Senate and House Education Committtee

Meeting. Results wrestling. Well look in the you know what. No I was going to turn over with the you know during time go ahead and step away. More more gradually just let you have it I'm like I. The only thing get screwed up committees because you have people you've been working all something maybe in one year committees or something like that the certainly. It's strange you know. The end of changes. Now. Well yeah. Ever. This is this is. Thank you. To. The university and everything. I don't know where you're at. We'll move. The. Bruce. Yeah. Your. First. Yeah. The fund. Your number forty two. Right. Close. I don't want the inner world. I'm not. That. Low. The bill of other. That. Is everybody ready that is loud. I think we're missing a few we may not get everybody here but I'm going to ring the gavel here and get started everybody's ready. I call this meeting to order. And thank everyone for coming. And I'm going to mention Arent if you're not a member of this committee you're going to need to go out there. Not a this is the way this rolls. Of. Representative Richard viguerie. First meeting here right. You have to push that microphone. Green. Well we're glad to have you we have you in represented Springer that are kind of semi new she's been to one of our meetings but We're glad to have you and finish out the year and will crank up again next year with the new budget so thank you for being here thanks everyone it's been a long time to get back together and we've got a lot to do and madam chair. Thank you good afternoon this is different and we appreciate R. A. P. A. consultants hang in in here with this this is definitely not what we have planned not what you had planned not what we had planned but we appreciate the effort that you're putting forward and we're all trying to do our very best to make this as as great as we can possibly make it so thank you for your help. Okay a lost my gender so I have it now all right the. We're going to we're just we're gonna do the review of the nurses administrators and educators mental health services and selection of case study schools presentation and we have today with us home the screen. And I'm gonna try to not get these names wrong Justin silver Stein. The right Christine state highways get your name wrong Justin yes just Justin and then Michael Griffin. Jennifer. Born on this that one up. This is Kelly. But not the Kanali cannot okay the litem introduce yourself and and I'm going to go from stop in there because there's two more and I'm just a country boy so these names were really tough for me so. Justin can you hear us. No. Can you. I don't know if you can hear some not are we ready. To go you can hear we can't hear you he can't hear you. Twenty to turn audio on here. Working on it. Audio on. But should used on mute. There. On the. We. And would. The one. We can now we can hear you there for awhile. Okay. Okay Justin can you hear us now. Can you try years if we hear you. And here's. We're getting there. Bear with this committee will get this in a minute. All right can you hearing. Justin can you hear me at. What is signs I. Well that's what we have no audio. I knew that. We don't have any audio from you all we now once at that could chairs computer was turned off and turned off all audio towards us. One one we turn this off it turned off the audio. We can hear you the chat if anybody would like to chat. So you can't hear us. Hello sign a. Make any sign or. Thank. We don't have a. Get back on video. This is. DO. Test test. Thank you test test test test. Can you hear me. No. Yes yes that out there. We can't it's just the way that this committee set up your of your out of of the. No I move also. In the end of this mark yes can you hear me you can hear me Justin. Okay okay. Thank you okay now thank you Justin you are own whenever you're ready of already told them that we're going to review the nurses administrators and educators first is that correct. Yes they are three presentations the first presentation will be handled by myself and other purpose could totally. We are going to. Everything that we sent you all in the YouTube videos last month what we intend to do is to narrow this down a little bit had some of the high points before I get in that will do a quick study update and then the other two presentations one which will be done by mark Fuhrman ACT and makayla talking are really going to focus on economically disadvantaged proxy so looking at the community eligibility provision. At its impact on the the Arkansas state aid formulas and exploring some alternative proxies and Amanda brown is going to follow up at the end and I talk about the impacts waivers. Well we are on that study and And well we're gonna be next month for you all. Just so you know in the review presentation there are some pretty natural breaks act after each section and we love to turn it over for questions if that makes sense and then for the other two presentations we think within this format will make the most sense to do questions I'm at the end of each of those presentations so that's okay with the cochairs that's how we would like to go for. That is fine you just personally. Great. So I just a quick study update you know we we call our databases finalized but we do everyone's only a little bit of extra data and I just wanted to give a really big thank you to the apartments and the staff there they clearly are dealing with a an education situation on like anything any of us has faced and they still made time when we need some information and and they've been really fantastic to work with we wanted to thank them. One of the lack of the committee's no we have begun region reaching out to all the case study schools we want to get a couple Our interview set up with them over the next couple weeks for every school to get the lay of the land they're pushing data up to us about who they are and how they do things we actually have our first call starting in two days and then we'll do number of calls from there through about mid June. I'm and then at the next meeting we're gonna come back with five sections of the study. We're looking at that kind of the equity of the system what the impacts of enrollment changes are we only with that focus of any increasing and and declining enrollments. Get the impacts of vouchers at a national level the examination of the uniform tax rate in Arkansas and then we're gonna do our final presentation on a statistical analysis we're doing on the impacts of waivers which man is gonna talk. A little bit more about in nine the last presentation today. So. This guitar to walk through the nurses information Today. Ellie. At. Review of our research on your says that was present I'm excited. Those. The. The time. Right of staff. By hope. The study was published in the journal. That have a full time the school it's one hundred three thousand one hundred seventy five dollars by reducing the work load of other staff members. Yes the national center for education the sex. Eleven twelve. Schools have a full time to. About a third party. And but one five school and. Is that all. Thank. These provide reviews for school the national association of school nurses recommends a ratio of. Fifty students up for students I've. Twenty five to the students will require. Service. One hundred and twenty five students. This compact. in allies your high needs specialized units I have one two one services I'm identified in their eyes he. Yes Sir right. Schools have a nurse Recommended. One rescue. Change the recommendation. Nurse or school. Twenty. A wide range of. Nurse across the country Ninety six. Others to hi eight four thousand four hundred eleven students. States FOR at or below that seven hundred fifty students one. Recommendation. Our. So you think the message is the comparison. Hello three. Seventy two. There's. Hi. Thousand five hundred thirty seven. that study art are at nine hundred. As part of this. With the prospect. There's a level. The. Or is there just recommendation of. Oregon. This is the end of. Fifty one. Recommend resealed one thousand students first at five thousand students rehearse. An additional ten eight. The levels I. The record of one there's a school district. District one. Words to require that I just. Is this of all. Requires health coverage provided but not have identify a specific level. eight. Old nurse or contract for that service. The district a. Exceed a ratio of one thousand five. The nurse. That was at this point the allocated specific dollar amounts or position I'm asking services. Hi eight. Allocation. Budget the goal of our students. System and what you're seeing forty units unit dated. One hundred fifty elementary school our students one is for every one thousand I'd. Secondary students One one. No every. The funds one nurse for every three thousand. This pretty wide variety in both the recommendations the requirement in the funding and then there are a few states that are. For positions that would include nurses similar to the matrix in Arkansas that had the combined house learners a ratio of two hundred to one. it's that we found with that type of a. Recommendation or system where North Carolina which funds non instructional support per student and that could be used for nursing of. A staff in West Virginia would also funds professional student support personnel the amount varies by district size and again that fund as a whole category of physicians which includes all staffing. Thanks. The next we look to you too what are some of the challenges associated with attracting and retaining wall nurses. first and most obviously is the districts are competing directly with private and. Writers for those nurses. The average salary for both are and and LPNs is lower in Arkansas than the national average so a registered nurses in Arkansas according to the bureau of labor statistics think about eleven thousand less per year than the national average an LPN make about seventy five hundred dollars per year less than the national average. National studies have also shown that there is a shortage of nurses across the country and we found this is. By a lack of training capacity your. And that in eighteen seventy five thousand. All of your unit where to away from programs because there were not enough seats and. or that. Unsourced herbal and identified several invent. that might be helpful for each. I'm school nurses. Your retaining school nurses the benefit of the school schedule for nurses which provides more time on your. Regular schedule than And a lot of nurses have particularly those in a hospital setting Was the suggested the increase in salaries is a way to attract nurses to our school profession and the third area that they discussed was offering. Or and resources. Then when they talk to this the found that many of them felt that they were operating rooms that were not only equipped for nursing services or that they did not have what they believed to be a sufficient level of supplies and so that by increasing those workforce actors B. project really helpful for retain nurses. We. fifty. First all of these that were aimed at attracting or retaining school nurses we did not find a single state policy it with the fact you I tracked in school nurses so we Widener search a little bit went down and looked at the district level. I and some others that in and found a few examples to share with you first open school district as a five thousand dollar bonuses that are paid into parts after the first two years of service a school. I'm. Fite has. Orientation. Mentors four years this similar to how you would it identify mentor for any teacher and evaluation of that our program is so that it reduced the turnover of nurses I'm within the district. We also looked outside of the district as that in and found The regional health system. By that having strong look nursing leaders with an approach that. Three tension. Though the motor and develop your that are in leadership positions they're able to better support the nurses out in the field. That was a very brief summary of each are presentation that we made virtually and would be happy to a question. Anyone okay let me see they're Poppin up now. I go from a chart city your. Senator Elliot your first let me of also remind everyone please when you ask a question state that you are a senator or a rap and your name so they will know because I cannot see you who they're talking to senator Elliott you're recognized. Not yet I'm getting there. Now you are. Thanks this this is Senator Joyce Elliott and I just have a couple questions I'll ask them both and then go away let somebody else get it turned out one is this is kind of a and over all questions about the need for nurses there's no question that and nurses are needed and we we are short on what we need do you have any of any evidence anything you can tell us about whether or not the need for nurses that is so prevalent is in any way connected to nurses having to perform just what should be regular health care up for students you know outside of the school and the second one is in Rapid City where they have the nurse leaders would you just explain a little bit more about what you mean by nurse leaders and how that nurse leader connects to the profession itself in way of recruiting and retention. DO pass thank you for the question billable questions study did not look at the duties of those nurses it's on that we could certainly it look a little more into you know through our work throughout the country that Is are sometimes the only health professional that seeing that does it you know anecdotally increase the burden of those nurses but it was not a particular look of this study okay and the rapid city example was actually outside of the schools that in its their regional Health Organization that the link the size of the school district so. The years that they would more like a supervisor and so in a school setting we tend to think of it as sort of the equivalent to you if the district has a head nurse that the overseeing all of the nurses deployed out into schools in the district the level of support that that central nurses providing in the support that they can help with the nurses in the school setting. Okay thank you thanks Mr chair. Senator Sturch you are recognized. Thank you Mr chair this may be a question for the chair's but also for our consultant folks idea I was looking on page eight of her. Appoint presentation where she had Arkansas funding in the matrix of one cancer nurse per two hundred I think we have to change that in recent times to it's actually broke up between the cancer nurse and other support staff to two point five but the nurse pull out is actually point six seven I thought full time equivalent in the matrix is that correct or. I am not positive about that that would be. My question for someone else. But we can have them check on that if if she wants to make sure it might look that up and make sure that that is correct so you think it's two point five per caster and others I think it's yeah council nurse and then support staff is two point five or three rolled around and I think they broke it out for us where the nurse parties two thirds of that point six two thirds point six I don't know if anybody audience and from a part of it could not and let us know that