level of. Stop thinking and strategizing about the other teachers that aren't if teachers and there were even all the time to and for and are from all over the place also so it's a consistent problem I'm probably everywhere but it's even worse were where we are and TFA is the only into the that I've been impressed with this child to actually focus an address that problem had on an and I wanted to save you don't think this is important Kidd delta high school where >> our twin daughters graduated was in the top 5 high schools public >> schools on >> clear private >> in the state >> several years in a row. >> The >> 2 years after we lost most ratify teachers >> we went back out in the stratosphere. Right now we're clause and it's because we losses TAFE teachers. So >> that's not a statistical but it's >> real world experience as a parent. >> Representative makes. Thank you madam chair the questions that I have and I think I just have to. You said that the way your program does you try to recruit students who already have 4 year degree and encourage them to go into the to the teaching field and you provide that the resources to accomplish that within 2 years is for 5 understood it correctly. How is what you do. Different from what the department of education das and this area in pursuing these non traditional students if you will. But I guess that's my my first question how to what house what you do different from what they do I don't even know what they do precisely so so how does what you how how how's how's that different how do you go about recruiting these individuals. >> I'm so I think that's really a question we work in partnership with the state department I think there are lots of different avenues for people to become certified teachers I think what makes our program our focus different is that where leadership organization really focus on equity and so part of our training is really understanding at the statistics of kids and when it comes to educational equity and we think about this time a leadership planned so as you go into the classroom how do you think about systems and with system chains needs to happen in order to create more equitable outcomes and so that is infused over there 2 years and so when they go into their second year their coaching they continue to have coaching around pedagogy but they also begin to have roll direct coaching around leadership in the past that they want to take and so 50 percent of them like we said before will stay in the classroom and others will go on into leadership positions and think about it whether it's from a policy standpoint from an administrative standpoint from a medical standpoint and we have lots of different stories at to do that but I would say that our primary focus is the leadership to think about systematic change which is different than a lot of your other traditional and nontraditional rocks and education. >> And then my other question that I have is on I'm a play devil's advocate here X. as part of my job right is. You talked about the need for funding. So defined for us what full funding is because we haven't heard that number yet and also talk to us about how or why what you do is better than what the department of add could do so why couldn't our own department of education do what you're doing or why should we give tax dollars to you to do >> that >> I guess question can you do it better than they can do it for the same amount of money. And what is that amount of money. So yep and. The amount of money >> as a as a form website are just wanna roadside answer this question very carefully. >> The. >> The the about varies obviously in a given year but that the amount that I mentioned earlier which is 27000 per year is the amount that we are currently investing in each first and then second year core member and that is to that covers the cost of the recruitment the selection the training the ongoing professional development. Portions of that so the pride programmatic costs. So right now you know >> 5455 >> 5000 >> per to get this person through a 2 year window with teach for America. The question I have and I don't know back to your question is I don't know what other programs this date is investing in I do know about the Arkansas teacher corps which was started on the campus of the university of Arkansas and indeed now currently run by a bunch of teach for America loans. So it does something similar and initially it was starting to work in other parts of the state that teach for America at that point we will bring in quite a few teachers they were operating in different parts so and I don't know their exact outcomes are measurements I also don't know the and the you know like the student gains measurements for any >> other at >> as far as I know Arkansas itself is still not say in the in the way that the state of Tennessee has done measuring every single teacher and their outcomes student outcomes their classes so I don't think we have comparative data I can tell you what are that is I don't know other people to look at >> and my question wasn't to be disparaging >> nice about me is now I think I think is that what I think that's it but find question and what I can say is we can show you what you're getting for your dollar with us I'm not sure others can't I don't know maybe can so >> so right now from what you said you're you're about 50 $5000 per student how many students do you currently our our >> current currently we have 2820 first and second year folks in Arkansas >> not so to to so a little over $0 an awfully is what you'd be looking at annually >> as >> as it stands right now >> yeah thank you thank you. >> Representative garner. One minute thank you madam chair I think Senator church as starch answered have the questions that I had mostly answer but I just wanted to make sure that I'm understanding that that the teach for America teachers I'm not a teacher but the teacher teach for America teachers then are um are required to take the same licenses and are under the same restrictions are. Or whatever of the licensure board is that that's correct we work very closely with 80 to make sure that we are in alignment with every Arkansas a lot all of testing from K. through twelfth grade and then they also are required just like every other teachers that for both their for their stand a license at the end of 2 years yes ma'am okay. Thank you. Senator Elliott. Thank you mention thank you madam chair I I will grant you before I even start asking questions here. A great deal of what I have to say has every opening to be misconstrued misquoted and maligned in some way I'm going to ask you to bear with me and not do that. All right so my my first question and this is not a statement just a question what's what's the demographic of the students who were primarily served by a TFA. I don't think this parking be maligned is just a straight had question there is no trap door here. I'm just on the I just wanna know that if. Most of our students are black students and the roll delta okay. I'm in the in the process of reading a book called the death of expertise. The campaign against establish knowledge and why it matters. So this is what one of this this is what one person wrote about. This book when he was to getting us into reading the book. A survey of 7000 freshman at colleges and universities around the country found shells 6 percent of them able to name the 13 colonies that founded the United States many students start the first president was Abraham Lincoln also known for E. Macy aiding slaves of that part be more true than anything par for the course these days Wright is what he writes. And I guess it was except that he was not talking about to Davis talk about 1943. And from 19432 today. Term Nichols up who wrote this book flights how we have systematically accepted and participated in the death of expertise I think that's relevant to what we're talking about here and here's a part for it can be misconstrued and everything I said could be done. Equity is a huge issue. Most of the students Spencer by Tina fey or African American students in our state in poor areas of the state one of the biggest equity issues we have in our state and across the country is who is teaching them. Are they teachers whether they're TFA or not are the teachers who are well prepared are they to the are they teachers who we made by students of long call. Kevin is right there's no questions we have a teacher retain that problem.. period But that is not a reason for us to entertain the death of expertise I submit to you. It is very true. And we seem to accept that is KA that if we didn't have TFA in the schools we might not have not have any teachers I don't dispute that. But here's what I think we're off the tracks not TFA but every single one of us. We are not going to fix this by continuing to do these disconnect the things that we're doing. We're never going to fix this until we decide we're going to attack systems systems that have been well built and they're doing what they were designed to to. In no country in the world. Which we journal refer to the OCD countries what they even entertain the idea. Of teachers who are. Prepare the rock traditional system. They would even entertain the idea as they say of turning them loose as first year teachers and a classroom because our teachers are to put our kids so too precious for that you must be accompanied by somebody who has the expertise to make sure you don't harm kids. So where I see that as being relevant is we've accepted. That when we trained teachers and a traditional setting. They are ready to go when they get out of college and we know how that goes. And now we're entertaining. They're not even going to be or they will not have even gone through. I guess anything that I know of as anything remotely close to what teachers and other countries get to teach our kids we have a traditional program that goes on for the 4 years of whatever it is and now we have kids who will get out of college and they get a summer something in this okay thing to teach I don't want you to take this as criticism as much as I want you take is criticize what we've accepted for all of our kids. If they live in certain areas and look certain kind ways. This is just not okay with me because I know we're talking about getting the money and I totally get that. But when this got started in 2000. I was really okay with the from the standpoint of we know we have a problem. This is okay as a response >> for right now. >> But we're not gonna take this >> as >> our solution. 19 years later it looks like what we're accepting our Senator solution >> right now. >> So I'm suggesting that the idea of the money I totally get. But I have real issues with are continuing to perpetuate. We're going to get this bright side shiny object that bright shiny object and there is no hole there is no coherent seat of what we're doing and we constantly Senator our kids. You have to compete on the global stage we are failing them and even thinking about fixing the system and now we're talking about equity how can this possibly how can anybody possibly take us seriously about talking about equity because in places where kids are doing well. Most of the time. If it's a commuter the stone well almost always >> so >> for Kevin and everybody else. Where we cannot retain teachers is where we have not have not responded to the other things that would cost them to remain there. That's our big. And I have tried and tried to get a serious around this conversation of what we we ever decide is our long range. 1015 your 20 year plan that we won't have to look at the delta and go well if we can get some teachers are from TFA or we can get some teachers are from wherever. That's probably not happening to your kids I'm suggesting I'm guessing it's probably not. So the only reason I would be against funding is one I have just said that's the only reason. Does not even to say I wouldn't help out with fine because I know we haven't done but we're supposed. I just want. Us to stop thinking about this kind of thing as a solution for our kids. Is not okay for most folks kids look at the demographics and the people going to say we have a problem retaining most and many teachers and that's true. Therefore we must leap to the conclusion that so what would be wrong with having TFA teachers who stay 3 or 4 years it is because the research research shows us that kids need to teachers who make careers out of teaching. I know just and make all people as 80 if a teacher but there's no question he has made a career out of teaching. That's what kids need. Just because you want to a certain university. Just because you have a certain great great point. You would be left out of the water in Finland if you showed up and wanted to teach because of those 2 credentials. Because they are afraid you would harm kids. So. I guess madam chair I don't have a question beyond that except to just ask us you know Quinn are we ever going to try to fix those systems does systems that cause us to have to engage these kind of things for the kids who need it the most and then out of the other side of our mouth pretend we care we are serious about equity we are not. You are doing what you have to do I don't want you to take this the wrong way I'm pointing the finger right back at us more so that I'm pointing at anybody else because the Arkansas economic development the chamber of commerce and everybody who has something to say when schools have a hard time and they are not. Educating our kids the court according to some test everybody has something to say but when we start talking about how do we fix so systems like housing how do we fix systems like transportation how do we fix systems like employment that's open to ought to folks who are struggling how do we fix those systems and everybody always wants us to fix the system through their education we can put every of T. of a teacher and and every school in the state but if those kids are coming from somewhere but those systems hold them down all we're doing is asking you to just do the best you can't just to get him through and that's just not good enough. Thank you thank you madam chair. >> Senator Chesterfield. >> Thank you madam chair and >> thank you all for being here this afternoon. >> As we look the last time I remember we allocated money was a $3000000 grant to you that legislation being sponsored by Senator Jeremy Hutchinson is that correct. >> We did receive that and some of that with with some of our numbers that finding we didn't receive all of that and then we recently applied through a grant through 80 last year >> are you applying through grants like the bill and Melinda gates foundation other foundations throughout the country. For this program. >> Who originally were not the national organization does but we do seek funds from individuals. Corporations foundations and family foundations what when and agency have you applied to hear. The king foundation which is actually in Texas but it also services south Arkansas the brown foundation again out of Texas but as an interest in Arkansas that when the gate foundation here just recently moved to little rock from north Arkansas. The one family foundation with the with the Rockefeller Foundation. At the long list in the amount of money that you got from those foundations equal to about what. For Arkansas sorry and got 2 sets of figures my head both Mississippian arcs also trying thank. Probably for Arkansas it's covering right now. Somewhere between half and 2 thirds of our expenses and I'm not asking what expenses I said what amount of money that you get what amendment so assuming at 1.