Education Committee Senate & House

Good morning everyone we're going to get started here. Call this meeting to order. All right now for the remarks are probably not going to be liked by a lot of you this morning so well I'm just gonna say it plainly if you take offense to this I warned you earlier about it of non members of this committee today you are welcome to set at this table next meeting you will be in the audience because we are going to be a working group we will start today is a working group. non members will not be recognized to ask questions or to comment on any of our working items only members of this committee because we are the ones that are charged to make this decision on adequacy this way it's always been this well warned you a few months ago and if you have a problem with that you know where you can go you can go to your pro tem or you go to Speaker but I think you will a poll that because that's what's always been I'm not trying to be mean to you at. I did it's been a rough day now I just it's just way out there we do business and and it's nothing against you you're still working to talk to someone else that's on the committee and express your I ideas to them or if you have them will ask a question you can have them do that so that's just kind of what is a and I said I'm not trying to offend anyone that's just what's always been on adequacy adequacy is a very delicate issue that takes a lot of fall and it has the it takes this group to put that together and if we start trying to take more than twenty eight people and put it together it gets really really hard to do so that's that's kind of what we're gonna do that so there is items in these books. That if you've got one that you're setting by your non member you're welcome to look at it do not take anything out of it please because it does belong to that member and they will be used that to help us start work on our adequacy deal so but you are welcome to stay today because I did warn you yesterday I will let it go let it ride today so not next meeting any of our next meetings I will ask you if you come up here and said in a in this area I will ask you to to find a seat in the audience somewhere we will make up a place for legislators if that's what we need to do just for them out there so sort my roughness but I thought I just get it all the way this point so. Any questions on that permittee one. They're by okay well they're not okay I guess. You you'll feel express it to me so manager thank you Senate bill. All right so. That was our opening remarks. Mild remote. Of those Mister Wilson here. I don't see it there is a bit hard behind a column we will Invite Mister Richard Wilson up to talk to this. And Pay attention I think he's got some good stuff to tell us I hope. Richard if you would state your name and who used to be with her you with again I don't know of you're welcome to speak in a way Richard Wilson the retiree. Of believe it or not it's been almost a year. August thirty. The purpose of the visit today is to discuss. The estimates of inflation they can be expected during the. By any in that is in focus with this addicts report. Recall that to the bill are as a subscriber to the top to economic data providers. one is called H. yes the other is called movies. And will review their most recent estimates of inflation expected during the. A fiscal year twenty two twenty three. By any M. as you can imagine with the economy. Pandemic in what's going on right now that is a task it is Richard what is I assistant for I. H. S. I. ages and FOR I don't know if you. It is a. I can tell you the history of it when I came here standard poor's. And it was then purchased by the. Global insight which we used to talk about then I ages global now it's called H. this market. They changed the name so often I'm giving up and just calling and ITS but we're back to the standard poor's and moody's which is always been there. A. Recall now that we can get estimates for the core CP As well as the CPI U. two different. Two different numbers to think about the core CPI. Is used by the open market committee the federal reserve to set prices for loans to banks they they set the federal funds rate. The core CPI is the same thing you see P. you which is CPI U. the use for all urban. all basket. Goods all urban. And of. The CPI core is the same thing except they remove energy and food. Because there's a lot of volatility in those two sectors. the reason they like to do that is it provides the fed with More conservative schedule they don't have to change their. decisions so often so take out the volatility provide a core CPI and they like to use that it's legitimate number but I think arguably the factor you might wanna using your considerations is C. P. you which is the index that we all are familiar with. You know teachers and administrators and and. The they like to use food in energy so it probably should be in Both the services both the subscription services expect the core CPI. To remain well below the usual fare target of two percent. Well into twenty twenty five. Given a recession that is a very typical at this time. The current recession is a little bit different it is due to the consumer sector decreases driven by the pandemic You may have seen on the news recently the second quarter of this calendar year Senate record negative thirty three percent on an annualized rate. for For our GDP. That the pretty ridiculous number we've never seen that before that is an annualized number in other words if we had a full year of that negative activity that we saw in the three months of the second quarter it would have been thirty three percent. A may has shown the month of may have shown some recovery but the gross in. Covert infection and the lack of recent action from Congress will the. Create a double dip recession if not careful the W. shape so to speak. Higher CPI estimates occur during recovery so for expecting a recovery. before. May twenty one. You might see higher CPI estimates in effect for the period the biennium that you're focused on. All right so having said all that that background what we're doing here today the numbers are. Or this for the CPSU we looked at the annual numbers. Starting. in the middle of twenty one ending in the middle of twenty three. And also we get quarterly numbers and we take those eight quarters and look at those. For both the subscription services. The I. to this if you look at the entire biennium of FY twenty two twenty three yeah I just numbers come out right now is three point seven seven you would cut that in half for an annualized rate. Moody's