or not. Does anybody know that. Well let me ask you this. What we're gonna work on that is the second part of that is we actually do have a law on the books that require nurse per seven hundred and fifty yes we went with that recommendation now we've had some legal battles interpretation as far as whether the foundation funding actually backed that up and trigger those numbers are not that we actually do have that law on the books right now I want to make that clear I agree with that thanks okay. Representative Sullivan. You're recognized police station name for me please. We're not hearing you. Okay. Again Representative Sullivan I'm assuming that this is an Arkansas steady when you make a general comment that often the only health care professional nurses only healthcare professional students see regularly I'm I'm also under the assumption saying means that they clinical visit. Is that correct. We did not. So this was not specific Arkansas. Studies nationwide that have look at how frequently students are seeing doctors or other healthcare professionals outside of this school setting but it's not necessarily a clinical business sure we don't know if that's true in Arkansas are not yet Representative this is Justin Silverstein we will as part of our stakeholder engagement and just for serving this is the type of thing will dig deeper into to get the specific Arkansas contacts so a lot of what we're bringing and early is that the national lands taking a look at what's going on and then we can take down from that information to that the contacts as we get more into individualized interactions with the I. educators in the state I appreciate that but you're making that statement as a statement of fact in your presentation today. Making a statement that is part of the the broad review it is understood that in many settings and schools generally that is true and so you're right we we we we need to do more specific lands on Arkansas but in schools generally in that national picture that is something that is being seen I'm sorry Mr chair this one more follow up. Yeah you you several very general terms that has an opening statement that is the only one they see regular lay and I don't know what regularly means is compared to all the other students in the state children the state of Arkansas but that's a pretty broad statement that you're opening up with that I don't know has any factual basis doesn't. I think you we can take back into that study so we can try to get a better understanding of what they were meaning by record absolutely. Thank you Mr. Senator Cheatham you're recognized. Thank you Mr chair Eddie Cheatham state Senate. is this question but I have much to do what we're talking about a seven has to do with healthcare I have ten school district and by Senate district we. Part of the road but over the last few years five the school failed. Roll the actual health clinics in their screw I thank the from a rule services this and that for the state. Is this a move in other states for we were seeing none and their Medicaid funding clinics which does tie the hands of these health professional but I'm just curious if this is continues and mob it or we're gonna look at some ways of funding differently for nurses over go required to be nurses we have that stay up on campus already. To answer the first or the question this is something we're seeing and more highly impacted communities around the country I think it comes down to being able to leverage those to your point of federal resources and then often space and things like that I think it's a very good point as we get into the final recommendations to try to understand if there be any replication of resources if you have a sense a clinic like that in a school or in the community and how that would leverage against anything in the matrix. Thank you thank you Mr. Senator Sturch that was two point five we did look at a and it's like eighty eight dollars per student funding. All right represented back you're recognized. Thank you Mr. this is Representative Rick Beck of my question is on page nine districts. Compared rector with private and public health providers average salary for both LPN and our our hands and LPNs is lower national average by eleven thousand to seventy five hundred so. It may be this falls or that thing this is just a broad statement you're going to drill down is there a difference between the public and the private the differentials you're saying it's eleven thousand state case of our and you're saying that eleven thousand is that did you drill down to say is it is it more or less when you're talking about of the school district verses the private sector. This is is actually just the average salary of our and help yeah national. And in Arkansas there's not divide out between Between those nurses in school settings and nurses and public and private setting. Follow up. What. A the are we going to the provided that information at a later date. Conducted by the. Out the readily available salary information for the nurse. in Arkansas. So the best place to pull that data would be from a girl labor statistics information so we can take a look to see if we can pull that more specifically from the BLS data. Thank you. All right ready to continue on that was all the questions. So just if you're ready to go. All right so we. Member to do my part and move the slide. Are you trying to educators so similar lines the the first question is why we worry about attraction retention and when we talk about educators here we're really focused on teachers and so in nineteen twenty study from the economic policy institute yes is that that nationally again we are down about three hundred thousand teacher shortfall overall. You know why is that happening so the first piece is we've seen it be richer Maddox growth and. And I. I'm always in writing students between eight a two thousand and two thousand twenty of almost one point six million students but again we're seeing a decrease in the number of teachers in the in the country so we have a increase of over one point five million students and a decrease of about eight thousand teachers. And part of that is because about almost eight percent of public school teachers leave annual so to put that in perspective we have about a quarter of a million teachers who will leave the teaching profession each for. And so another piece of the shortfall is who is actually going into the profession and so again what you'll see here is that we have a teacher prep programs but you're the middle line and in seven oh eight teacher prep programs at over two hundred thousand teachers and today they have are prepping just under a hundred twenty five or in sixteen seventeen. I'm just under a hundred twenty five thousand teachers so that's unit eighty thousand student decrease in the number of teachers coming through teacher prep programs at the university level traditional programs. And then the alternative program so you're TFA is a residency is I remain relatively flat over that same period of time so they're still generating about thirty five thousand teachers are but they are increasing and so net again you're losing you know tens of thousands of teachers who are available to teach in the pipeline. And so as teachers leave and they're doing that for a number of reasons you know we have this we we just don't have a lot of teachers to replace. So the most common reasons cited for leaving at which is just bad dissatisfaction with the job. There's a lot of conventional wisdom out there that folks leave mostly for financial reasons and in the surveys we looked at now is actually only about eighteen percent of teachers were leaving for for that financial reasons more Leding because of just dissatisfaction with the overall job. And the teachers most likely to leave our this beginning teachers and we hear that all the time you know those first three years are really top and we lose a lot of teachers teachers are is our or teaching highly impacted school districts high rates of poverty or high rates of minority students and teachers of colors those are through the other evidences saying those the teachers are most likely to lose. And as a country again if you're able to cuts teacher turnover just in house then we would actually be able to fill all the open needs with the teachers coming through the pipeline. but currently we have that. So looking at Arkansas comparison against the S. R. E. B. states we were looking at a couple things first we want to look at how supported teachers out you know there's good evidence that if teachers bill supported by the administrators they're gonna be more likely to stay. In the most recent that survey that we found Arkansas teachers are far more likely to say they feel supported than the national average and the actually in the survey were the highest ranking at feelings of satisfaction for any state across that across the SRT B. states and Massachusetts. When you look at turnovers what is the flow of teachers there's two ways you can do that you can look at turnover rate which imposed basically any teacher leaving a teaching position to do something out so could be teaching somewhere else it could be moving up and to administration it could be leaving the profession. again Arkansas rate is well below or is below the national average and at the top end of the S. R. review comparison states with about fourteen percent of the teachers and changing seats each year. But interestingly the state is actually low in the number teachers actually leaving the profession so there wasn't data for every state but in Arkansas there's also there's less than five percent of teachers leaving the profession I'll compare that national averages seven point seven and you can see the highest as already be state was because the fifteen percent and that same year teachers leaving the profession in taxes and that was also true in Kentucky. General picture of how does you know folks leaving impact the state. When you look at the total number of teachers in nineteen twenty Arkansas and you see around that five percent turnover rate means that will need to fill a little over fifteen hundred open teaching positions in the coming school year based on that turnover rate so that's that kind of turn that you need to have in your teacher prep programs to make sure that. And so the next piece of the study was to look at one of the ways that folks there states are and are really looking at attraction retention. So what the things that states are turning towards are helping students actually during their higher end press two The higher a prep to go into teaching and so there's really two programs that come there one is loan programs and those are generally forgivable loans with some sort of set period of time A Kentucky for example has a something like that the target. Nationals and and others who are currently in the district provide the loans to go back to school and then those loans are forgiven after a period of time in teaching. Or scholarships and Alabama's example of the state who does that where they provide scholarships for teachers generally in specific content areas I'm so they're gonna pay for some of the of their educational up front I'm for if they're gonna agree to teach mathematics or science or some of those other critical need. Yes. Other ways that states are targeting the teachers to teach in have more highly impacted schools or districts or to teach the subject is actually to provide differentiated pay and so to provide additional dollars for hard to staff schools or her distaff subjects you are doing bowl a number of states are doing bold and I think every state but Delaware in Alabama or doing something in that area. And then what we've also seen is that states are turning to mentoring programs and really trying to require each new teacher that have somebody who's there and incentives somewhat responsible for their induction into teaching these very bold and the amount of time that is required it varies and the level of kind of dosage but most states are a lot of states in the US or in the states our training that they are not all of them and they're doing it in different ways one of things we will say having done this you know across the country is not having a real detailed program that has some teeth to it that has some measurable is important it can't just be at a kind of check in program to be successful I'm so Massachusetts is a state that requires every first year teacher that go through induction program with a mentor and then the district itself and as we see here is required to actually provide release time goal for the mentor and the a new teacher so that they can gauge in those mentoring activities and so that's part of in a number of state the same you have reduced work load for new teachers what they're focusing on here is trying to make that first year for a couple years easier and so Massachusetts provides those group that release time at Oklahoma has something similar with their mentoring program Marilyn just encourages Eleazar actually reduce the teaching load and overall responsibilities in that first year so those of that handful of ways that we're seeing different states really focus in on That traction retention in different ways to address. Time for questions on this section. All right we ask questions coming up. Senator Elliot your quick. Senator Elliot you're recognized. Thank you address so you stay Senate about the mentoring and the we have some semblance of kind of what should be in three states What if they are there are any recognize and recommended practices best practices for the best kinds of induction. I'm gonna go back here Some of the some of the peace of the induction is really again it's if the time and so what we found in working in states and actually districts is that your point senator you can have induction you can mentoring which becomes rubber stamp of simply everyone saying that they they spent some time yes versus a program where such as Massachusetts or some other states where you're you're guaranteeing release time so it's not taking away from other time the teachers need for planning and other responsibilities and that you're starting some sort of structure around that we can get you all for details on some of the specific us states and what they're asking here but it has to have meaning and it and often you also have if you don't have the release time at least some sort of compensation for the mentor for their. And is that the mentoring in Massachusetts is that just for one year or is does that exceed the one year. I believe the Massachusetts program is for one year but is a relatively intense program. All right and at some point Well I'll get back in the queue Mrs here about just wait. I ask my next question you can go ahead okay what I what I wanted to know of about the The one quarter million of teachers who leave the profession each year does that still result in. We have not necessarily a teacher shortage was just like we do but the teacher shortage is very much defined by folks who are choosing not to teach not that we don't necessarily have qualified teachers out there. Is that still the case. Yeah I think if you've Senator point you're saying is that we have a number we have we have large numbers of folks who have gone through