$5000000 the total assuming 1.$5000000 budget I'm guessing it's probably about $6500000 for Arkansas okay what percent of that money goes chew administrative fees. 3 percent 2 administrative fees and about 3 percent to fundraising fees the rest goes programmatic fees okay. >> As we look at this at at TFA you reached your peak during the recession did you not in the ability to recruit >> that's true >> and so you find yourself in the same shape that everybody else does is that people are not rushing to be poor >> that's right >> and that in essence is what teaching is all about rushing really to be poor and so you are able to sustain folks by providing them with coaching in with other grants that we're not providing the regular classroom teacher with that would allow him or her to be able to get some of the same money is that correct. >> Can you refresh can you read can you as a question again I wanna make sure I certainly will you're talking about you provide the coaching you provide an additional $5000 but the is a $5000 but that. How does it compare what we're doing here in the state of Arkansas for those individuals to go into the classroom for one or 2 years so Arkansas department of education the reason why we in that doing that grant to help attract more teachers is because 80 offers some of that and so >> it went >> for all of our teachers when a policy it says 80 does have some of that but all of our teachers would but your teachers would qualify Ford but all of our teachers would not those of us when regular classrooms only some of them some of our teachers would qualify for that because it's only for certain subject areas so if such as such as your master your sign is but sometimes article just is request the teacher for who who needs our our music sometimes it's really hard to place as well and so they would qualify for some of those grants and so we try to offset some of that would you are getting money for the state from the state right now we are currently receiving this year we do get a grant from 80. What every year okay how much was that money $165000 and that was to do what that again is a ghost what are problematic costs that the training that we provide some of the operation expenses is this training open to everybody are only 2 TFA people start training currently right now is geared toward TFA teachers however we have allowed and invited some of our lives to come back and we have an by the and tried to a permanent partner with some of our partner districts and so sometimes that we've been able to have some of our teachers who are not TFA attend our meetings our goal is trying to a partner deeply more with our district partners not just for us and see if a teachers will also include them when we brought in the management Senator for example we open that up to community members to TFA to other teachers outside of us and we also knew all I'm sorry >> I'll go >> process and we also do have a partnership with Delta State University at Cleveland Mississippi that for all of our professional development training for hours or anyone in the community I the any of our district partners who want to come they can receive C. E. U. credits free of charge as converge to again paying say $450 for those somewhere else. Miss Smith may I ask you a question is one was in the classroom for some 30 years you spoke of how and and I think the other young lady due to spoke of how all these individuals were the ones who worked tirelessly in the evenings and on weekends it's Senator it's Senator are you intimating that of the classroom teachers don't do that. >> No ma'am my wife is a teacher and I see also works on weekends entire Slee and I I I think it would be a mistake to try and see this some harm anti teacher well let's just say for native 8 I'm sensitive having worked 33 years in the classroom. And to hear you only talk about >> those T. of >> a people as the ones who worked tirelessly on weekends and >> taking kids on field trips and >> doing all of this stuff it's what we do as classroom teachers it's what we do >> I think that. >> Your area is attracted more TFA areas because it is a high risk area high priority areas when I called them >> and it's very hard to get people there because of the housing >> because quality of life I'm going to >> do something about it >> but I'm trying to figure out why the state should pay to fund a private organization to do what the state department of education and doing as provide professional development. >> Let me let me try of if I might to say this I I certainly never meant to >> imply >> that TFA teachers of the only teachers are that are good teachers like said March sanity if a teacher I think she's an excellent teacher as you are so weekends in lights late nights as as do many others but mom point mainly was that we have a >> problem all over >> the country not even just all over Arkansas with retaining teachers Asselin right and that really speaks to Senator Elliott's our remarks which is it is systemic I agree with that um >> Markham >> child misconstrue it I agree with that I've been filling out the can the eggs I thank you sure are lookin fed 1 as is an excellent model but the fact the matter is I've been doing this is at least 19908988 >> and I'm >> arms loss patients waiting on that to happen. In the mean time what I do know is it too if I were us and has been incredibly transformative for hello west homa it is about quality of life in fact my next meeting after this is with the state hi director. In Arkansas about some housing issues and really as bear that's why I'm here our job is to try to keep. And that's a community job not just to state the legislature's job or Tina fey job that's also very much a minor shoppers to try very much to keep. When you get the. And and that's our strategy I'm really pointed out the TFA is done I the best time I've ever seen really focusing on the entire community impact of their program is not narrowly focused is probably focused on impact they do a tremendous job and have has been tremendously successful in our community so. If you find something that works. And particularly in our area I'm no support it >> well >> and the and. His work dramatically and and and the funding issue I'll say this our competitors spend way more than we do on TFI in neighboring states and not just in the south my son is a T. if I in California. In an inner city school I teach Spanish. Our >> our >> this is a nationwide program the department of education if they don't have the funds to do this statewide with every school the and it will area in in a in a. Subject that has has limited resources it should have more that will agree on but where you have limited resources scarce resources you have to pick and choose and prioritize in the best way to do that is to find what works in this program has worked. >> Up >> let me just ask and this will be my last question madam chair. >> What >> is the average day. Of a TF a person. The average I'm not talking about those who decide what I really do want to make this a career because we have those exceptions as well. >> But. >> Correct in saying in thinking that the average stay 40 if a person is between 2 to 3 years. Are you asking Gann Arkansas or in teaching in Arkansas. I would say it's probably in on average that for years. >> 4 years >> I would I would have to look that up but I would say probably on average >> because I'm I'm understanding Lowe nationwide I'm understandings between by 2 to 3 years >> but. Well it's an initial 2 year commitment >> and then many people anything beyond that if they want to go in the on the 2 years that's right >> and many just do that and they may be a you know go to another state like to go home or go wherever >> I thank you for your service and I thank you for coming today to visit with us and thank you for taking my questions >> thank you. >> Senator Johnson. >> Thank you madam chair. Not sure where to up I'll start with my your spirits I know accurate beat up on him. There are there any. Institutional. Issue not I know money is always an issue but take that out other institutional issues that would help TFA to do its job better and I'm thinking of some kind of a either at the a waiver for the full 2 years or some other type of thing like I'm I'm sitting here thinking in fall respect to my friend Senator alien who is a professional educator and she deserves the respect she has for her expertise but I was also told by someone wants that if Albert Einstein came to Arkansas wanted teach physics in high school we make him go through all these of. Special training so he get a certificate and be eligible Teijin and I'm and the the the nation that other countries I'm I don't know how they operate but I wonder if perhaps they're a little more subject oriented in their educational things for teachers and maybe not as much about being an education major type thing I and again I'm not saying we don't need to have proper regulation of of the education profession at the K. 12 level markets I'm not saying but considering that at least. Some not happy and you youth are told us a percentage of of the students that there that basically this is a would you like to do this for a couple years and see if you really want to be a teacher of before you go off to Harvard Medical School or whatever and I I'm just saying is there some other. Thing we can do maybe from a deregulation standpoint that would help you all of you solve this this need right now. I'm will be. Sport I know all of you get a lot of calls from constituents cause ability applies I'm still, comma and you will be able to get to the point of what you need what you why why are you here I yes. So I'm gonna try to do that and hope I'm not too blunt about it the teach pregnant committee back in the early to late eighties nineties we had the deans of schools of education in the state arts all on it on that board with us to talk about this sort of the red tape rock Chrissy side of becoming a teacher I don't feel personally qualified to address it except to say that that's definitely a huge issue that's been looked at since the very veto since instance before the very beginning with the program and I think we can learn a lot from teach for America and a lot of other things and cleaned fed went about how to deal with that so I'm going to do that but I will get to the point what we really need when it ET common get to it. Because I've had to apply for grants the other states Bice to put this in our and their general fund or in their education fund they appropriate the money. And do it directly the third TFI and in Arkansas it's been the funding is dramatically cut or reduced over the years compared to other states have similar grant that causes program program problems terms of planning stability what the program needs is money instability I won't tell you have somebody who has worked for over 30 years and I keep saying that but I have with to nonprofits and elected officials in many other ways are on the delta probably the biggest mistake I see is a lack of trying to find something that works we nickel and diming to death. Is to given at the money it needs a lack of enough money is killed more good programs then in China beach trip things and what this program nays a couple $0 a year they need to be part of your general funding so that they don't have to jump to all the can the competitive grant programs and so forth and so they have adequate funding not just is be sustained but to grow and then it ended Senator Elliott if the state of Arkansas can somehow his wisdom found both the money in the and and the. Motivation to adopt some of the things that work that have worked in Mar community to this program statewide in every community and go for it I'm with you but until you get that money that amount of money and and resources and passion about this that we needed to have that kind of the state wide or nationwide really transformation and are I just hope you'll support this. Because it works >> well >> that answers your question it it did and I appreciate you actually