conservative hired four point nine three almost five percent for the two year period so little lesson two and a half percent annually. A I think the difference would be in their recovery assumptions and right now with Congress's stalemate. that's that's a very difficult thing to to incorporate into year forecasting model. So the bottom line is if you want to add those two together and divide by two you're looking at. four point three five percentage increase over the entire biennium so annualized that would be. About a little over two percent a year. for twenty two twenty three fiscal years. That could change. we can do this again in October if you want. A continue look at it and uh. still fortunate to have the same email address head. So if you a if you look for if the chairs would be alert in October I'll send out what I can find. From here till I think you have until November twelfth a look at the budget hearing schedule. November twelve his last day in this today they want to see K. twelve numbers. So if there's big changes I'll let you know. But I think you're looking again at something a little more than two percent per year okay a great to kind of review that October again sure all right. Any questions Richard. I'm sorry did look at the border. I have a represent Springer first. Good morning thank you Mr chair is there a document available for you to share with us of those numbers that you just went over those definitions for lack of a better way I can put something together and send it to Julie thank you being retired I don't have the the secretary the power point anymore. So I've got hand written notes that I did yesterday well that would be great great good job body so you can have just looking for the members themselves yeah that's easy sure. Senator Elliot senator Elliott. Thank you Mr chair I'm I may be asking you this question as well Mister chair depends on who want to try to help me out with this so when you give us that the combination of core and I H. asks and and and utilize the annualized that to make the little over two percent as if I'm saying all that correctly well the court is is a different number and that will both the subscription services. expecting it to remain below two percent clear clear into twenty twenty five as we recover They're sitting at a price of money to banks that's a little bit defense process okay so the CPI use were we're coming up with an overall the little over two percent per year okay I've got both of them hearing about the court and then of that the CPI you felt the need to be concentrating on the CPI you because it has the volatility stuff and all that two two right I mean that. The fed has reason to omit energy and food I'm not sure K. twelve funding has that reason right sure my question though is is we get to this little over two percent number that you just quoted to us When we the purpose of our have and that number is to just have that information as I understand it and as I've always kind of thought over the years and I guess Mr chair this might be a question for you So we get this number. And sometimes many times we have just decided to go with that number without have and actually. Put it to paper when it comes to the school district I just pick a school district itself and we've made some differences we made the variances away from bush just a two percent but what I would like to request of us this time around this for and I understand we've never done this we get the two percent go we're going to we're going to increase our thing by two percent. Except for a few variances. Without asking that question. Does this apply to school districts in a way that we are actually achieving adequacy. Or are we just doing what was in this case is like what we're doing we know with the with the number that was given to us. Could you comment on that Mr chair. So a close if I can who you're with I ask you cannot it kind of mumbles me a little bit that's all right I'll take it so you are you asking if we're going to just go with what his number state and and go with something like that across the board yes that percent but I don't think most on that in a long time we don't we make some variances but we don't we don't make that variances in everyone of those lines that was what I'm saying yes because most of the lines we will go with that straight two percent so what I'm asking is. If there is a way we could figure out we've got two percent but does that really reach adequacy when it actually say pick a school district or maybe a pop up apply it to something more than we just got a two percent that's generic it's what I'm asking is for us to figure out and yeah I'm I'm I I and I'm requesting that we do think about it at least talk about it because I'm not at all convinced that equals adequacy and I'd like to ask Mister Mister Richard how quickly we forget names of but Richard is there anything I'm not asking you to guide us but is there any anything you can add to that as part of a conversation whether or not over the years that has equal some kind of adequacy or you have thoughts about it in a generic. A format no all our members is a. Back when we had the masters and and and going through the. The Supreme Court twice like we did I remember that. they all agreed that inflation was definitely a factor and that we should discuss it every two years yeah and we have done that. some years it was it was applied across the board. In terms of dollars I vaguely remember. Back then that was roughly sixty million in new money. half of which would have been. Provided by the By the U. R. T. any other half roughly a general general fund so it may be a little more met might be seventy million I don't know it's been awhile but. In the last few by any means the committee has applied the Lucien factor to specific line items in the matrix. And or perhaps use it to provide a pool like we did in transportation and rail send that out on a different. allocation so. One that's a good example of what I'm talking about so we've got this inflation that number if factor. And just say it's transportation how do we know that this is reaches adequacy in some kind of way without going to look deeper because as you said the court said it is a factor in say is just the fact sure and so that's just something I just thought about because the I and I hear from you know from people who are out there on the ground actually doing the work yeah you got the two percent but nobody really got below that to see. That's a factor but what about other factors that we might consider that's been always been my concern about depending two heavily