some sort of teacher preparation program or no longer teaching I think that is absolutely the case the turnover tends to be especially with young teachers as they come in and they try profession and they don't necessarily stand that profession and that's not true of many professions but in the case of teaching it it seems to be a little bit. Well pronounce that in the first three years you lose a lot of folks in the profession and that if you can keep them a little longer you tend that people who stayed longer through that correct and as someone who doesn't have to be now perhaps it would be good for us to know how old Massachusetts which the does have a. Kind of a semi decent induction program know specifically what they're of teacher loss rate is a salute we can kind of get a sense of what I'm not I know that might not be the only reason they're stating but this kind of like to know what kind of effect that's actually having a Massachusetts because I do know they have lots of other reasons you might want to teach in Massachusetts. and some coming back to slide nineteen. In a compatible data Massachusetts is actually on the state with the lower Leding rates than Arkansas. But that's what you know that it is a little older okay all right what's put Payton was page twenty one twenty thank you ninety nineteen okay alright thanks for that. That's a message here thank you. Representative makes you're recognized. Thank you Mr by Representative Stephen Meeks I have to the that are related questions on the number of leaving and the the teachers that are The slots that are available have you broken it down or can you break it down by the type of teacher so for example on the teachers that are leaving do we see you know math science of high demands kindergarten or is it you know across the board that they're leaving again or is it special at you and same thing the areas that we are having shortages and. Same question is it in the map the science special lad or is it across the board and how does that relate with our in all with other states. That is not a question on that that's not the data that we pulled here I think that is not something we can begin to I make we can all check nationally on that piece and then we have more specific data we should be able to pull from the department for Arkansas and bring that back to you cut. I'm I'm curious because we have that different J. pay scale for those high demand is it making an impact and what kind of impact are we are we saying because we're doing at. Correct thank you Mr thank you Sir. Represented back you're recognized. Thank you Mr chair of this is Representative Rick backed up my question is I was looking at your date it's two thousand thirteen data of. My first question is is all this as to questions of the the first would be is there any more current data than this and then the second question I have is relating to the the some of the things we're talking about like with the loan and scholarship programs and all that is that current data just two thousand thirteen died. Thank you this is the most recent data that we are working with Arkansas you pull this confined we we will always throughout the course of this be looking for anything more up to date and bring you back more up to date figures as we can as if we find it so we'll we'll keep digging on that one that the what is happening in states was eighty and statutory pull that we did and that she is current information you know you can always be off a year or so and many legislatures were in session during this time we're looking at this so could be a little off in a year to but for the most part it's within that past you know kind of two legislative cycles. A brief follow. Of. Given that the date is two thousand thirteen of you guys are experts on this would you expect to see any differences in these numbers are significant. Sir worse better. I'm gonna you know be super and a total and I apologize but nothing that sat on my mind throughout. I'm just from the April presentations to now is what's going to happen with our current recession and I think. There's always a change in and a lot of lot of what we see from that two thousand eight to the two thousand twenty anecdotally is that as the economy gets better you get less folks who go into teaching because there's just other opportunities I think we could see an and folks are talking a lot about. A change in the question of how does this current state where an impact one folks to go into that teacher prep programs overall into how many folks just stay in teaching because part of the slide on nineteen the leaving rate or just want to retire right you know it's not just people who don't want to teach but in part it's also teachers who are leaving and some of the question anytime you go towards a little bit of an economic you a little bit that as that term as you go towards an economic downturn we do tend to see folks stay in the profession for a period of time during the so all the numbers will shift as economic shipped and I think a lot of some of what we saw in this graph here where you see a lot less to people going into the teacher prep programs and even some deaths in those alternate programs was just a shift in A economy I can have a real impact on the teaching profession. Thank you. Senator Elliot your backup. Thank you Mr chairman I don't think we charged of you guys with this perhaps but I just want to just remind us when we're talking about mentoring there is no such thing and what we know are the the country's these days with the highest performing students there is no such thing as mentoring like what we call mentoring which is meet and talk or whatever and I don't know if we are to guys to to Let us know what's happening in other parts of the world where people have a real mentoring programs if we did I like to know that if we didn't than not that something else I'll take up with the chairs because right now we don't have any models of real mentoring programs that way we can help teachers remain in our schools and not be so discouraged many times they do leave after the first three to five years. Did which we didn't did we charge you with that or not I don't remember I don't think we did. Senator thank you for the question no and no really each of the pieces were presenting early on the way that we can understand the questions and run things up with to do that a large scale like plans of what's happening nationally and and okay easing down into what's happening in Arkansas as we go with more data and more more stakeholder engagement we were not passed it in in that scope of work to look what's going on nationally I I you know there are groups were working and you know very well I'm NCSL and others who are taking pretty deeply into some yes and I know we are and Mr here just as a matter of information I do remember when nail was given us the update this last against last year for the first time we were seeing of huge shortages and English teachers and social studies teachers and that was just unheard of and even there so the answer is we are we are seeing though shortages everywhere. Thank you Mr. All right that was last question just near ready to continue. Okay store that we're gonna dive into the the same kind of a series of questions that we had with nurses and teachers or administrators and saying you know there's last research being done you know there is required by the research on nurses there's a lot more on teachers and then there's a little you know there's less some principles but again your question of why should we worry about that first pieces that you have about a twenty percent turnover rate teachers leaving their school each year so you there is a lot of movement across schools principals the average tenure of a teacher right in sixteen seventeen was only four years and of all the principals at that time only thirty five percent had been in their school for two years and so the question is why should we worry about that church and part of it is when when its principal leaves we tend the research again national an ex I'm not saying you know in specific schools in Arkansas but nationally is that they are significant decreases in student achievement and there's increases in teacher turnout turnover and I want to be transparent. Often you will see principal turnover also in there some other problems in a school so some of this is calculated and when a new leader comes and it's not surprising that you see staff turnover as the as that leader doesn't things but it does create some other people in a school when we have that turnover and then also there's just the cost of having these principles and it was a wide range of estimates much like there's a wide range of estimates and getting a new teacher I out there nationally with the. Low went around thirty five thousand dollars to recruit hire prepare a new printable upwards of three hundred thousand dollars which gives a lot into how much time you're putting in mentoring and doing PD and things like that so there's a cost for the change of staff when you change a principal. And so we wanted to take a look at the time of the actually go to next line because it says bowl what are the types of policies states are putting in place to try to improve that both the development really lesser traction but development of principles and then sustaining those principles in making sure there the really successful and so one area is the idea of using data to improve the school administrators and Delaware has a performance appraisal system I'm not using the data to identify areas of really it's concern for the principles and then building that was as opportunities for growth I'm in so it's reflecting on specific goals and it's provided some leadership development so they are using the data to really understand what the principles are in the develop programs for those principles to you grow. There is a two looking to improve preparation so Georgia has a two tiered system one identifies candidates who are really functioning as assistant principals dean's I'm giving them secure development and then there's a higher tier that is actually basically doing a principal intercept a residency assets a more rigorous program but the key here is trying to develop good principles before they become principals at a school. There's also targeted leadership programs so Alabama Has there Alabama strong system they were really looking for folks at at the no have affected leadership style and you are good at transformational change helping them develop skills to become really successful teachers and getting professional learning communities full for young and and really all principles not just you know we hear a lot about professional learning communities for teachers but also doing that for their leaders. Then there's leadership prep programs Massachusetts has that It has the principals assistant principal candidates at work through developing their skills and develop those skills over time so that during a pathway to get there administrator Lysons and become a principal. There are some states you are supporting underperforming principles in different ways We've got a. Added as review states Alabama Delaware you can see the list here handful of states you are I'm putting NET at principals who are deemed less than effective on a reading system on improvement plans and then other states requiring student growth data be part of those evaluations of principles and that is actually the majority of as for you be states have that as part of their system. That is the administrator so. Do you have any questions on administrator. Seeing none continue home. I will never mind hold only got one with a late bloomer over there. Senator Chesterfield you're recognized very much you Mr chair I'm just wondering what Arkansas's program eaves determine the performance of its principles. So the information I have does not have one of the specific that kind of. Form of programs and uses the item. Evaluation systems in the second kind of the same across state but I will make sure and digging into that to make sure that we've got that just right. Thank you. Was read your press he can answer. Are you just want to stay with the report thank you. I can't answer that malicious goal okay with record and I would ask that the department of a get me that information if it will it we can see if we can get that for you I thank you we get some work all right Justin you're ready. Over to a gender gap is going to walk as the mental health. The. Five. The person that mental health services. That this is to help support the current staffing the student support help like nationally. The look that what may be considered best practices and so what national approach is are available what can happen recriminations are available and what are other state. to provide a student services. Pretty. Lands on mental illness one five you have a mental health condition with half of those developing by the age of eighteen less the less than half of those use of received treatment in the past year. Mental illness can interfere with the ability to. Alliance identified that schools are uniquely positioned to identify warning students and to connect with those appropriate services. Or. suicide has been identified as the third leading cause of death among individuals the and in nineteen. Running to the CDC studies have documented existence thank my around mental illness and a lot of levels of mental. It is the ability for adolescents and so that's where it is of. Health issues in disorders understanding of the knowledge of this factor and how to access treatment that are available. Yes collect data on your. Lee and Dan's counselor specifically. What do you mental health policies across the nation this is an issue that we To come up against that there is a lot of very detailed and specific and information about school counselors. For the other staff positions that you typically think of boarding student mental health especially school psychologists and social workers there's much less specificity Data. Recent yes data looking at the ratios to move to and support staff. Seventeen eighteen. support. The national average. Forty two. Every it ranged from a low of forty three and may to a high of one thousand three hundred eighteen advise. this chart shows are comparison as thirty be in Massachusetts eight That are are seven months for every sport of professional and that is the lowest ratio of the comparison state. four guidance counselors. four hundred forty two. guidance counselor again the range Was Vermont at the low end of the range with a hundred ninety six students for grants counselor. Arizona on high and at nine hundred twenty four students as you can that your date or five one and Arkansas is reported. Eighty five your. A two thirds of the. Have a higher ratios for guidance counselors then Arkansas. Note though that these are state wide averages and there is likely variation on ratios among different districts. Thanks. I'm trying to address the question of what what approaches are out there national approaches that many that states are adopting two address social emotional and mental health needs four that we saw the most frequently. The will trials model is developed jointly by the CDC and AS ET the association curriculum development