using the number which you might live to regret too but I appreciate your candor and I let me just say right now I I can live with that number and we do a fiscal session in April and I'll be happy to help you may be reached that because I think you're absolutely right that is not an unusually high number the organization that you. Preceded use a Dolly Parton imagination library got an appropriation that I think they richly deserve is good but we don't I think when we had something in certain places long we certainly don't want to lose then perhaps we need to look at it it's part of our regular funding process so thank you for that >> aye aye >> let me I would like to take one quick moment to thank ms fought for your years of >> of >> service you are an inspiration to us just coming and speaking to us today and thank you ma'am for your service and thank you all thank you madam chair >> hello I have the feeling that nobody wanted to mess with her. She's she said she had a feeling to be one Mr. I think so there's something to be said not today. Okay mainly winds >> representative Dotson. >> Thank you madam chair. >> Just I'm trying to. >> Follow through the T. of a program I guess you had a a period of time where you're ramped up >> a lot more than you are today >> you have 28 currently enrolled students is what I'm understanding >> what was your high water mark. >> And when was that. High water mark for most first and second year teachers in Arkansas was 20122013. And we had my memory is 205 first and second year folks. And probably about 150 under 2550 on that that point >> in state so. >> What changed whoa I mean were you getting funding from the state at that time was yes >> we were >> how much was that was a still 27000 per teacher per year moving that it was pro it probably. In those years private >> 2320 >> 4000 per year you know there's obviously. Ongoing inflation every year. It >> at that point >> I think from through the 80 ease. Budget >> they had set aside to >> $5000 per member per year so at that point then we were garnering about 1000000 total. >> Towards so they were >> paying 5000 of the state 23000 that we had invested in our folks. So. So the state and and and and was around 1000000 a year for at that point yeah hundred and 5 students read 200 marred by insurers person check your teachers and that was as compares to Mississippi where we had 350 for first and second folks and the state was coming up with $6000000. >> So. So we're with the rest of the funding coming from we're raising that from private funds. And and those funds went away I guess that that's what that we have the dashing is is probably all of you know foundations usually will fun things for a cycle or >> 2 >> but not generally on going there >> they're looking >> for you'd find sustainable funding from other places and when we're talking those sorts of dollars. In an especially in areas the state where there aren't there isn't a great deal of individual wealth nor is there a great deal of corporate wealth. Then foundations who also are not located there are coming in to fund but if the state is looking at salt helping to address even if it's. >> Not a permanent solution and then that is what. In these rural places help sustain. So program so we're seeing a lot of good results I'm assuming yes and those results have gone away the roles results were there but the the numbers at which we are able to bring in have diminished. And and and that's true once the economy heated up then a lot of folks as Senator Elliott and then Senator Chesterfield. Alluded to people cannot there they cannot afford to do coming out with higher loans and ever of college runs in a row before cannot afford to going to education as compared to other job offers are getting. So our numbers all schools that are down significantly since 2013 so the primary reason that it went away was not because the states change in anything but because the the teach for America was not able to raise as much private money. That is >> that >> and then just fewer core members available nationwide at that point we were bringing in 6000 climbers nationwide first is now 3000 okay so so there's can't reveal limited yes in our limit all talent of a a priority for them versus some other is necessary and then again. Obviously to from mereka has to figure out where it sends people where they number one want to go number 2 where there's funding available so if there is a lack of funding which there is in this case in Arkansas there's a disincentive for sending this limited talent that is greatly sought after throughout the country and so it is >> still >> going elsewhere what I'm. Related to you and. If we had. A couple $0 a year toward toward this effort it would level the playing fields we can attract that talent to Arkansas versus some other location that would might be more. Cool to go to yes okay thank you. Thank you madam chair represent making I'd free and was mentioned earlier that there's the TFA and alarm among us it to me at colleagues I just wanted to let you know that I did have the experience of serving and that teach for America corps but also have worked in Arkansas public schools the rest of my career and would be happy to share my personal professional experience as a core member and also as an Arkansas line a teacher America I know if not for a long time today but ayes we and continue to move forward to fiscal session and think about an appropriation I'd be happy to share my personal experience with teach for America if that is helpful thank you all so much for being here today. >> Thank you. Ma'am. Thank you again for >> for being here as >> has been noted. What I find myself babbling a little bit is >> is >> not necessarily a deal to finding with dealing with the the systems of course what Senator ikley about the community and the whole community being a part of the solution I totally agree with that and until that is done then we'll battle with the and if you will. But what what about a what is it not educator >> is >> what I hear about that that'll do. Description of what we left for certain demographics to be utilized for their educational purposes and deliveries and. My question it is not even about funding it gets to what is the fission for a delivery I mean S. time has evolved in I. C. nontraditional forms of delivery being utilized in some people say they go to the I'm not the expert on that but that I think that's where a lot of or at least a lot of my question line because I don't even wanna support or talk about us. Just doing something this is not sufficient for a demographic of people in the demographic of of the people that we serve in the state we expect the best so we should give them the pass ET so I think that's to be a part of the conversation well and I and I think that's probably something that. Senator kia commission to kia secretary key SB the ball. To talk about is what is the fish in terms of the system of of these deliveries you know I understand exactly what my wife is a public school teacher Senator Ellie Senator chest fee I'm around a lot of those is that the only way is that the way is everything else that we're doing not sufficient are we cheating ourselves because of these other methods that I'm saying in being utilized so that's kind of where I'm stone is what's good for us what's truly good and when I have all these choices and I'm seeing success it varies race your lies in these different choices the end is there just one way. That becomes part of this. Discussion if you in being that you become part of the argument if you we or subset of the argument on how you're even funded because some people may feel like what you're doing is not insufficient. So therefore I'm not don't support that. So. That's where some of us may be I'm speaking just honestly because I want to do what's best and I certainly believe the training. Is is >> is >> is is necessary that's just you know this is 11 thinking but what which method is the basement how could we do this best. It is. US having alternative forms is that okay. And I think that's where is sometime tradition. Tradition posters in a certain place what I'm comfortable with puts me in a certain place I'm trying to lose all that it John lose my comfort I'm John forget about tradition you know I might be making my wife may and and she's a public school has been a public school teacher for many years but it is not against public school teaching at all the traditional method is this is not what this is this is trying to understand. Ways to deliver education for AT ball the moral a changing world and can we do it differently and still be equitable. Still be fair can we. That's a question so I again I don't even know that is if it's here but if it's somewhere because it has something to do with the commitment that I think that we make when we push the button of should we do more she we do more of this. You know should we should I work hard in the fiscal session major TFA gets more set up. What has to do with is it sufficient. So and I'm here very things on that but that's that's the question and so I'll be asking individuals commissioner and I'm sick of Turkey and others I want to talk about this what. What we really do want. >> I think everything very good question the only thing I would say to you. Definitely Lee County is along with Helen is whether our ritual placement sites for teach for America and. I can only tell you I've. In my working with your wife in her various many iterations in the county. She was a tremendous tremendous asset >> to the to the public schools >> in the county and was a great advocate for hiring teach for America folks to help her build the staff she wanted >> in so. >> I think you may have some interesting views >> go ahead and take a right on that >> yeah yeah. If I Kidd groups of Murdock because my wife is a certified teacher also and I don't want to get confused with the issue of survivors and certified teaching I'd I think I named my wife believes every teacher should be to certify the problem is we have act of a time getting them first of all of that I would just and been poor you as you consider your funding and I have a lot competing interests for this money but just don't let the perfect be the enemy of the good you know I this is not a panacea I'm not saying it is and in our case but it has been one of the most successful programs I've ever saying in terms of our community and my wife is a certified teacher works right next to him with with stand here is if she didn't start back to work today she would be sitting right here if she were allowed to tell you exactly the same thing and she's not a TF fail on or anything else she's a certified teacher worked hard for it your master's teaches every day nexus certified teachers and and certified teachers who are not T. if a teacher so there is a difference I don't want to get that confused but as you go 40 consider your from your heart appeal strongly consider this one well I mean into that point in in of course she my wife can speak for so very well in this area but she did say how much TF at a that program. >> Helped not hurt not did anything negative but it helped the situation in Lee County for many many years so you know so that's positive to me when I hear that from someone that was in the trenches and I was this is what that's what the question was going to be from those that were in the trenches utilizing this program your program and others what do they say. You know what was the results what do they say about how it helped them so again. I am currently going down the roll of mayor of traditional force nontraditional I mean as you will know I sponsor bill a few years ago the very controversy. That allow for. The use of waivers in areas such as ours for reasons such as we talk about today to some degree and to be arms which you. That was not. Something that I. D. it so that. To give people time to get certified to be honest with you. I was. It was okay. For. Charter schools which is kept out at that time which is doing very well according to the data that was provided me if they could use the system they were using. Of delivery to the kids in the delta the children in the delta it was working. Then why not everyone be able to use it that was it so and now I'm you know Senator now state department state board game a bill and that it put time limits to some more stuff on it on out but that would mind to it I really truly honestly. I just want them to be able to the same thing because the data say it the measure will say it the in that it worked. So I think it could work throughout the building but anyway. I just think we have to come in here and be able to let go. To get better. Thank you. >> Thank you madam chairman. Something that was said earlier really caught my attention because of information I received at another meeting. Of the 354 TFA participants in Mississippi has there been the same precipitous drop in Mississippi as there has been an Arkansas. It is dropped but is not as significant as Arkansas is okay so by help by held so that point is 354 we are at hand hundred and 2 first and second folks in Arkansas and 250 alarm so it went from 350. Version 7 years down the hundred and 2 this year. And that was interested in Mississippi okay hers to a little over 200 and Arkansas down to 28 right well in the reason not focus on that is. It was attending in. November of the southern regional education board a legislative advisory meeting and. All the talk was about Mississippi's. >> Huge >> rise in nape scores. And the water was discussion about them being ahead of the curve on teaching the science of reading there really was not anything that anyone that I heard where they could really pinpoint what it was that this place them at the top I mean not just you know in competition with Arkansas at the top of the