it's a very astute standard model on the emphasizes the role of the community or in the school and the size of the connection between health and academic achievement. Opponents so this was the model one of which is counseling and psychological and social services. next is a fairly well known and it's called and CSS the multi tiered system of support this is the. Integrate RTI the response intervention. The strategies found and the I. S. which is positive behavior interventions and support. So the whole child model the. The difference with NTFS is that it emphasizes there's a screening of all students early in the school year and then the interventions very based upon those assessments and so if you think about this triangle I'm all students from the bottom level of the triangle to then benefit from some of the small group in our small group or a whole classroom interventions would be that middle and then at the very top of the. Have students that require individual individual intervention. American cancer association has also developed a national model in this model the school counseling program is really central to the school's mission and really sees the school counseling program is a collaborative effort The main components are defining standards obviously delivering services and then using your assessments and program management to continue to improve and make adjustments based on the local needs. The other the across a number of state is the where program advancing wellness and resiliency and education you are likely aware that Arkansas has its own Arkansas where program these were federally funded grant it went to state agencies funded by Sam third the use and mental health services administration. To build infrastructure and expand the capacity of state and district okay next students with services and to increase the rates are all that are made from the school system. each state developed its own plan to create a comprehensive coordinated and integrated school behavioral health system and the department of ed in Arkansas has a really expensive website that outlines the efforts of the Arkansas aware program. Thanks. What are those recommended ratios and what we found is across the different if the professional organization what's that right AT and ratios suggested. American school counselors association recommends and wondered fifty to one school council. from the start mayor all the Arkansas that three hundred eighty five to one. Persons the threat four hundred five to one and the national averages them four hundred forty one. Association of school psychologists they took a bit of a broader approach they echo that two fifty one. You for school counselors recommend anywhere from five hundred seven hundred students for every school psychologist and that's based upon then the at the school level. I also recommend a one hundred to one ratio for school counselors within this sort of more comprehensive look at mental health or. The national association of social workers recommends a ratio of two hundred fifty two on or school social workers unless they're working with students with intensive so like in that and yes that's program it would be those individual needs at the top of the pyramid when they would say you a much lower ratio. Social workers. it's it is also important. At staffing levels have traditionally been hired the secondary level than elementary level early due to the college and career counseling and scheduling responsibilities that many counselors across the country or fell. There's also the chef traditionally school psychologists and social workers were more often allocated for special needs students small school counselors were allocated to the general population and as you see in those more holistic models that states are adopting They tend to recommend some level of service or the general population. Thanks. At this state. recognize that there has been a lot of conversation not only about student mental health and the student mental health supports in schools. And all of the legislation introduced in all fifty states. Seventeen and. Twenty and that's probably went through. Late February early March I would guess one with the at that point you're you're seventy five bills related to mental and behavioral health. Additional fifty one bills that were specifically related to suicide prevention. We're all school related mental health bills obviously there were bill that has a mental health and other areas as well. It just allows for categories of either establishing missions council ninety. I'm requiring studies data collection where additional reporting at the school or district level. Our requiring recommending that districts adopt curriculum policies worst acting. And are providing targeted resources for finding. Look at That it. Example of this would be the way that counselors are included in the matrix here in Arkansas Tennessee provides ratios based on race Bannon they have one ratio for counselors counselors at It's great at five hundred to one and then generally want kids or in a middle school at six grade FOR six wealth dropping that ratio down to three hundred fifty one. We also in terms of I thank France to provide counseling services or additional wraparound services in partnership with outside organizations. Lemons and our guest for example the meditation standards of Arkansas repair four hundred fifty one I guess the ratio other states have taken different approaches such as Kentucky which requires that every school has what at least one school counselor. talked a bit about specific frameworks or models which is that the whole child modeled and CSS the where programs this only have created their own energy going around social emotional learning Washington eight as an example of a state that has a number of years developing very specific. The emotional learning entered into her and we're needing curriculum for their schools. Professional development is another area that we saw The beginning to include mental health training professional development Ohio is an example which zeroed in on suicide prevention and requires that every staff member has a training and suicide prevention awareness and prevention every two years. It also develops either programmatic or resource banks that are available to districts and schools to use they're typically pretty targeted words different topic areas of bullying I prevention substance abuse for example Michigan has developed an entire opioid abuse prevention program that's available all of. finally we've seen examples of. A partner. With other agencies the department of Human Services nonprofits and hospitals provide additional mental health supports. May be happy to answer questions. Yes we have questions of represent garner you and see eighty one. Yes you're recognized thank you. I'm on okay thank you very much Denise garner state rep we're seeing a trend in Arkansas or at least a couple of districts looking at alternative learning environments for kids as young as kindergarten I just wonder if that is a trend nationally and if so what the results are or if you know yet. Is not something we specifically looked at here let us I'm. Work with folks to see if we can if there's any information on that we do know that intervention scene you know different interventions do seem to be going going younger and younger and grants. Thank you. Representative Lowery you're recognized. The thank you Mr chair and and this is really of I I guess so to be directed towards the chair Or the chairman I know we had had conversations about. trying to be more targeted in our gathering of best practices information and I know there was a general agreement that S. sorry be state should be our comparison states and I understand I I texted you and you had said that there had been some requests to add I guess Massachusetts and maybe another state but I you know I'm we're hearing data from Washington state Michigan North Dakota so I would just request that you know if we're going to get useful information targeted information that we stay within the parameters that had been discussed when the contract was the first adopted I understand what you're saying I'm not sure if those were just for informational us not seen some California statistics and the other ones in there so I think the main data that he's trying to use and I can't speak for Justin himself with their group but is the S. sorry B. and the ones we actually added but I think they may have phone in some of the stuff just to give you an idea but all it just to speak to that Justin having answer on that thank you. Yeah represent Lowery absolutely in a place where we have robust data and where things are happening in multiple states and really in most of her all the answering the states we're trying to bring that back to you I think. In a couple of cases what you're finding is that not every state is doing anything and so what we were trying to do is to bring you as as brought of information as we can when there is a when there is a lack of information you know across all fifty states and so we're trying to tell you what is happening places are doing something we hear you if if what we really want to do is as we sat down and just look at those SRT B. plus Massachusetts and kind of cheese out anything else and and leave that off that's something we can work with the chairs on and so we apologize if you bring that information was was not kind of the best practice thank you thank you very much thank you Mr chair. Senator Johnson you're recognized. Thank you Mr chair of. And I guess just I guess that you're Jennifer you one can answer this And not blaming anybody but just stating a fact obviously a lot of this report was prepared probably prior to when we would have been meeting in March or April in there's no consideration of of call of it in the aftermath in this Would it be possible. Four APA two maybe is a footnote or is it is just to go back and kind of tweak it to look at house certain things that that we were looking at have changed in the last ninety days and not get just as an example of what we're looking at delivery of health care health information to students. we know that there's going to be a greater of availability of telemedicine and the fact that we're in effect telecommuting with you right now shows that the technologies have improved a lot in the last few weeks just because they had to and this could possibly give us opportunities to supplement or augment our our school nurses and our other are right even counselors and things like that. It would that be possible to and again my actually go back and totally re re gather all the same dad and everything but to maybe find some some footnotes or some addendums that would allow us to. Sort of apply this this information to the the post pandemic world. Senator I think that's it that's great in section one of the things that we just and just to get a hold you just a second. Senator all those things that you're asking has to come back to us because some of these questions and changes in the plan changes up everything so we have to look those over we have to go through Marty and Jill and to that so I I certainly appreciate what you're saying to him and I agree but we need to we need to keep that local then we'll take that to him well process they may actually know of technology's opportunities of things that that we might not know of not to say that our staff couldn't find them as well but I'm just I'm I think it's more of a of a of a general instruction for everyone involved in the process to kind of keep your eyes and ears open for how these opportunities and and not just the bad things with maybe some of the good things that we can implement in and to prepare for his and we we agree we know that are going to be some changes and what's happening and what's going on but that's just you know we just can't turn around and asked them to look at this something totally different than what we've actually spect but we we can talk to about it but it it could be you know of the contract did not have that it originally or something like that so we will take that into a recommendation from you like with thank you for that Mister chairman at think I thank think that you in the staff for fully capable of doing whatever we need to do well with the consultant to to implement that and I appreciate your comment on it it thank you and I think I think you represent Sullivan must be on the tax line because that's exactly what we were tax and back and forth. Social anyway Justin we will get with you on that later will let you will deal with you on that and I'm gonna move to the next question is Senator Sturch. You're recognized thank you Mr and Justin this may be a question for you or for other Speaker but I was going to ask on the school psychologist numbers that you were providing force here on page thirty six their recommendations for five to seven hundred to one do you know if Arkansas has any type of recommendation on that at all or if other states in this story be have any recommendations that are in law. Does not recall seeing recommendations for school psychologist happy the object that. Correct. Thank you Mr chair are madam chair I don't think we do at seems like five years ago when I first got the legislature this was one of those issues that came up but you know there's a difference between school psychologist and in school psychology specialist I think we do have some specialist who are either employed through the co ops or maybe you know a couple school share the same one or whatever but as far as I know we don't have any kind of written in stone recommendations or anything like that for these schools psychologist of school psychology special. And. Her records check Mr chairs if I can follow up you know that the school psychologist. In just looking at those numbers generally is difficult because so much of the school psychologist of the schools and school psychologist that we see in schools currently art there ought to related to special education and so it's kind of splitting out that special education piece persons not special education and a lot of the work right now be in that kinda youth behavior of mental health arena is trying to figure at that piece out because there can be in some schools really a lot of school psychologist time but it's it's very directed towards a special education program. Thank you. You too thank you Sir start Senate really throw. Thank you Mr chair I I want to get a clarification back to the. Concerned that Representative Lowery had I know we are in a sorry be and I know we like that comparison but I want to be sure. If we're saying if it's not even available in in a sorry be that we don't. What brought to us something that somebody outside of S. R. E. B. is doing. Because I'd I'd I'd do remembers happens a robust discussion about this. And I do remember requesting at least that we have a say a comparison to Massachusetts to whoever but are we to now ask our consultants. Not to bring us information where somebody else might be knocking out of the park and they're not even an S. R. ET clarify for me I don't think that's the question that we do if there's not think this would just just so we'll go there not information in this story be states he does look at something else to give us that that idea and I think that's not what we're doing we just didn't want to compare when we asked for this in our Specifications of what we wanted was just not to compare with states that do not have anything in common with the the regional area and we were trying to keep it you know compared of states but. Thank you made the right answer while ago aren't so what what is and is that specifically what we required in our contract. Yes we're just going to stay regional and that's it when we added states and if you member out we ask question and we added extra states of those are included okay I'm not sure exactly which ones of Massachusetts was one of the Medicaid I think and others yeah because I remember making the request that we add them I'll be sure we did and we did we're still going to have that line and okay alright thank you are just and I think the last question you are recognized to continue. Thank you. So the last pieces the case study schools and when we were last in front of you and March which seems about seven years ago now we went through our methodology seven to briefly discuss that and then we'll get to the schools that have been selected and were presented in the U. two presentations and April and so we just a cost analysis I'm we took a lot of different variables including different school local variables in and spending and demographics and in the number of other pieces to build a model we looked at the two thousand eighteen performance data and other data to create a predictive models so we use that to really fit the model I'm looking at all the schools in the state and then use that eighteen data to predict performance in two thousand nineteen. Based on this store called that's storable student data and then predicted outcome for every school in the state I based on that model. From that projection we rates are schools in the state from those who were this outperforming their expectation A down to the least outperforming their expectation and we can played some filters to those schools to select case study schools and so the first thing with that schools either had to have an a or B. or as the feedback received in March a school that might wanna see about was showing improvement over time. And then schools either had to have a higher than average low income percentage for a higher than average Ellie P. percentage that we get the case studies schools are focused on those schools who are really outperforming expectations with high concentration of high needs students and then we have a hundred eighty one schools in the and who are eligible for selection I'm so they were above that performance expectation and they were above the student demographic filter points there is one school that was included you did not meet that and I was simply because within each category we're trying to like one school and and in that kind of where we did not have the school who meet that expectation but that will be clear as we go through the process of folks will know and can and can tease that out. And then we were looking for an elementary middle and high school each of five regions northwest northeast central southwest and southeast. So these are the schools that were selected by region I believe we have two charter schools that were included and then there all the other schools are a traditional district schools. Schools tend to be smaller in student numbers but that actually is pretty Representative of the school sizes across the state and that's all this chart shows is that the average school sizes is relatively small in the state. And then these last two slides show the demographics of the schools that were selected as you'll see all but one school that was selected as higher than average for your news free or reduced price lunch or dissipation but that school as you can see on the next one was like because they have a higher than average Ellie P. R.. Limited English proficiency and we have a couple schools who are well above the statewide average and a couple who are right at that statewide average and so that was our selection criteria again we reach out to the school that I mentioned before and we're gonna start talking to them about what they're doing bold Crewkerne wise non monetary assets they have you know the the volunteering the people that happens everything that's going on that's kind of their secret sauce. To example hundreds. And with that I'll turn it over to questions. Where the questions. Seeing none continue all. Okay you guys have now left out and I will stop talking and you're going to switch over. To the all products the I a CP presentation which is by I mark and makayla again it's a long presentation and so perhaps actually. You know we are Bolden to hold questions of the and chairs if you see for some reason around like twenty two is where we're gonna transition speakers we can stop real quickly after like twenty one and see if it's a good time to take questions just otherwise photographic and hold their questions for providing you know forty and. We will go from. Arkansas you are you want. So does that portion of our presentation will look you have basically two different topics words very first one. Okay had of this price meals in our alternative proxy war I'm trying to count of students were apparatus economically disadvantaged and someone. The next part which became or will will do is looking at the impact the community. Total revision received he on state for state aid formula to both Arkansas I intend to select sample of their state. Next slide. What's going to cover that. So the first step is looking at the literature review around discounts in this first what we just looking at this is that everyone is aware of we just want to I thank that certainly in Arkansas and. Easy everyone if you can't find the. Sorry we just everybody's trying to figure out where you're at. The. We don't have that this it. It should be in your book a whole whole just second it should be in your booklet if you have your. Okay we're trying to make sure vice got that if not is on the screen okay we got it all right continue on please. Okay. So this is the highlight that will. Number one was that there is definitely a coral should we. However the in order to so these are two charts that should why school in Arkansas nation ship between caressing concentrations of students eligible for free and reduced price lunch and performance on English language. Language arts and math. As measured by the sea G. inspire as you can see both charged You know the downward slope meeting that as that concentration of poverty goes up school performance sounds that is a negative corporation. Just kind of highlighting you know basically the importance of trying to get this comp right so that the state and school districts and schools ninety. Appropriate accommodations for trying to answer. State property with other risk factors. Next slide. So what are some of the advantages of using the the current count that's still the most common count used across the country right. Right. First of all near its account that run around for decades yes. By the US department of agriculture in order to. determine eligibility for the treatment as price meals program and has such since it's been so long it's really become a kind of a. The the practitioners and policy makers and researchers world it's become accepted as a reasonable proxy war already at reduced. another vamp is that at least prior to the implementation of of the honest in. lunch house were collected annually across all districts in the country participate in the program so it was universal and as well as being universal definite across states and school districts. Sections with a system that is everyone was counting. The same criteria. Finally you know it's a very flexible badger because it starts and the individual still family level with the families filling out form is submitted the school districts it can both unidentified individual students and can look at concentrations that ran levels at school level at the district levels international law so yes. That is better looks. Cannibal two types of both administrative. Policy and research on this is that the two will be the year. One next flight. Downsides two years of free and reduced price. These are all have been identified them you you. Pretty wide range you know pretty much of eligibility our records up to about a hundred and thirty percent of the federal poverty guidelines and it just lunch runs up to I think there's a whole year to be a hundred eighty five percent of already guidelines so that's a pretty wide range consensually balance out the top end of that reduced lunch with Mr nearly twice and then comes nearly twenty staff of family at the property rational. one second in certain depends on how you want to define it however it but if in the in if we decide to find property as federal poverty threshold obviously because the the and the threshold for free and reduced lunch or hope over a well over poverty and rational basically if over count kids property so in a study of this in twenty seventeen I'm looking across the. All. the study found at the just under twenty percent or seventy we have percent of kids schools were entirety as defined by the federal guidelines but if you find it has on free and reduced price lunch hello eligibility it's over half the kids so again Sir. One establish that bar for property under general federal poverty threshold is under coming kids or the it is priced Lynch our comes our way over again thank you. Also I have a shortage all of it is that really looks at one aspect of socioeconomic status Nancy. Yeah this. We lost your audio with you can still hear me. We're trying to get there. Yes. Yeah I can hear you just fine. So we can all hear each other just fine to re just beneath that. weekends ago at chick cultures. Yeah. Okay so just so just had one request from one of the members that some of the acronyms we don't release have it doesn't always say what they are and and and sometimes it's a little further down so like C. E. P. we were they were asking what that meant and some of the things so they might just want to state what that actually is so they can understand appreciate you. Well. Start. The presentation is like sex and. In the same way in your packet. Essentially we're talking about some of the disadvantages of challenges museum reenactments price of house as a proxy war already here at risk status. One is a represents a large range of income so eligible for free lunch A runs up to one hundred percent of the federal poverty guidelines and launch up to what should be a hundred eighty five percent of the federal guidelines so essentially if you're at the top of this price much. Our range your term is almost twice that of someone who is an act of the threshold already threshold I'm also in again this depends on how you want to. One is that the criteria for wasn't the reason yes that that criteria as being those who are at or below the federal poverty threshold. Then obviously the ran is price lunch grounds or. Our kids because both of them are coming kids well above that I agree threshold. Starting from twenty seventeen man of all K. through twelve students around the country about seven and a half percent. As defined by at or below the federal poverty guidelines. But more than half of the kids were as defined by we in this price means I'm also than the. Ninety minutes price mailed council what's that one aspect of socioeconomic status that's also income it doesn't take it because there's consideration other potential risk factors such as almost. Black to foster here although. Not all of the. Our. Highly correlated with army as well. Yes certainly kind of eligible students the families it's really it's a self reported where family has to well it was back in their school. School district county so there's going to be all heard about. High school kids. I know that. Various reasons. Finally sent in which is the eligibility provisions of the we're schools that have at least forty percent of. Transient. Bryce one. Okay effectively. School. Don't need to come warriors so that is obviously had an effect on getting annual accurate accounts for one of. Right. Later. Twenty nine thousand schools across the country serving for having kids worker just beating yes eligible vision is is certainly have an impact on those counts and I think that's a distance driving this look at. Alternative come through the country next slide. So. You as the alternative counts to create this price meals around the country currently one of them is certainly direct certification and that's that's actually part of a work comp this point. Essentially the families that are eligible. Portions. Hammer now some states that a K. housing assistance essentially rather than doing account families in a school or school district internally accessing databases of other agencies hi this programs and matching Data with with. The program. One is and since this part of campus so obviously every ten years the country as a sentence of entire population Under different ways but between an. Decennial census counts. The department of. This is. Permanent select. comes based on a sample of each jurisdiction so it's not looking at everyone. In the area that is looking at a sample Representative sample of. Population area others may look at the specifics risk factors against homelessness Family of migrant workers foster care one or some combination actors. Next one. For the national center for education statistics ACT. US department of education Howard County what what is a proxy poverty in this status is important because I stand you know a lot of educational research I think tanks and a policy organizations and also take such as you're gonna rookie. And well they may have. Commissions unnecessarily they have different The thing. House. Existing accounts and some states purposes or. Entirely different house so for example One of the suggestions is if you want to distract certification as an alternative they would recommend. Roger. Rate of us rims. Again I have Medicare different things they also specifically noted that we have which is our. So the children the other support program for Families headed by single. The this program has someone higher eligibility income level which consume closer Valentino the lowest level our reviews rice lunches so that can help to. I make this alternative count little bit more comparable to the call center needs Allen also not in committees right risk factors of memory discuss thank is the sponsor your. Right Sir. Next one. Yes. Okay. Proxies of national center for education statistics that was permanent cation but together expert years ago. Discuss. Thank. Are you happy to provide you if you're interested A well I don't recommend you specific how much of the counts of the highlighted where Mister why did as sample account the thing. A good proxy is an SNES socio economic status and tax and. Was read. Organization of economic and so. On we're gonna organization of economic cooperation development. Station of what they is paid to segregate under the assessment report in. It's just it's up concerns assessment that's good I to a sample of cans. In order to make international comparisons in the same way that means. Makes them to stand. Mass yes as the US backs