nation in terms of their neighbors scores and I I would just. Put out there of theoretical construct that some of that may be their commitment to teach for America and that there is not been the same dramatic drop off that we've seen in Arkansas would would you reply to that. Well I'd love to take full credit for that but I think that might be to a slight exaggeration I think there the whole state has been working towards through a number of different strategies of of using the and the science of reading teaching of funny make awareness you know everything on that front what I will say is that has been a special initiative and focus with and our teach for America Mississippi for the last 5 years where we in we hired a reading specialist we have all we're making sure that not only are elementary teachers are good reading teachers but what all of our teachers tell us when they have kids who are reading for below grade level which is frequently out for maybe more of the class. They need to be equipped to be able to on the lock and help their kids become more proficient in reading so they can unlock the content of >> math >> and science or any other subject that they are so we're making working to make all of our K. 12 teachers great reading teachers and I do think that along with the things that the state is done by having reading coaches and other things has really put the emphasis on that. >> And that is professional development training that >> teach for America provide specifically for that is exactly what some of that money from the state of Mississippi is going for to make sure that we can provide that sort of high level. Asian Development for all teachers yes yes I I which is that is in this case open to any teacher who wants to walk in the door Roberts bank >> and I and I would just just add has was referenced earlier on the imagination library testimony that there has been concern that some of our colleges of education have just not been as pro active and aggressive in adapting the work changing or transitioning to teaching reading of science in that we have teachers being graduated with certificates teacher prep and they really have not gotten that kind of training so I think that that's one thing we're teach for America is certainly at the at the the point of the spear spoke so to speak so thank you for your work in that. Thank you Mr madam chair. >> Thank you madam chair just kind of a quick question following up with what we're talking about a little bit before. You'd said that Mississippi at the high water mark was 3 and 54 and they were contributing about $6000000 from the state funds toward that are they still at that level or have they reduce that amount and I guess. Give us kind of some indication of not just Mississippi if you know what some of the other surrounding states Arkansas might be doing and and how many of those. You know are they at. 100 or they at 300 however many there at the yes so so the state of Mississippi 4 and a number of years coming at 6000000 per year. Are Mississippi hit hard revenue times about 5 or 6 years ago. And we're having a real budget concerns and they dropped >> all >> higher ed all K. 12 funding along with every other. Every other budget in the state. They lowered hours down to 1.8 a and at that point. And that's about 5 years ago I guess. And we said we needed to right size the number of teachers. To keep in pace with the lower amount speaker that's the down to a third the yes >> and you >> and so and so yes so we did to speak for the contiguous states and I don't have the number of of teachers in each of the states but I did look up the amounts of money because of the state of Texas continues to come in at 6000000 per year. State of Oklahoma 1.5000000 Tennessee 2000000. Missouri 1.7000000 state Louisiana I believe this is correct S. 600000. And the from baseball for that reoccurring for Ricky recurring funds would probably say that Texas has somewhere around 300 plus I without that and yep roughly. You know Tennessee you around 100 or so >> yeah >> same with ms or in Oklahoma okay thank you. >> Thank you very much for the presentation if we have gone through it thoroughly I believe very thoroughly in thank you very much appreciated all the information we that's a good question dear good conversation thank you very much >> it was a lovely epiphany for. A celebration here thank you. >> Okay so we have about 3 presentation left and it's 5 minutes till 4. So before we lose everybody here let us move on to the leadership academy Dr Clint Jones and doctor Tom Burnett Bennett. And miss Jennifer a bit Nero's. And so I hate to cut to all short but. In order for everybody to have an opportunity to make their presentations. You died introduce yourself to be recognized. >> Dr Quinn Jones director our solution academy. I'm I'm chair at committee thank you for this opportunity come up for you today we are here this afternoon to give this committed update on our school support program which was established out of act 8 skews me act to to to in 2009 this presentation today we will move through little quicker than anticipated for everyone's benefit but it's really Senator around the 8 legislatively obligated areas within the act as well as some general information about the schools for program to date and also some progress monitoring colleagues I have with me today or doctor Tom Bennett who is our social director of the school support program he oversees this program that we're speaking of today and miss Jennifer Madero's who was our social director of data analysis and research at the academy so they'll be speak at the appropriate time as well so. Dr Bennett. Has stepped out for a few minutes so we will move for with a miss Madero's. Jennifer Maderas associate director of data and also some research of Arkansas leadership academy. Dr minutes backs alternates lines over to him. Doctor Tom Bennett the associate director of organizational development and school support with the are some leadership academy. Under act to 22. We have 8 legislative mandates and what I want to begin sharing with you today is what we are doing to address each one of those 8 mandates. The first one is to build the leadership capacity of school district personnel school personnel in school district personnel. We have. For performance coach is currently we in a school district or a school enters into a professional services agreement with us verisign and a performance coach and that performance coaches primary responsibility is to work with the leaders at all levels to help build their leadership capacity and you'll see on the slide several ways that they go about building a leadership capacity all the way from the principal down through students and including school boards as well. Another mandate is to train a diverse school leadership team. That is includes but is not limited to superintendents principals and teachers we have some. >> Teams in our school level we have some teams that are district level the composition is a little bit different depending on which one they are. Those teams have the opportunity to it attained or to attend 18 days of training. Over 3 years to become I highly effective leadership team the first year they're focused on simply becoming and building that team. The second year they're focused more on how to use data and becoming a data driven tame and the third year they're focused on building the leadership capacity outside of that team and other avenues within that school. Our performance coach attends all of these leadership team sessions. And helps to implement. What the team has learned on site back in the district. As I mentioned earlier we do have for performance coaches each one of these performance coaches. Have been a principal for a minimum of at least 3 years. They support the transfer of learning from all of the learning experiences. That school and district leaders go through in our programs and in our institutes back in the school. That is a key component of what we do because we know that so many times we and educators go to professional development there have the best of intentions when they get back on site. They don't have anyone with them to help support. That learning. Our performance coaches do that. Number 4 work with school and district staff along with all stakeholders to develop a support system what we're about is to staying ability. How can we sustain. How can schools and districts a Stein. The good things that are going on. 2 ways that that happens one way is through building the capacity of those leaders. Throughout all levels and we do that primarily through our leadership development system. I'd 5 strands 5 performance areas that we. Ground everything that we do in. The other way that we do that is through the development of a strategic plan. Our performance coaches work closely with principles and with leadership teams to develop a strategic plan that is grounded in our leadership development system it is differentiated. Or each school for each district they go through a needs assessment process to identify their most pressing needs according to that leadership development system and how they can move from their current. Reality to their preferred state in a performance coach is go in and help them do that now how often do they do that every week that is is one of the things that sets us apart is when you get I performance coaching leadership academy that performance coach is going to serve that school or that school district. An average of one day per week and when they go into that school or into that district one of their primary areas of focus each week is where are we on this strategic plan. What progress that we've made what evidence do we have of the progress that we've made and what do our next steps need to be. What you have on slide 5 is just a a good overview of the various learning experiences the various programs and institutes that we provide in order to ensure that access to training programs and leadership development. Those learning experiences. Fall under the umbrella of screw support organization development and what I mean by that is. When a school or a districts signs of professional service agreement with us and day go through those learning experiences each one of those learning experiences are supported by our performance coaches back on side. In our performance coaches also attend those trainings and sit alongside the leaders from their school from there district to help them in real time. Internalize that learning. Number 6 is something that we're looking at. In the past are screws in districts that we worked with some of them have ask about a credentialing program in other words we in a school or district completes 3 years. What might there be to demonstrate. Their expertise and their success in terms of a credentialing program this is something that we're currently studying it's very much in the infancy stages. Number 7 assist in the development of partnerships. Currently we are in partnership of the university of Arkansas on something called the impact fellowship program. You can see on the slide that that assistance school districts in identifying the prospective leaders. Who show great promise to to process to have success in school leadership role and it prepares them for their first administrative position. And lastly of the the 8 legislative mandates that we have we're currently supporting the how reliability schools initiative through the. De ESE by providing a performance coach 2 screws that are identified as being in need of level for support of. With the recipient the of a grant to provide an a LA expert on H. R. S. to schools are being served under those contracts and currently we have 2 schools that we're serving under those contracts on that grant. And then doctor Jones Sarge of course on the leadership coordinating council and he has an active role in the LCC. A little bit about our history. We actually in 2001 the academy was selected by the S. sorry be to facilitate design a program for low performing schools and then we were created by act 129 in the 80 fifth General Assembly. We authorized back to 22 in 2009. The deep program organization development actually did not come into being until >> 2015 >> 2016 that was in response to. What we heard from some superintendents in the field who wondered if there might be a program out there that would look at school improvement from a district level approach so when our O. D. program we step back a few 0 feet and instead of working with individual schools we work with the district as a whole. As I that slide is there simply to reinforce that what we're about this is staying ability. We want to know that when we worked in the school and we've left at school what we're doing is sustainable. I'm going to quickly share with you a few models that we use to guide the work and at the school support program and this first model here's our theory of change and it just emphasizes visually how we monitor the work that we do with schools districts and leaders and you can see that the focus really of the work of the academy as on organizational culture which research suggests is the leaders greatest impact on student achievement we work directly with school leaders and all the different definitions and to work on creating a culture that creates an environment where both adults and students can learn to the best of their ability. Our work is focused around systems impact and how we can help schools districts and organizations a line their organizational energies in one area so you can see we use the 5 performance strands of the Arkansas leadership academy as the lands to help organizations on energies and finally our work is based on a gradual release model and we often joke that our goal is to work ourselves out of a job when we signed on with schools we signed on for we