the previous aggregating. Senate missiles my risk factors. Components of factors the first one is rental educational attainment. From from past research that particularly educational payment of. Other it is is a strong predictor of a student success for. The second factor is parental occupational status. Well whether or not. And also the status of the application what sort of an occupation as high status after lawyer. Whatever or status. Occupation. It has a. House of representations of it impact. What I read of a student at home. Things that they sort of categorize as being wealth which one of the child that room of his or her own they have access with in home have other sessions there's you almost calling on the. This is such as dishwashers players I'm sure. He's another one also cultural sessions so is there are there volumes of classical literature. Is there arch. Educational resources so quiet area child to study is your gender at home where the reference materials it is like a penny is probably something different just books just cation of both opportunities for the students read at home also yes read too far I Next slide. This will also suggested nine with the with the scribing this yes the US impacts from the yes I. Additional factors that go beyond individuals. The. A family to include you know what is the the neighborhood asking us to. Because we know that. That can have an impact on the child's well being. Also their engagement school of what is the SCS you have the school the child turns. Sort of on the other side. Afternoon also suggested. Okay. Individual rights on. Such as Niles perception. His or her parents of all the agent of their life what what is their perception of her or his. Status of. Yes the sounds as the upper class of the lower class recognize whatever it is obviously working against the use of alternative. Measures in question comes up with our round you will how will be able to detect these types of data on a regular basis Branscum efficient and economic and also while protecting the privacy rights of the child you know it's a pretty huge question Mr talking about. Or how things about his family or his or her cell. Next. Works for this enrolls leads to another panel that was being by the national center for education statistics. Just laid out some criteria and after states rather system of her looking for developing counts so submitted status what are some thank you Mr considered as. Various options. First you know. A line remission. The agency so doesn't. H. R.. As of what you're trying. A bill you know what level of aggregation. Do you have the the visual level at the school level working against standard that's at the community or at least the school district. Reasonable with the recent burden that's kinda gets back to the what is the cost both in terms of. Rules for counting providing certain information of what is the cost of the agency tries a collect this this data so. yes perceived as bad now as being respectful to the personal property of putting things out there I guess in a sense being held by a stance or school the extra ones. That. Zero to become public. are are the factors that the action. Consistent with the regulatory requirements state of all. I think this is from twenty eight Jamison as a basically a summary of what is currently being used in the state's and on. I'm. I will try to. To rescue mark you froze there for a second so read as you start to slip. This. What. Yes Sir. This is where they are trying. Poverty or risk. Yes saying of. This price meals is still. Right nothing in the accident. This. Sixteen states are. Sure is that not in some of the state's residents California. To get around the community eligibility appreciation of and having constantly growing of school districts jurisdictions have actually ballot their own alternative competent were still rather than their forbidden by law it is the federal. Ensure. I'm eligibility for free or reduced price lunch. States have actually on the ballot there were and still counting all schools us schools that are purchased and stuff California's doing early just similar study Caroline. That was a recommendation of working. How other states don't include specific on proxy recount was. How the formulas into those there are seven use some combination re and reduced price meals one with other factors such as. Foster homes. Dennis so Seven states other factors other risk factors off together without. Account of poverty five states yes from what I'm showing by stance some form of direct certification states the programs the specifics are programs that are back on differ in. I don't know what. Going to look at I'm specifically how do. How would potentially adopted in alternative com we really kind of focus on accounts that we cover here how would that impact house of. Or at risk yes we crossed districts and so. I'm sorry so this one is just considering alternative counts you know you want to think about on yes the company annually. The eligibility provisions program has no provided you know some examples about how that really Check of the. Is that are changing rapidly in this room as of the demographics As the count me so again if Certainly affects of the census makes an estimate of children ages five to seventeen requirement but really the lowest level that goes to the district level so if you want to establish a school. Rules. I'm pretty of the obviously that sometimes is. And then obviously a another one is the distribution of eligible students across districts if as an Arkansas. Create a price meals for years districts enhanced. Finding. Particular distribution. Some other common still that that distribution is going to change. If you were all funding available. There is going to be changes level of funding Mister districts some districts really work my name is strictly going get last essence there's going to be winners and losers I'm reading now. That's basically what the last we get set is the impact on the next flight. This is going to be analysis alternative counts. Arkansas looked at five different alternatives the first is just the straight direct certification. Essentially an account that thanks your current account the reading of the account that you have. One is using the federal supplier of one point six which was developed to. Or less I'd. directs. Collins Sir. Price mail comes under currently exist house wired to appoint. Which got the state line direct certification come come. Fairly close to. Rice. So again it's going a lot of variation of across districts but. Allen up statewide the child comes to the price of. We also worked at my senses. children. I'm sure. Already threshold just fine through seventeen of. Current title one come to one of the great title house which is essentially a US census count of children ages five through seventeen or S.. No arrests factors. Back then when pastor homes or students from. Yeah. Five alternatives that we would. Thanks. For comparison was essential. changed their share of total the Sherman districts popping into the total poverty in this state so as a district that had a certain share of all the low income kids are kids eligible for free or reduced price lunch in this state change to come that share of this state is going to change so this particular graph works that changes in share my district or direct cert cert world line by factor when six factor into when one factor local fire. They're all based on the same thing doesn't really impact the share it's just that the council changed the share with just the same. Is that Districts saw a change in the concept of. Prince of ten percent of the share. Increase of ten percent of the stay insurer but obviously hi districts and has something greater than that so subject. I'm so we have no worries districts that have you know somewhere between ten and twenty percent increase share in thirty six districts that have somewhere between twenty and thirty percent share and. Is districts that have. And changing share. Fifty percent yeah I have to districts that had a change insurer or. so. Tax because those changes the shares means changes the stables. They're not quite have by a factor of four funding for the if early significant change. One thing I can say is that for all of these statements alternatives to the free press launch with looking at you know the senses I understand that probably threshold looking at direct certification based on eligibility worse restraints support programs or whether you're looking at the time. Most of the fans have a much lower threshold is closer to something so to the right of freedom of Christ last rational thirty percent at the Harvard rational rather than five percent on already four lines so what you're staying generally is that those districts that have a very high proportion of their free rice last known as are eligible for free lunch are going better. Collins. Districts that have high proportion of the total on. In this price. They're going to send share basically just just how intentions were much lower poverty threshold is price range. Okay next one. Basically the same correct. only looking at the chance distribution of is the US census common word aged children ages five through seventeen of property. All that this is that it's not quite as the just guessing that's partly because. Certification as part of your read as Bryce Lynch count so the higher the correlation between those two accounts. Fairly high correlation between my senses. But not quite as and. Not quite as higher exact as is the is the drug certification. More scattered there is a river. Districts that kind of that. The plus range and a greater number of districts or. Zero to ten and twenty percent range of of A state share and also got more. School districts and the details you gonna. Districts that have of a changing share of fifteen percent per annum. Districts that have a change in our share of. Reduction of forty percent or more so more districts that are sent over significant change in your share. Next slide again the same the same Constantinople only looking at the title house which together. Just poverty counts plus. Risk factors. Still widely distributed changes as not all sort of compact that certain Lester percent range but I'm particularly for those districts that are losing share there are more districts center in her experiencing greater loss of share of the certification got that twenty one districts who. Awesome share of at least one percent of the number of and again around eleven regular roughly a dozen districts that are seeing a fairly significant increase of forty to fifty percent in share. At the same the same measure changing share I'm just to abrogate channel mansions and so this is showing if you look at what we're all what's happening major region and the southeastern. Made up of lower don't the area. Would stand to other set of latest increase in a shared almost twenty percent whereas the northwest region of the state right as a loss of sheer Jean adjuster fourteen percent. I am certification areas of the pointers on. Census counts Similar to the last quite the level of extremes you see the the something strange again with the greatest share of fifteen percent and. In this instance the central region actually has the greatest loss of about fourteen and a half percentage share with west major. an average loss of about ten percent share. Which based on statements is constant was a very similar to the the the last line of the southeastern. Gaining about fourteen percent of share on average by senator about fourteen and a half percent Sherman average northwest. Really agree some. Next line. I'm actually questions that was a lot to take in and I think if we wait twenty more slide to be a little bit too much all right to co chairs okay with that. The great we've got one question so for on the deal are you ready Representative Lowery here recognized. Yes thank you Mr chairman this is a represent of mark Lowery the question I have been looking at the bar graphs I I understand the changes when you're just looking at one of type of accounts but of for instance on page sixteen where you're where you're looking at direct certification direct certification with the one point six multiplier and direct certification with a two point one how how do you just end up with one bar when you're looking at three different criteria. What is your. They're all based on rex. Open your the chair they're all increasing at the same time and so the share across districts doesn't change that remains Collins so the difference in the changes the share whether just direct certification or recertification of I was a one point six multiplier rate will fire just changing when I understand or actions of insurance means. Of follows. Yes Sir but if you're looking at a two point one multiplier of on direct certification I mean does that not increase the number of students who were identified as being in poverty. That would be a larger number than just the direct certification number correct. My. One so. What does that. Hospital districts so. And so the state right to. So the shared greens district as part of this. State wide toll. Same regardless of what by again as long as Iraq certification and standards certification number is the basis of that account. Okay in looking at these comparisons at is it. My reading on it that the only real justification for the direct certification with the two point one multiplier is that that keeps. Keeps us closer keeps districts closer to free and reduced lunch numbers that we currently have right I mean that's the only reason for that multiplier is so that there's less staying to any school district if if you were to switch to this alternative medicine met that is that correct. So how is it has to. I have my child. This is not a statewide basis this will allow that because the Collins relative summers begin a statewide. Total count reprieve does price lunch that still. There's going to. wide variation changes across districts criminal. Distribution across districts in subdistricts game. And and so. Get as much you gaming dollars. So it was just a way of providing an example of how the account relative the sum of two different basis for the cow dung yeah could you direct certification just just. As a make up for that if you want to spell statement with the same number of dollars that you spend but if you're using the two point one multiplier to stick with free and reduced lunch does that not the just compound or continue the over count that's referenced on page six the over count of students in poverty two thousand seventeen data. Sit. Fifty two. Dole fifty two percent were eligible for free or reduced lunch but really only the actual number of poverty is related to federal guidelines was only seventeen point four percent so the two point one multiplier just helps you continue a of miscalculation of actual poverty correct. Sick with the. Thank about how you feel. The program. That is correct restaurant poverty no Sir. Was it a direct certification of the house which is much lower than the price meals house If if if if it's the state policy to contain A spending roughly the same amount of money You can. Significantly up the. Increase the first. dollars that are attached to each child notified eligible program. Our it also. So at that point. At the