hope to sign on for 3 your commitments that's what we kind of say the baseline for getting schools moving in the right direction and at the end of 3 years what we hope is that we've built so much the thing ability and capacity that the performance coach can ease out in the schools can continue on with their own success. I'm the learning experience a slide we've shown you already in one of the previous slide so we'll skip on through that fourth time thank. I think the only other thing that I would say in terms of a strategic plan because it is so critical. Is it that is a year by your plan. When we. Start working let's say with a year one school. We'll do a needs assessment with him immediately the very for summer that I come on contract with us and then when we do that needs assessment will help them identify some pro or T. needs some areas that they really need to focus on in the coming year. We'll do another needs assessment in the spring so that we can measure how much growth we've made from the fall semester to the spring semester and then if we need to. Take a step back we do if we have gotten where we need to and we need to focus on some additional areas we do do that as well in your to so by the time a school or district has completed 3 years with us. Working on their strategic plan we've done a evidence based needs assessment 6 times. And we push them to not just say for example on a scale of one to 5 we're 3 well let's look at what being a 3 mains and let's look at what evidence you have to suggest that you in fact or 3 because we want them to be solid before they move on. That is simply a graphic that will show you over time all of the schools that we have served in our schools for program that is 50 schools ability. And then in our organizational development program that is 16 separate districts one thing that I would say on that is that even of course within some of those districts. We may for example we're going to district and work with 4 schools in that district more one on one. So we don't just do a one size fits all approach we differentiate that according to what the superintendent and what the district leadership team believes that they passed need in their particular district. It >> 2000 >> 1920 we have 17 professional service agreements you'll see that 6 of those are your 1 that means they're in there for sure the of the commitment with us. It's a 3 year commitment but a one year contract it's year to year on the contract so you'll see that we have some schools some districts who at the end of 3 years say this is working really well can we do a fourth year or this is working well can we do a fifth year and of course we do that. Just 2 or 3 testimonials from school leaders and I made sure. Before I share these today that I obtained permission from each one of the 3 to do so and just offer those for your consideration. I'm going to talk just briefly about our progress monitoring and if you have any further questions about this I can provide some supplemental information on email after the meeting. We use a logit model and based on and I'm some professional development research to monitor the progress of the work that we do with schools and districts and each one of our impacts that we measure we have a metric that we used to measure and then with currently we are using that leads optional staff survey we've been using that were in our fourth year of using that survey it may be rolling off as as things change we currently also use the principal self efficacy survey teacher self efficacy to lake teacher collective efficacy and some organizational health inventories that are designed specifically for elementary's metals and secondary schools and we also use our leadership development self assessment that doctor Bennett was mentioning earlier and we use student achievement data and specifically we're looking at Essen as the components this year. We deliver all of our surveys in the fall of a new contract here so when a school comes on in the fall they get we get baseline data collected in September and then we follow up annually every for April for all schools that are still under contract so when a school finishes their third year of commitment we should have 4 data points for each of these different metrics. Our participation rates for schools have been incredibly high and we're really proud of this information our schools participate at a rate above 95 percent annually. We have survey response rates for each participant at about 80 percent or higher in all of our and distributions which compares with about 30 percent is the national average for emailed surveys. And then we also prepare proprietary reports that we designed in house and deliver to our school superintendents and principals in order to help facilitate professional development planning back on site for our school leaders. I'm gonna share just briefly that principal sense of efficacy survey some cohort trend data this cohort trend is for schools that completed 3 years that start again in 2016 and the reason I'm using this cohort is because this is the first year we administered this particular survey. And if you can see the bar graph you can see some positive trend between our baseline and then our 30 year and and the reason that the 30 year has a slight dip in it I'm. Have some hypotheses as to why that is but this was a year that we had a lot of turnover in leadership so we had fewer repeaters this year but they were very minor and pretty safety statistically insignificant in that regard and the reason that we use this scale I just put a little bit information in there about the scale at why we monitor self efficacy what is self efficacy and primarily we learned what we want to the research is that leaders who experience and report higher levels of efficacy bill cultures in which teachers report higher levels of efficacy and all that has been tied to increases in student achievement so we measure these leading indicators these early progress monitoring pieces so that we can build a case for a long term positive shifts and student achievement over time. I wish your the implement implementation debt because one of the things that we communicate with our teams are teachers in our I principles once we start working with them sometimes you don't know what you don't know and after some exposure and a year in we often times get lower self reported efficacy or organizational help and after you're in service and then what we're looking for is really that study upward trend afterwards. And now that was really fast and furious and we're trying to save time so. >> Thank you very much let's see we have some questions. Representative Johnson. >> Help. >> Thank you madam chair. I'm just. The Arkansas leadership academy at >> I'm. How do you receive your funding is at all 3 state funds. It is >> uh we receive >> religiously funded except for we have ace a grant this year from the department's cation as we are continuing to work with schools on the high reliability schools initiative as well as working in a couple of little for schools as we have to have a great from that so roughly how much is that. In total total and >> I mean the breakdown of it >> okay so for don't solution academy as a whole it's 600000. For the school support program which we've talked about today's >> 300000 >> is that on top of the 600 include >> X. and then arm the master principal >> program is funded at 500. Those are all state funds correct. And. What what sort of administration cost you have out of that. We look roughly around 5 percent. Of that and we are house and I the universe of Arkansas so we work through their minutes that remained pretty consistent 5 percent every year yes Sir. Thank you. Thank you madam chair. >> There was a quote in on one of your slides kind of caught my attention to the arts a leadership academy had the best record forgetting schools back on track. >> In that quote ability was from 2012. Curious since that time. How do you know that you being effective do you have is there some type of third party review that looks at your programs and compares that to. The effective gain of the school districts or is this something that you're judging yourself to determine really how effective you are in making a difference in school districts across the state. Hi yeah the quote was from and I be L. R. study that was done I think in 2012 where they looked at multiplex rural providers and so that was a quote taken from there that was the last full external review done initiated through the BLR we monitor our work and using whatever state accountability system were under the time so currently what we're looking at right now is our as a trend index over the last 3 years and so we just completed looking at those we look also at our demographics served you know does it is the demographic we serve state significantly different than that of the state I'm intimately what we find is that we serve a harder to serve and population of students higher minority higher lower socioeconomic rates and etcetera. So in theory this is 2000 well there's really not being any turn on any type of external audit that's been done on a LA to see just how effective programs are and what games as a state we're reaching correct thank you. Thank you madam chair can you tell me what kind of framework or process you have in place so that when you're recruiting these of performance coaches to know that you're you can have some kind of evidence you're getting the level of excellence you desire to those who can provide the best quality feedback to the participants. One of the requirements is that they will have been a successful principal for at least 3 years. And when we recruit. We put that in the job description and we have a very detailed job description in terms of what we're looking for from these performance coaches in terms of their level of expertise they're ability to build capacity and things like that so when we start to go through that process and those are the kinds of things that we look at 2 of our performance coaches have been with us in excess of 10 years 2 of our for in in some instances we will have performance coaches who are master principles designate a master principles in some instances not one of things that we do look for years how much experience do you have with the leadership academy and we consider that as well. Follow up manager so there's no I mean it's a it's partially by the I I guess who over the group is that makes this determination some of it's subjective you don't have like a. Walk in you said successful principal but what does that mean to you. We don't have a rubric that we use for that separate and apart from the hiring process that we use we for any university of Arkansas okay all right thank you thank you venture. Thank you madam chair up of the all the training and leadership services that you provide are they all provided on site at these various schools are. Are they scheduled during the school year during the summer weekends at their off site where are they we're the where's that take place. I'm that thank you yes they are held throughout the year summer and during the school year how we hold our institutes in program programs at the when the Rockefeller institute on pigeon mountain and also at the Fairfield bay conference center. And. Disturbed really depends on what institute or program is being and measure the Tom measure principles is exclusively right now at when rock we call when Ron are team institute is split between fearful bail when rock in terms of off site in terms of or sees me on site with the schools. Our facilitation of adult learning program is done off site and on site >> we do that >> order school districts such is uh been bill or alma Fort Smith some of those of **** the community that training with their teachers >> and we've done that as well >> so tender question >> of >> its on an off site and all through the year >> follow up. The one of the complaints I've heard from educators is that where there is a teacher or principal. Having it during the school year where they're pulled out. Of their classroom where they're building >> it >> really creates an issue for the school because their needed ought to be on site is it is it possible that these these training sessions be schedule. During the summer or some other time rather than during the school year where these people are being pulled out of the classroom or out of there normal assignment. >> I'm gonna take that question if you don't mind one of the things that we well first of all we do use the summer we have institutes throughout the month of July June July and on the tail end of August we try to stay away from the beginning of August because that's when school starting up it's really more of what the research suggest is the amount of time necessary between sessions for full implementation back on site in order to hit fidelity of implementation we can't cram for sessions say of master principal into one summer it needs to be spread out because of the way the next steps are designed they have to have time to be able to go back implementing their building provide evidence of implementation and then come back together as a cohort to expand on that learning I we do try to schedule these institutes I'm with start days often times on Sundays our teacher institute candidates come in on Sundays to limit time out of their building so we tried it we do our best to reduce that as much as possible but there definitely is the cost to be an off campus in order to make I think we have 200 days of onsite learning offsite learning that we have during the year so it just takes a lot of days to get that in >> okay thank you thank you madam chair. Thank you madam chair. >> But having none somebody was a part one of these >> teams >> ability to a can >> I know a little bit about the program