direct certification which is in most cases this young children are eligible under direct certification someone that you know a hundred percent of our international thirty percent of their relative we're pretty low income families children or from. Things that count is going. Medically and catch kids. one potentially ACT Raskin disadvantaged or whether a higher count the reduced price lunch To those because. And a hundred eighty five percent of poverty Allen if we're still in the making around forty five forty six thousand dollars a year which this damage is in a lot of money. Factors to consider How fun is eligible. Child is eligible you want to spend on what you want to spend a total program. Correct thank you thank you Mr chair. Senator Elliot you're recognized thank you Mr chair When you it's said that there were I think eight state seven eights dates up I'm sorry this is Joyce Elliott state Senate no indicator was used does that mean that they don't make any allowances for students in poverty or they just pick a number some other kind of way. Yes at the state of absent. House bills bills however just because first language learners or a provide some additional by restrictions were not profession I'll stand estimates but. A proxy already and when okay so they're just going directors or how they perform say like on a test or something is that what you're saying. Actor. With. States of just how provided intentional for change or interest. Okay thank you. All right that's all the questions you may continue. Hello thank you. So. Talking about. I am a committee if you. Question is for any student let us students for Neil if they have more than forty percent of their students directly at. And once these schools are identified and any other people and while and this will last this provision will last for for a year and and during this time all students will receive. I'm and this provision well then be extended we qualify for at the end of the fourth year. Rectification five. Arkansas calculates that is we use the free employees I thought student in three different here so the school district that has ninety percent or more after all students will receive I higher amount per student and there's districts between seventy to eighty nine percent received the middle tier pending and then last. Receipt. Thank you bye profanity and need some adjustments to deal with community eligibility provision district in where at the edge of national school lunch student if taken from the year prior to becoming a the. And back to send it is banned multiplied by the student or role involved in the immediately preceding. I'm additional yet Arkansas provide a row I'm adjustments allowing come students and so if there's a one percent increase enrollment the previous year at the. Next. If you look at what the engines and districts and schools are participating I'm and this ET and there's fifty seven districts in Arkansas that have. His eating in ET thanks to Iran and preschool majority of them are in the northeast I think outside North blacks out these. And see the program is serving roughly two hundred and eighty five thousand I'm students are eligible for free or reduced price lunch and serving one hundred and seventy eight thousands. Throughout. House. In three different ways I'm kind of seeing how I thirty be state a fact that you said I've dealt with and schools because eating at the so Virginia first the seventeen looking style which state The last act that you said use ET at what percentage salvaging yet sixteen percent of their school at UC ET well as an Arkansas is that ninety percent of their schools in West Virginia have the highest at five percent of their schools using CAP I'm it's interesting because West Virginia does not provide additional funding students so many you use or do not fact the Afro we sell back high percentage they happen at. Box. Eighty nine analyze the impact of the EP on after all schools and binding for five ACT eighty eight so we look at Alabama Ballinger Kentucky and Louisiana and we saw how their after I'll. Accounts have changed since the US implemented and compared we'll see you districts to not. We we research policies around after a out for states with higher percentages of the school the Arkansas and we were really trying to see how state the tracks this one how did just there and real property in percentages of. Right. Yes. Arkansas is the third lowest percentage of schools you know I think ET thank you for act five it has the highest and read reviews student so we will you can see it really very is among the students of the school that you know I think the and the percentage of after L.. Next. So I am not provide funding for at risk students based on the number being reduced price lunch student. I'm students generate additional allotment and eight so forty five of that hundred fifty five districts identified as having CP school of I'm and between the year the twenty fourteen fifteen and seventeen eighteen we looked five what I'm change and after al percentage wise and signed the C. P. It distracts side decline in there after L. percentage in those years well non of seven point eight percent well NONTHE ET all inside you kind of one point. And this is what needs I see in practice and you start to implement ET and you're not collecting as much of that was previous battle next. Maryland is one of the state that has implemented a way to try to by and bearing at that you can see it when I'm in school will be from the EP I'm and they did that by using the last full year of data collection as a percentage to fight with your application in order to calculate the funding. Allen has a point nine for each I rested ACT and half of their. Right. The and as you can see when they a mac that there was last change an Afro ET I'm increase CPFL percentage increase by one point two percent well ninety he. Right what. Right next. Is. Has been fined seven ninety percent of Kentucky is a hundred seventy extracts identified as having the bill and they provide an additional weight of one point five for each student will be sat here as B. sci fi E. P. districts actually increased by twenty five percent and ninety distract I'm decrease I thought and route. In this is because in Kentucky I'm a lot of their schools back became the EP I'm in the twenty fourteen fifteen year all this and became a hundred percent after. So that's where the problem lies. Next. We uses being refused I thank provide additional points you funding for that student ninety five percent of leases sixty to distract I'm have identified ET schools and there's well as. But a different. there's the use the ninety eight years where CBS property damage do not change I'm over the course of time from the implication of CP and then not the districts. The last date was the view Carolina cell South Carolina. Yes it's being abused I funds to provide additional point to finding reach out resident in sixty five percent of south Carolina's ET right I'm crying ET and again that change and ACT distracts compact their non speaking extracts are based on lack ET increased by six and seven percent over implication ET and not the ET. Next. So what next and we look that states that are not in it I see so that means that they I'm do not provide any extra funding based on route as Mike mentioned earlier this could be each year you I'm not having a rest we all or compete year to year arms of finding like Delaware uses a grant application provide additional money for. The actress once again I mentioned earlier and does not arise additional funding for address and Warren also does not provide additional funding for students and then taxes using census block groups so they don't need B. F. route data and may provide week on economically disadvantaged checks using. four thirty team really trying to see what have states across the country done that kind of address their real counts when their schools and districts district high schools and so California which is mentioned earlier St required they seek you schools to count all the student every four years and then go up the back into the. That would be then you present. I'm. The increase your people funding just by three hundred park I three hundred dollars people because they saw that there is a decrease and there after all counts you to see if the and so they felt like that would be a good proxy. The. And Massachusetts kind of a combination they identified all students at a hundred and thirty three percent property level and then assigned a higher rate for the. Max looked at what was the impact of C. E. P. as the patient honor read reviews out. So the study. After being reduced price lunch meal count twenty thirteen fourteen to twenty eighteen nineteen at the school level and then aggregated at the district level I'm states ET is reported the school level and so we thank we analyzed two point what is the difference and I'm free and reduced price meals tryin and all EVP districts versus non ET districts and what is the act of the increase the P. participation on school district. We. Back on the screen reduced price meals percentage decrease five point eight I think it's twenty five percent during that time. I'm however if a and C. distracts me sign increase of one point hi eight percentage points. I'm and there are three reduced price meals finance and then and not ET distracts we thought he creates a one point six what percentage points. Taking this difference welfare there we also looked at and non U. P. districts who could be eligible to be participating in the meeting that a credit because ACT forty percent well they are in ACT forty percent low income But. Eating in CT or they were very close to that level in your. And what we found in does distract is not there is an increase other point I have a nine percentage points of free and reduced. Next. What we do business impact point seven nine percentage so fair at the distracts five are eligible but not participating or near eligible to be the most ballot estimate expect what would happen when any district changes from the EP. I'm not fitting in TV to protect the so in order to adjust for that he found that if you use factors Bennett ET distract the true actual cal act PM students would see a statewide the other thousand ninety one. After the incident ET that being reduced price meals students decreased by about the housing in this act which would actually results in a speeding I'm in the enhanced you do not cheat meant finding formula yes a formula about two point eight five million is. Right. What we do and. What would happen and I'm fees for the Fiji is close. The P. distracts or the ones you are already eligible not opted into CP what would happen if those districts what's all the. And I'm not a hundred and sixty nine ACT. So what we find is that all one hundred and sixty nine of those distracts he came ET we would see an increase in our after PM students are I feel student of about seven thousand four hundred ninety five. And. This will leave you a cost of an additional nine point seven million of state and the yes back in nats assuming that all hunting six nine districts are to. Max. The look what would happen and just a percentage of those sixty nine districts and what would that cost yes. If you think you can percent so roughly seventeen distracts become ET distract then I would be awfully of one point one million I'm additional eight or fifty percent of that and he came in about a fifty four million eight eight yes. It cost and I have a hundred percent joint you'd be. The next slide. And we look forward to answering any questions you may. All right yes we have questioned represent Lowery you're recognized. Thank you Mr chair and this is Representative mark Lowery I see all of you all those slides giving us the comparisons to free and reduced lunch and C. P. but I don't see an explanation of what are the factors that. Are we are used to establish that C. E. P. that community eligibility provisions I'm somewhat familiar with CP because I know there's a conversation about of us making an adjustment on our wealth index as far as funding Construction projects across the state and see the community provision took into account poverty metrics that were related to the community at large is that what C. P. is. With one of the metrics that come together to establish the the kid this. Yeah so C. P. comes round using direct certifications that was mentioned earlier things like that and those types of programs that really look at the property within that community and the students are center and forty percent of the need to be eligible for their free. And if you happen to have your students the eligible then you can opt in to become the. I'm and then you can be a fight each year and yes. Four years. I'm. Some. And districts use not opt in and that's for Okay so the the C. P. is just in another an acronym that describes direct certification that that was covered in the previous slides. So what the he does is it's decided by the federal government to use that to create these community eligibility programs to provide. Services to those in the absent from the bill A higher concentration of property schools and so this came down by the federal government and schools could opt into this program as a way to provide. Through add Representative Lowery this is Justin Silverstein this is where. That the policy community has used a formula from that national school lunch program as a proxy for the students who need you have these additional funds it within our finance systems and that that the the actual national school lunch program shifted to committee eligibility to allow schools to kind of get out of having to collect data to get students bat and so in the end what they're really trying to do is say in a community that can directly certify forty percent of their students meeting the standards. Where does not allow all students to be. which then of course de couples are the the policy proxy that has been developed over time I'm not you know across the country and so it is it is very much the the school lunch programs program the committee eligibility program it's just having an impact in a lot of states on these funding funding formulas and that makes. And is. Once a school ranches percent concentration of. Right on the eligible Kevin bacon optimistic. And basically all kids in school regardless of their income I'm for free but one of the conditions that the federal government put on that is important here is that can I was the federal application for free miss price meals are. Counted so the jury does both the burden on the school district schools and So. sales tax of schools being you know if you're not being the Senate is the accounting kids for. Is. District or school. Poverty is going up then that means. Here's that comment is actually coming actual poverty school your present when Arkansas currently basically. The percentage of free and reduced price lunch at the time school inter is. Enters a state. Where poverty is maybe answer gentrifying neighborhood and and so can't comment with that will actually last war then that that percentage at the time of the school sincerely. Or county property so that's why I think when you look at you is to keep was going through may impact statements the quite a different impacting state to state from I