and if everybody was of the quality that she has I can't even imagine >> how great the program is my question is though is the assessment the ongoing assessment so you get these teams trying to get there than somebody falls out some because it >> how do you continually assess the >> the efficacy of the the team and and I just want to have the ability to be that flexible to pull some many and I just. My word is this could be really stagnant not with somebody like bill and on the team 90 but that the teams themselves could be stagnant and you could lose some of the force of his special if they're going some place for 4 years so how do you keep that fresh in I'd. And you know her words or less. The teams. Can I ask a clarification when you mention teams do you mean the school teams that come to us yes the teams that you're sending out to the team >> I'm sorry your coaches >> are coaching homeless homes are your coaching team sorry. How do we keep it fresh in terms of the work that the coaches are doing in the schools are in the districts and the people that you're dealing with I mean it looks to me like this is a really based on this is aye mentoring on steroids you're looking arise during the mentors that are going out there to keep these people excited about what they're doing and teaching them more about what they did my views and their experience with to get have somebody fresh not somebody is still doing the same things >> so >> again I know dynamics of the person that I know the how do you do that because without that this thing's not very interesting at all and and one of the things that we push our performance coaches to do regardless of they've been with us >> one year or in a couple of cases 10 or 11 years is are you constantly refreshing >> your own professional development so that you're learning new techniques new coaching techniques that you can take back into the schools and districts one of the things that we do with our programs we have a monthly D. S. S. P. staff meeting and part of what we do during that meeting is to have our own >> professional development >> where we're trying to remain >> not just >> up to date but also kind of trying to stand and map a little bit the a rise in to see what might be coming high reliability schools last year was an example of that uh when or >> school support team >> in fact or an entire academy did a professional book study on that. >> Before that ever was really full blown so that we could kind of room be knowledgeable ourselves so that we can help our schools in our districts so part of keeping them fresh is just not it is the expectation that they develop themselves but also as a program leader. Providing opportunities for them to do that during these monthly meetings and also during and occasional conference. Yes I was gonna say the follow up we do have not only for his coaches with other team members the academy attend state and national conferences we we do that regularly within state of course it's >> it's >> easier to do and most cost effective so we they do go to a lot of the sponsored conferences here in the state but we also do send our team for example we sent them to the Colorado for the national are liable to schools conference other team building leadership conferences we do something work with or in Ford and others to make sure that we stay current we also listen to our clients in the field are schools what they're needing some the stupid in its in principles of the buildings Senator district that we serve will make it a performance coaches some areas that they would like for the training in and then we look for ways to prepare that performance coached be trained in that as well so it numbers that one size fits it was as if at all you know we we we really try to table that to the needs and so to ensure question that's kind of how we keep things. Up to date. Welcome. >> Seeing no further questions appreciate your >> time and your >> willingness to hang in here. >> And with good information for all of us >> thank you very much. Okay next on our schedule is >> a presentation concerning the a plus schools. >> We have miss Melanie Landrum >> in Mr John Brown >> here >> and we've got some handouts will be about 2 >> folks. >> If you just introduce yourselves shall be recognized. >> You have I'd >> do they have the power point this this threat okay. >> I'm Melanie Landrum the executive director of Arkansas a plus schools. >> My name is doctor Steve that Moore M. assistant dean in the college of education health professions at the university of Arkansas. Madam chair I'm a former state senator John Brown I'm was for 25 years executive director of the Wingate charitable foundation and now I'm a senior adviser uh with that foundation are no executive director Pat FOR D. as in the background here I'm here primarily as one of the funders sponsors of the a plus schools program and we want to have first of all thank you all for staying with us for being here the the vigor of your questioning your interest has been impressive to may I know the hour is late we will try to be. Concise we're not here to protest Pacific lay for any kind of appropriation but we want you to know what's happening now at the university of Arkansas and this program >> is about the the the whole >> uh program of education K. 12 education it's about students is about young people we had some great pro discussion about early childhood programs I met some of you it AT and a couple months ago and I'm a commissioner there and we do a lot of great educational work to that program a plus schools is about the kids they're learning the curriculum about resourcing in service professional development for teachers it's about leadership it's about good schools and good outcomes this program became about originally in 9 >> the >> Wingate foundation was established in 1993 in 1995 we made a connection with >> the >> legendary uh Chicago educator Marva Collins we discovered that she had a program in Oklahoma called great expectations it high expectations of enhanced learning environment focusing on student outcomes and there was a foundation established in Oklahoma >> that was >> providing that program there we went to the university of Arkansas college of education and established a great next back patients program here in Arkansas and 1995 Marva Collins came to little rock and did a professional development training right across the street that things Rockefeller elementary across the street but we were interested in K. 12 education but also >> in >> and how the arts creativity imagination things you've talked about today. Hey can be involved in student learning and hands the school environment I've >> of called >> a plus schools just good good teaching good education on steroids and these folks are going to tell you how that's going to work at the university of Arkansas >> into these >> around 2004 we did >> we >> ran into a North Carolina program called a plus schools I had piloted the program over there in the 19 nineties researched it >> again >> intensive use of the arts >> in integrating that with >> teaching and core subjects math science literacy >> so how do we >> develop these exciting learning environments for students and show the outcome so that we as legislators I sat on the Education Committee in the Senate to. Those outcomes that that we expect in what would like to see in our schools so for awhile we ran a parallel program we help to fund it it was at the university of Arkansas college of education >> both >> incorporating Marva Collins principles of great expectations but also bringing in the new program which we felt was more comprehensive more curriculum based >> was >> a great learning environment for high schools great expectations was more >> the >> case 6 kind of environment to expand to K. 12 we saw a plus schools as having that potential and that was working in North Carolina. So the >> after awhile of the the >> parallel program up kinda lost some of its momentum we were searching for assisting ability >> base >> and poly opulence who can't be with us today but the Thea foundation here in >> little rock north little rock >> picked up the a plus schools program here in Arkansas so I know Paul would love to come here and preach a long sermon but he can be here today >> he's >> he was sick >> but >> we appreciate this opportunity to share with you now 2 years ago in January twenty eighteen >> through >> discussions we supported as funders co founders the idea of moving the principal responsibility for this program away from that the a foundation over the university of Arkansas on the former dean >> there >> the Miller was very receptive to see a pilot program >> a a a >> kind of a resource to public schools a demonstration program through the college of education they're also looking at expanding that into teacher preparation programs perhaps into them in a T. masters program as well so we're excited by this the opportunity that's presented to the state of Arkansas >> hi thank >> as a funder the Wingate foundation actually funds >> a colt >> consortium projects for funding in North Carolina the originator of the program which a houses there program at the arts council >> we're >> co founder in the state of Oklahoma their program for many years it's been under the umbrella of the university of central Oklahoma in Edmond. >> We've >> helped develop a new program the newest one is in Louisiana the George Rodrigue foundation there George was the blue dog painter >> they've help to >> promote develop to schools with there's a separate a plus schools foundation in Louisiana and then Arkansas on the one that we're here to talk about today >> so as >> Steve has responsibility of of which oversight for this program and then Melanie as a former a plus schools principal in the north little rock district is now the executive executive director of the program and they've prepared a video it'll be the highlight of your day I sure you but we're going to take you into some classrooms let you hear from some teachers and students so you'll enjoy that but I'll get out the way Steven turned over the. >> Thank you. Thank you John >> madam chair thank you for the opportunity to be here today sending greetings also from my Boston doctor prime prime act started with us on the first of July really I just wanted to reiterate our commitment to supporting the Arkansas a plus program within our college it helps >> one >> to reaffirm our land grant mission and help us reach out to the state I know through Melanie's work right now they're in 4 different schools in Hamburg and I don't know how else you get from Fayetteville to Hamburg other than through service programs like that >> you. So yes a long drive for sure but it's so it is important to us to to reach all the corners of the state that way and then it recently and and John was alluding to it does uh fit neatly within our mission to help future educators and help the state of Arkansas prepare individuals to go into school districts and be innovative with their teaching so with that 1 last thing I was gonna mention is John alluded to I helped on board Melanie and the a plus program from the FIA foundation beginning in January of 2018 at a billable to. Witness kind of their their objectives and their methodologies firsthand going to their national conference are excuse me going to a regional conference in Oklahoma earlier this summer in being able to participate as a as somebody getting getting getting their hands dirty with the equipment and and with the teaching techniques so with that I will turn it over to Melanie who is going to talk about the specifics of the program and present the video thank you. Thank you so much and I recognize some of you from different put from Hamburg right yeah committee there are if you look at your folders I'm just gonna real briefly go through what we do and we really complement of what the leadership academy does with master principles and master teachers because the things that they teach them there they can come back and implement in your schools when they're doing a plus in fact several of the people in their master principal program have used what they do with a plus to build their master principal portfolios and have designated so weird we're so excited to support their work and for them to support hours as well but what we do is we work in the schools we have summer training the first year is a 5 day training the second year is a 3 day in the last years a 2 day in the summer but then we also do on site professional development and as I mentioned the gradual release model we do a lot of that with actually modeling instruction for teachers and then them them instructing and we give feedback but these are 8 essentials and if you'll just look at them they cover all of the aspects of schooling plus the arts because that's kind of the thing that makes us different from other effective schools models is that we believe in integration of the arts across content areas so we actually were the first steam model that's a big buzz word now but we we integrate the arts into all those content areas if you look in the other side is got a brochure about us it's got some research stats the schools that were in you can see we're all across the state except we're not in south west Arkansas or northeast Arkansas too much yet we're wanting to be there I've been in contact with Jeremy in pine bluff we're really excited about the possibility of working with some of those schools there. The difference it would in ours are what we do though is teachers have to buy into it so they have to visit other schools are implementing and 85 percent of them have to vote and say yes we want to do this is not something a principal can come in and say we're going to do this new project are everybody get ready the teachers have to be convinced that