sent a school and under common name or what we're county compared to house the schools so that's kind of what's going. Because our concert not allow the ones those school districts. Here's. Okay thank you for that explanation appreciate it. Senator Sturch you're recognized. Thank you Mr chair this may be directed to you first I'm gonna ask for some leniency I maple Representative Walker and go through my thought process and then asked the question if that's okay at this is Senator Sturch and I'm on page thirty six. At some of your numbers that you talk about C. P. verses nine C. P. and the reasoning behind it I'm a follow up I guess a little bit on what represent Lowery was talking about as far as the schools that are receiving C. P. S. so they're locked in. For the four years. I thank you making the argument that even though they would be eligible for C. P. and then they go in and get it we would still be paying the multiplier as far as R. ESA funding so like I'm looking at the last point where you said non C. B. districts would see an increase of point seven nine percentage points from sixty nine point twelve to sixty nine point nine one in my head I'm thinking well that makes sense of course because they're trying so hard to get to that seventy percent where that cliff kicks them into another higher multiplier as far as that extra ES a money so I can understand that part but I I guess I'm having a hard time then when you're. Giving examples of other states then some states you said don't give any extra money but we in Arkansas then for our C. P. schools yes they're locked in at the percentage they have but we're also still giving them the extra money is not a multiplier is just a straight number are straight amount once they get to seventy percent of poverty and then once they get to ninety percent of poverty my understanding that correct. You don't want me to answer for. Wally I don't know exonerates the. Upon seeing the committee or sector rector should visit that's probably close you wanna answer that or. Just or not correct. Correct okay you're correct. So if I could have fallen before now left I asked her to convert our numbers into a multiplier for me and see what the changes would be if we went to a strict multiplier verses the way we're doing it with these cliffs she put it in report once before that the way it would be it would be at one point eight one point one five and one point two three based on the amounts that we currently have course the point one five that's actually probably carried out to the third point one five five that multiply that average multiplier instead of just having these cliffs were after every school gets to seventy percent they get so much more money are after they get to ninety percent they get so much more money than that if we just went to St multiply based on the number of poverty students they hand we with a C. an increase of about sixty million dollars in that fund and that's just a number throughout their re currently spending two hundred twenty one million dollars on ASA funds what used to be called an SLA funds if we were to the strict multiplier just point one five it go up to two hundred eighty three million dollars and that still and I saw my friends from the department shaking their heads and laughing because we hear this phrase there's always winners and losers all the time and no matter what we did with that there was always going to be winners and losers so that's something for the committee to keep in mind as far as when we're talking about how to do a multiplier and what to count as the multiplier and so forth well we've talked for years about smoothing that down to make that was less cliffs and it was just a hard process and I guess we never have done that but anyway thank you for that any more questions. But yeah. All units of Representative Eubanks. Thank you Mr chair this is a Representative Eubanks on page twenty five if you have the broke down by regions the number of districts and schools that are in C. E. P. I was one of we can get an actual list of those districts and schools and At the another question I thought in order to qualify for all the students getting the free lunch they had to be over seventy percent free and reduced not the forty percent number that I heard. Unless they're not. We're talking about forty percent of something different. That what I'm understanding here. Program. Percent of. Are eligible for price match in school. The school is a forty percent threat. In title one nine they also have a threshold forty percent goal from. Digital services to when white programs so I imagine four to seven press. is is the. Being a has you may be feel that that's a kilo of concentration or changing the way that services are provided. Okay any other questions. All right that's all the questions we had on that. All right we are moving on to our last presentation for the day and Amanda is going to walk us through where we are with if the analyzing the impacts of weight. Now I'm just. For anyone that's thing we're covering a lot of ground I'm going over with the material thank you for staying. I'm. Cation I want to talk about. Yeah with the impact of weaver's give a little background and our plan for now this results of one percent. I just got the overview of the labor history. The LR presentation they did a great presentation on waivers impact wearing we just want to talk about what they've already shared how we're working on that with our. Section now. The. Died in the wilderness currently in acts or the schools. At the time by topic areas and. How. That is influencing our approach to the house. Thanks very brief overview of the history. Ninety five charters percent charters were allowed to apply for the neighbors it started first of the charters open enrollment charter. History of schools of wine. Thank. Two thousand fifteen act forty. That districts Piper in was that a charter district at. Ending the number of schools. State. Most recently when ACT fifty rise that allowed any District of one for that Charter had. It's not just. By BLR in that. So the leaders. Over time. That's one. Conversion chart is. School age and so forth. Thank. Perspectives two years to the respective happy first. There's an impasse in demographics before and just. Was to. By. Great work a. Well wanted to build upon that and. Eastern time so we're proposing a first focusing. impact waivers on ACT forty schools the X.. Charter. This is because. We'll get back to over time. They shared master that act one for the schools. The house since two thousand. Subsection of before and after the first. Possible and charter school. The areas the schools are simply present. There's some talk about a different topic area. as defined our. Aggregating those in simple instruction up. is and is that we might have a resource application talk about what those are. for getting G. and why. Look at available with very demographic performance and expenditure data fifteen. So that the last one that. Your action model. Well I was in the engine outcomes. Prior to you the labor and after. district schools ACT local Houston I believe Not. Well also allow for us to control. Characteristics I just. Still signs. Level prior something. Questions about. We'll differences that affects the performance how has that changed. Because. Or were they different to start with that's a question hoping. Next one. This process looks like it is that which we've done and the end. The balances of all. Sure it's accurate misses the results that we're looking for. And then provide this information to the committees. The first question is why are we focusing act well for the schools first. Schools. Ninety four percent the state had a waiver acts or. Again that's two thousand. Value taxable. Your. It allows. There's a. Have a waiver. The public charters. Have the option to have persons five. Give the same they have that labor. Have a is that the. Sure that what happens with. That's really I ACT test report. By. Much of the region that the Arkansas teacher. But fifty six I'm having thirty two schools that have had reversed the acts one. granting process back. Two thousand schools in. It's not. Yes ma'am areas the individual Little background a waiver thank you. House bill. And standard us thank you for each. The number of areas where to apply for multiple different waivers. Your school. Example. Hi you're fine by teachers were subject. A different individual waiters to happen. Okay next one. But. Schools I. But. Top. Changes that we're trying to. At five schools of ACT schools had waivers. Quite by. About where the business school percent response on. What is it to have a brand. We'll schedule which is. Personal. Sure. Yes yes. Salaries all. Catch all. Slides will right what we are. I thank. That is how. There being a number of other standards morals or statute or later this. Next. So we are to have the difference from calendar or schedule that. starter in date. Hours. For instructions. One meter that is really. lying there also interpret. Change the next line. Having a licensed teacher but it isn't what would make that happen the first part. By that definition. The license. In. Certification. Just or subject your grant having a. Thank you for that are courses in off the street lights. Your. The first was the same. Requirements around thank you eight students. Did you have to schedule. Six minutes of. That are needed to graduate. On court reporting for. We'll. Find. It. If I might bring yes let's. Bills and required services. Again. And. Time spent. Action. Is that by find specialist person system thanks for. Hours for. It. The clock. an average for. Eight or hours. One. There's a again it's a class signs intentional love that each of their lives. Individuals are based upon. Read in requirements Class size or secondary. In your. That. And this again is John salaries of personnel policies. What causes the district. Teacher. Requirements we know our fates percent staff if a person needs. I have a personal policy. What the rules are. We're at the waiver area where than five percent Most of the we also wanted to share law what is the topic. Get a couple charts. Of. And what you'll see is that the largest increases will affect what's schedules. over the last three years. One of those. Right. These by the number of school. The most recent. That's all. Two schools that have this labor of the house in use in here. Fifty to. Schools have that member I don't you read in. The library yeah. Eighty or so for credit hours. Compensation. That stability seventy. There's not a large. Here was numbers. Section. Was there is there's very few rules that have that And this is just if was that a list of all. Teacher licensure. A little bit. Well. Just. I. Yes the impact. First of all of. Individual. Our topic areas I don't. Both we also about collectively. What is it like for schools that have an instructional any area schools that. So what I see here is our our which one is struck shown. Yeah credit hours last signs Lowery most of the time. Support staff. Services and FOR other. It's. Is. Impact on first use or expenditure. There's some overlap. I like some of these. your staff insurance and. Your yours. A. We have an impact on how much you choose what. Just look at the numbers. Instruction. Adjuster. Is the flexible schedule for. As pointed out. All of your schools ACT twelve forty. flexible schedule. Was. They could change their eight better. I personally can't hear added to the. And instructional resources. The same. Each tax. The schools at the bank that you see is the number of schools Yes. Back on for that but by that you'll see includes schools that had. flexible schedule will take those out your lack of the shorter darker. I'm. Seven. One. For the schools that have. Maximum. Jett question. Insurance are we just areas interest that passed or papers. Let. One. Now. Our share that. This result would you. We have questions of Representative Lowery you're recognized. Thank you Mr chair this Representative Lowery I'm looking on page six where you're talking about the analysis it's going to be done and you reference comparing schools with waivers for at least two years to those without waivers would it not be more useful information to compare schools their performance their demographics they're expenditures prior to waivers and then after they implemented the waivers would that not be a a more useful apples to apples comparison. And. Exactly are. It was more than two years as. Yeah well our goal was to look it. It's not like I. Like. I'm here like. In fact by having. I I'm looking for incentive to get at that we have available that that kind of. And page. Okay. Well okay I just wanna make sure that that I understood what you what you said because I'm looking here I'm of the analysis says that you're comparing. Schools with waivers with those that do not but there's not any reference to actually just looking at the schools that have waivers and what their performance was prior to the waivers so is is that are you saying that that is going to be part of your analysis. And I will last night the the regression but. House Beijing over time I also want to hear Senate that control group. That everyone's foreman's increase over this period of time okay. At those schools that did happen not. Control characteristics that might impact results that the okay I see thank you that that makes sense appreciated thank you Mr chair. Any other questions. Seeing none you may continue. Those are the three presentations we have chairs so we are we are done for today but are you know open other questions if there's any. All right let me see if there's any overall questions from anybody at all. Seeing none thank you for your presentations today even with a few glitches and and in and outs we made it through that way but I do have one question pop up when we get Representative Beck in here we'll see what that is. You're recognized yes represented back of could we. Were the copies that we get are in black and white and then it's it's have all you should have an email with that what I'm saying senator reviewing these right here it's impossible to review these are all and say what it's saying oh and it's gone from the graphs yeah yeah could they change our callers I think they just change recovery okay with that will happen with it with the house show it because I know some of those graphs and oversee is black and white when we come so thank you Representative will take that into consideration and and find a way to make sure those are easier to see a I it in all formats maybe gray or black or something like that thank you okay. Anything else from anyone. Well again Justin thank you and your crew you all did a great job and it's it'll be good to get you down here to where we can see you in person and really a little harder you know when you can we can't reach out grab your right there so anyway we miss you guys I will love the love to see you when you can get back down here. Thank you for hanging in there in this format and that we appreciate all the question all right thank you so you said. Okay right everyone else of tomorrow morning nine o'clock. We'll be back to hear from bill or. And all of the things on their agenda for tomorrow and in the anybody have anything. I have a motion to adjourn. Second so move we're germ.