is the right work and that's the kind of by and that you have to have to make up for a project successful I'm not gonna say program John I could get you every time you said that because we're not a program we're whole school design model. Yes Sir so the teachers have to vote and right now commissioner key are you still there of secretary key excuse me I has been very generous to us in providing money for our most recent 5 schools to participate because they did not have it they didn't have taught sufficient title one money or budgets to support that if you wanted to think of anything about funding that would be something that we could definitely use is when schools don't have the budget to do it we don't cost a lot of money did you all get the cost she okay it's it's not for what we do it's it's very minimal money so if anything that we would like to have would be to make sure that we could continue to provide this work for schools that are committed to doing it there so let's see. Cisco listing because their a plus schools consortium John alluded to that we the states that were in and some bios on our staff with very small staff also we did a correlation. To the test teacher evaluation system model to look and see how our or a to central's supported teachers scoring well on tests we're also working on the same thing with the leads document how does what we do support principles doing well on their evaluation system and it it's it's so amazing correlate I know it's really small so get your magnifying glass out because I couldn't make it big enough but it's we'll line very very well was supporting the work that the state is wanting us to do the teachers to do in terms of becoming excellent teachers. Okay I'm going to go ahead do you have our video up for it can be played. Yes Hey okay here we go. This says it better than I could. It's reading. At the very. Third. Can you put this in there. I don't know. This area. This in there and try to do it from that. You skate from that. Yeah there is. >> The pages up which is spending a circle. >> You're one of the. >> It seemed like we were trying a bunch of different programs to to improve our school. >> We were just on programs at a wall and trying to see which ones because a lot of frustration with the staff. Because our frustration with parents and kids because we just weren't moving kids the women 3-academically. And so for us a plus was not of. It seemed like we were trying a bunch of different programs to to improve our school. We were just on programs at a wall and trying to see which ones because a lot of frustration with the staff. Because our frustration with parents and kids because we just weren't moving kids the women 3-academically. And so for us a plus was not about a program but more like a strategy. Arkansas it close schools is a framework it's not a program but Arkansas a plus schools does is provide a framework for all aspects of the school community a plus is really it's it's about it just integrating everything that's good in education is going back to the the fun part of education in implementing that into instruction children learn in many many different ways they don't all learn through paper and pencil some of them learn best by getting up and doing something or sharing it or performing we want them to see the arts as a way to communicate what students know at rather than a separate entity that just aren't specialist at its reflective across everything that a student experiences throughout their life. >> Their professional development with a plus is the best I've ever gone through they don't just do a one stop shop and provide professional development and then expect you to implement you learn at a pace that's necessary for you and your staff it's is created for your school we provide teachers the opportunity to explore what it's like to be creative within various art for. And find connections with with 80. And this is implemented over the course of 3 years with our support is so it's this bigger picture and allows you to do a whole lot more with activities and not be so kind of tied down to your standards it's incorporating time bring it together and not the same arts only over there and his was over here. Give the kids a better picture of what life is because we don't live in a world where you go to our and in open now it's not day it's the always all the. To me I see the kids are engaging more math is no longer a subject where they're afraid of the able to express their sales because I'm a actual problem and they might understand it but they could draw it out it's the way that they think you know we can come to a mutual understanding to where they had to give the customer what I know would allow so I could go back and bill pay. Would you think of this file is then you can do with this experience for the children much better because their hands on their learning and the learning through experiences and they enjoy it I want to know what they're going to do every day on the come in the class and it's more exciting in the atmosphere is better everything's better with a plus at the school. Are seeing a decrease in discipline issues we're seeing students that are wanting to be at school one set of missing as much as they typically would they're telling their parents and parents are telling us Hey my child now wants to be there we've seen an increase in student achievement an increase in in student engagement and also culturally has been a huge shift culturally with our staff a plus allowed us to build capacity in our staff those teachers are taken ownership in what's going on in the in the not only in the classroom but what's going on in our building. The level of collaboration in the building unlocks the staff has just increased exponentially. The staff has come together and I can see that in our school we're a family now and we teach the children. As if there are family also it's a hot the whole thing the whole atmosphere is better the whole school is better it's I used to kind of dread you know coming in now I'm excited about it I'm ready to do it I'm I'm excited to see what else we can do this I. Thank a place is going to be here long after me. We had a meeting last year with the staff. And acid jazz initially asked him I said if I were to leave what would you 5. What would you keep. A plus was their number 18. The interest of our students. And students now they don't realize I'm learning science because they're having so much fun moving dancing singing rapping creating art that they sometimes. Turn around and go wait a minute I just learned science and that was not their goal the goal was to have fun and that's what we've done we've made learning fun. It's when a pluses given us our kids now. Are so much more enthusiastic about going to the same classrooms that the year before. They didn't want to be a part of. >> Any questions. Thank you very much we do have a question here seat 74 who's in that seat over there can't see >> it's representative wing >> high okay >> are you do. Column. How they're I have wanted that one of the things that intrigues me about what I've learned about a plus and I have spoken with the principal from 7 hills elementary. Jason young is his name and up he gave me a statistic that blew me away and I wanted to know if that has been matched anywhere else he told the the the the year before they started a plus they had about 270 long form discipline issues. They started a plus and they went down from 270 to 3. For the whole school year and all of that 32 of them was the same person. >> Has has that >> I mean that seems like of I mean that that's a >> you when you talk about some of the problems we face in our schools discipline being one of the foremost that is an incredible number has that been matched anywhere else do we see >> that >> trend >> in other places. >> That is actually the very first thing that we see discipline in attendance attendance rates going up and just when going down just like penny said the Hamburg principal that was the first thing that they notice because the kids are engaged you know that when they're bored that's when the act out when I was a principal in north little rock an a plus principal before I became a plus my first year at pine view elementary on affinity remember pike view it's the early learning center now. I had over 370 discipline referrals my first year and it was a small school it was a little school the first year we did a plus that was in half and by the second year of a plus I had 4 and. 2 of them were the same person. So it that's that's proven over and over again in the attendance rates going up an elementary school attendance rates typically are pretty high but in middle school and high school that's not always the case but the attendance rates go up >> good follow up. >> I have of it it does it it seems like this could be the impetus for >> further >> things as well but I'm noticing also that teachers seem to be more enthusiastic when the discipline issues go down because you talk to teachers what's the thing that they >> of you know >> we are concerned with the most often times is the discipline in the classroom that goes away >> their engagement do you do you have >> numbers or statistics to support that as well that we have or greater teacher retention. >> A greater teacher retention yes just by it Jason for example he has not lost a single teacher he didn't have to hire anybody this year sold and that does pretty consistent I don't have the numbers for every school but I one of the ways that we assess schools are self assessments we don't go in with the checklist and say you're doing this wrong in your you don't have enough arts and integration you don't have enough this or that or the other we give them an identity scale and that the teachers used to rate on the 8 essentials where they think that they need the most support and then we have for the leadership team a reflection rubric and that's where they can look is the leadership where is it that we're doing well and where is it that we need help and that's how we design their professional development. Based on their self assessments which I think is a a wonderful way to approach it because that way they're looking at themselves they're analyzing their own practice where do we need help and we have the kind of relationship with them that they will ask bill side this is we really need this we know we need help with an riches estimates our system is almost all paper and pencil tests we need to know how to do it differently and better so that's how we can figure out what to work with him on when we come back to their school to do their necks PT >> thank you very much thank you madam chair. >> See a representative birch. >> Thank you >> thank you madam chair so really 1 is surrounded a because this program >> is >> is the hamburger school district and and I've seen I would to the training 1 day and the teachers were so excited about learning ways to incorporate but the arts was such a big part of it and so >> when >> Senator chairman I went back to her and bring your legislator to school months >> they were >> we saw all elements of this in several of the class rooms and we're reminded about the program Mike 22 questions 1 as. I don't know how we get into it but I'd like everyone of my schools to be involved with this kind and I'd like to make sure it gets extrapolated to how we teach teachers so. One question as how we can as C. you'll help us do that the second is once the school district is in this 3 year program is there some kind of. Do they risk getting kicked out for anything are they lock it again so they're going to we're going to see it all the way through we have not had any school that has not completed the 3 years once I got that 85 percent commitment okay so we're good we're still gonna get the money secretary Katie for Hamburg to finish the 3 year program with this right. >> Sims >> embarks good for 3 years funding on this right. Senator 2 to midnight asking. >> And. >> There are a few things to say that we can put money into that that had the dynamics in this is been over a year >> point >> 5 to been watchin is so this is not just a question back if they were having a lot a real good time when they were done at so anyway >> I'm I'm >> on board >> to >> help any way I can and with that commitment they were going to see S. 3 let's see how we can do it again for the other thing too you know there other school districts like Hamburg and so anything you guys can do to put a funding. And we had a bill me see I had it in here that you guys approved you probably I don't know if you are. Here then but Pauly Opelousas. It was at 11 OO 8 and it's on the books it was to fund it was to find Arkansas a plus schools but it was not it was a bill that was on the act act that was on the books but it was not no money was appropriated for it so there is something there that can be funded that could help other districts like Hamburg that don't have the funding well just to underscore when you're talking about the disciplinary stuff going down the main Portland elementary had it a this this year I mean when we're talking about seeing in those things working then that's the kind of stuff we need to be putting money towards and and we need help in understanding how best to do Thank you >> thank you. The. I representative flowers. Thank you madam chair. >> So I really perked up when I heard you say pine bluff >> course >> my question is have you all had experience in working with schools that when you start with them >> they are >> and what >> was formerly >> add to stress status and. You know with test scores that reflect F. grades or whatever that you know what so whatever the terminology the bottom line is the schools in trouble we have had schools like that. But this is the thing it's back to that 85 percent because Dr when I have been talking about that is well he's got he was trying to find a school some schools that had the capacity to have that 85 percent because if the teachers by in and then they participate in the training date like you were saying represented birch they get excited and that excitement translates to the instruction and the kids pick up on that and it doesn't matter if they're 99 percent free reduced lunch or 100 or or no free or reduced lunch when teachers get excited and have strategies and I add the arts to it and learn the different ways that kids learn so they're not just teaching everybody exactly the same way. It's it's a dynamic that's it's beautiful to behold and all students learn better in that environment. So follow up >> madam chair. >> So then I guess the question would be have you been able to secure >> that kind of buying in at a school that is experiencing the kind of church >> kinds of challenges that we see throughout the public school district for example yes. Can you get can you tell me a little bit about that and and as you do can you talk to me about what some of those. Changes improvements in outcomes were reflecting in terms of the students beyond behavior attendance and academic improvement we have schools in Fort Smith >> okay >> and if I've got the. Just look Scott a map of Arkansas yes and it shows where our schools are. And we are we little rock school district Pulaski County special school district so we've had schools that match that description in several areas of the state and could you give me just one example of that school of a school that maybe you that was most challenging and. And I'm asking so I can go back and come into my own homework and what they were struggles in it several in in the little rock area let's see. Like if you had to >> shine the light on in the >> a school where you have been that was most like what you anticipate a school in pine bluff would be especially a junior high high school what would that be I would say it would be well Booker is an arts magnet so that's different but landmark elementary might fall in that area. Let's see. Rural Taylor Bobby Lester those have high poverty areas Howard elementary in Fort Smith okay we've got some rural ones also why county and clear and elementary those are all in in pretty high poverty index areas. Thank you very much thank you madam thank you guys for the work you're doing >> thank you thank you let's see. >> Senator starch. Thank you madam chair I >> hope last question >> I just had a quick operating question as far as your house to the university of Arkansas college education so are they the ones in putting forth the money for your operation cost and then you charge good 90000 each for the program >> our >> it's best over 3 years >> yeah >> no right now we're actually house at the university of Arkansas Pulaski technical college and we're house there. >> Physically there Lowe >> locate you able ask you that's where our offices are operationally they work >> out of >> our college at the university of Arkansas in Fayetteville yes >> Joe and and >> is your budget then on a line item from failed bill are >> yes >> of it the line item is through the generosity of the Wingate foundation their gift goes to support the operational costs the administrative overhead that goes along with it the grants that have been alluded to that secretary keys office have provided have gone to offset some of the training expenses relative to the schools in Hamburg and we also have schools that pay that if they have access to title one funding they pay for it we have had that in the past currently assessing the what they pay for the 90000 over the 3 years over the 3 years yes stand >> and >> one quick follow up man to if I could have you ever thought about an a plus legislature program. >> Increasing attendance decreasing discipline issues. Our system print out there Mister brown I think it be good retirement jump. >> Grants >> Hey some paint we could we could get the paint in sculpture and we would be glad to do a workshop with you guys. Get this all in in gear here. Okay let's see >> I think that's all the questions >> we appreciate your coming in making this great presentation I think there we've had some really good information we always need to be smarter about everything that's going on >> so. >> Jai it so they have one more presentation here. And. Thanks very much. >> Let's say rules >> reverent Corey Anderson. With the Winthrop Rockefeller Foundation. Are you still here. >> Have you hung in there. >> Here you are good we're glad to see you as thank you for hanging in you'd would identify yourself you'll be recognized >> sure but in this court Anderson on the chief innovation officer at the what the pocket Feller foundation and currently has service the interim executive director for Ford Arkansas. Hi >> he >> so how about Baptist preacher so the more you say a man the quicker this will go >> amen amen. >> It you have >> uh >> with the Rockefeller foundation's written testimony and it was actually in regards to the adequacy conversation that you all were having all the last couple of months and so we want to commend you all on moving that conversation Ford and and actually voting to to go ahead with the contract because we thought it was really important but there are just a couple things I would reiterate if you give me maybe 5 minutes early this year the one the Rockefeller Foundation changed its mission for the first time in decades and people ask us why we did that but it's because our old one wasn't getting us where we wanted to go fast enough governor Winthrop Rockefeller envisioned a thriving and prosperous Arkansas that benefits all our Kansans and although the foundation had moved the needle over its 45 year history we certainly have not reached that vision jet up to what the Rockefeller Foundation now exists to relentlessly pursue economic educational social ethnic and racial equity for all our Kansans. And by all our kids and we meet everyone regardless of race ethnicity immigration status language religion gender identity sexual orientation education or income we really do mean all our Kansans up we know though that we cannot reach governor Rockefeller's vision without an explicit an intentional focus on equity and neither can the state of Arkansas. So that said let me so to cut across the yard to the recommendations that we have all regarding now the upcoming adequacy study. The first thing that that we would recommend is that as a committee as a legislature as a state is that we seek excellence instead of adequacy and I know we are reiterating echoing what you've heard from other folks but what we what we would suggest is that as it relates to education that adequacy is simply the wrong additive a commitment to excellence is necessary to achieve equitable outcomes for students in Arkansas I would exceed urge the committee today to think about changing your language from we want to state educational system that is just good enough one that is adequate to we want to state education system that is world class and works for every student and the importance of language I should not understate there is a huge difference when we talk to people about adequacy versus when we talk to them about excellence every child knowing algebra that's adequate every child in our state learning how to code that's excellence there's a difference that's about preparing our kids for the future of work and preparing our state for the economy of the future up our comprehensive study should define what excellence means for Arkansas schools and then talk about the resources necessary to get there and we should commit ourselves to dismantling the parts of our education system that simply don't work and using those resources to do things that do work you don't run a race to finish second neither should we short change our economic future by starting with anything but the highest expectations for ourselves that's number one. The second thing is that we need to invest early to ensure all students are prepared for early school success doctor green way back around 130 today is she helped us understand that the architecture of children's brains are built in the first few years of life and investments in education health and communities and families in these early years are critical to reaching important milestones like third grade reading proficiency and long term student access all families need to be plugged in to reliable group of resources so the kids thrive in their first years of life and again this is may be part the work of the committee adopting a framework that understate that suggest that says that embraces the idea that education starts at the age 0 to ensure that all children have the foundations they need to succeed in school life. So that's the second thing the third thing is up it encouraging all of us the project is committee around education to adopt a formal equity analysis to strengthen policy maker and by equity analysis I mean the same thing that we have we have a fiscal analysis whatever we pass legislation we have an environmental analysis we passed some legislation and we can together put together an equity analysis. Because without an equity analysis policies that may be universally positive may not adequately address the challenges of communities in populations that have traditionally been left behind we believe Arkansas policy makers should use an equity and houses as a permanent part of the policy making process to ensure that Arkansas students attain the skills and education needed to support there's their to their families and communities specifically policy makers should use an equity and houses as part of the comprehensive adequacy study let's be sure were using tools that lift up the potential for unintended consequences that negatively impacts specific populations that's an equity analysis and then finally in this step tales and I'm not going to switch hats but we need to continue to invest in and use our state shared vision for public education we urge the committee to continually to continue to use for arkansas'recommendations as a blueprint to prioritize public investments most of you around a lot of you will remember lots of you were involved about 3.5 years ago when we created the new vision for education Arkansas that's Ford Arkansas and will make sure you guys get an updated copy but included in that vision which we put together with 30 leaders in the state we went to 60 different communities we talk to 600 people in person we surveyed 7000 people we have 300 hours of expert testimony from resources and all of that's included in here there 95 things across 7 areas that give us a map to what educational equity looks like in Arkansas and what I tell people is the map that's in here it's bill public will tested and research approved so we don't have to wonder what educational equity looks like an Arkansas we've got a map and part of my role is interim executive director over the next few months. Is is making for making sure that folks are reminded of that. I'll leave you with a quote as a quote the governor a lot but most of you all know that the first significant thing that he did here as a philanthropist was go down to the bottom of the hill and morals and and transformed at school and he did it not just by investing money but he did through research and and practice and all those sorts of things so what the governor said as I ask you to join me in pledging to work as no man have so that Arkansas may enter into a new year of excellence to lots of far reaching quest for quality and which we we shall no longer be content merely to exult in our potential or measure our progress in comparison with our passed this year of excellence can come only if we recognize education is one of the bottle foundation blocks until we can provide quality education for all whatever else we build cannot be fully meeting people so thank you for the time and I hope that's a - >> thank you very much BC we have one. One person who like to expound here Senator Johnson >> I will be brief madam chair you of. Representation you realize that we didn't come up with this word adequacy you realize the Arkansas Supreme Court told us to do this and we want to excellence and we appreciate you helping us encourage it at every level but but calls excellence may be subjective. Adequacy is going to have to be our objective for us to do our job and to meet that mandate you do understand that don't you it had absolutely the only think I would and I I spent some time looking at lake view and the subsequent worked at the court did and one of things that add to what the ayes I think we I think we've misapplied the word adequacy to the quality of education as opposed to the resources necessary to get to a quality so I think when we talk about it now people people think we're saying we're trying to give an adequate education to kids when it was really about your point the resources necessary to get to a quality education yes Sir and I appreciate that and and believe me you can sleep well not knowing that we are very cognizant of the resource side of that a question thank you for joining us and we appreciate you sticking around so like thank you thank you madam chair >> thank you very much we look forward to working with you >> thank you >> and we hope to have an excellent >> education system. >> Okay. Well >> thank you all for hanging in here >> I think you're gonna get a middle may not be a Silver Star. >> But a gold star >> a gold star maybe so we will meet again in the morning >> at 9:00 >> and the bureau will have some reports for us and we'll talk a little bit about our sort of are scheduled for the a P. a consulting company so thank you again thank you audience for being here propitiated Diane thank you for hanging in there. We'll see in the morning.