on on on this great information that you give us because it should be a factor not the the fact or in some cases. Thank you Mr chair this away I'm starting up this morning. So. Thank you. You're welcome. Senator Cheatham. Your record. Thank you Mr Richard just done I know what you're looking at a number you know nation wide projections but just last month the revenue state of Arkansas was up a blank record half of the month do we ever take that in consideration about what we're doing here in the state and now what's going on in the cross an ocean. You know all urban Gosh when you look at nationwide all urban and you think of. Houston and Chicago and at that the that doesn't say a lot for lead hill Arkansas so I think. The inflation factor as supplied to rule areas ought ought to be. For lack of a better word adequate but then they have significant factors Speaking lead hill so small. A in numbers that. Dollars per kid. Is is a bigger number than it is an urban situation so. Cost of living or cost of doing business per district varies there's a lot. And we haven't we haven't ever utilized. The factor. To provide. Specific funding for specific. Districts except for those categorical switch the court mandated. In the. at it's not a very good answer your question that's what I've got this morning my concern is the fact that because I know we normally use project we have to use projections on no but if the state of Arkansas continued to wail we might activate some of those projections that are out there. We did have a very good Jean July which I will be back in ten days to show you the July numbers sales taxes are up part of that is is a. Of the stimulus money the unemployment six hundred a week now that's expired. So these these subscription services are expecting a double dip. On the recession. If that is not to extended. And also if you remember we we had a July fifteenth deadline on income taxes that shifted money from last fiscal year to July. So that that helped. To have a very good month as well I realize that I course not like we I thank our projections spoke to get an account but I guess we'll see as time moves on the whole before November we can make a little better estimate of what we need to do money you might be available for the course like Senator said related to me talk about money we should should we talk about adequate excellence in education thank you thank you Mr yes. Thank you Mr chair rigid there was a thirty three percent contraction. In the country. How is it impacting us and if we continue to do that because we can't seem to get a budget deal what impact do you anticipate that having on our ability to fund our schools. That was a a as you know of a well known GDP number. It was a for the three month period. Of. April may June. And I think the. Previous quarter. Was about five percent. Negative. In that was only because of the two weeks in March. That things immediately shut down. So usually these recessions are not driven by the consumer sector like this one is for your member the Great Recession. Was the housing situation in the the. The lenient mortgage. The banks a. providing the standards that didn't work. up start with that. But since consumers and is about seventy percent of GDP it's always a factor in this case that's what started it and that's what collapsed and so you get these big numbers because that's the biggest. Sector the. The recovery is expected soon as there's a vaccine that consumers and should be. Should be back to. Almost normal levels the problem is going to be. The the labor market. It's going to be you don't just snap back in your old job all said. I was talking to Julie earlier the some of the restaurants the hospitality is is really hit. The airlines are going to be different from now on maybe even worse if you can believe that. As far as the ability to fund adequacy. It shouldn't shouldn't really play a role. Because we have the. Doomsday language. And it has to be their first. it may create difficulties but it shouldn't it shouldn't to. It should the doomsday language should not be overlooked. One of the things I'm concerned about is that. People no longer have that that question six hundred dollars which helped to mitigate some of the concern NO longer have that they're losing their homes. Because it's going to be evicted because they can't pay. That would have a deleterious impact on the economy. And will that translate then. And having a deleterious impact on our ability to fund education even though we have the doomsday. It will it will create a slower recovery than you want that's what it'll do and it makes it more difficult to. To the. Commit general funds to all the other services you have to look at as a legislature. Because all of that works together we can talk about the doomsday peace but if parents can't get snap money who can't afford all of it works together and I guess that's what my great concern is right now thank you so much good to see you thank you good to see you. Represented but. Thank you Mr chair As always I'm trying to drill down just a little bit more to the numbers so so you gave us two sets of inflation numbers one is below two percent. I think you called the core. and then the other one is is is above two percent so it has fuel and food seventy seven right so my question is is is there a way for us to obtain the difference between the two how much of that is fuel and how much of that is the reason for that is as we get ready to look at the lines on on the matrix so that will be related to transportation which is obviously more heavily influenced by the few all aspects of this thing as opposed to some of the others and I think it just if we keep the data that you are going to give us if we could get that included in there it would have a better feel for how that. yes how we should fund those different lines to make sure that we get adequacy on those lines yes Sir component by component is what you're after yeah hello that index is built. up to a little bit about that the energy would play in the transportation for sure. But is transportation gonna be. Needed more or less is it going to be. Are the buses sitting idle because the semesters gonna be virtual. Or are we going to have to. Transport was as many. trips are we gonna have to take twice me troops transports same number kids safely so it could be. That transportation number. Could be outrageously expensive or it could be very little at this point that's that's a really difficult line item for all of you to consider. Well and again if we had that detail just on those two items are and how much they're they're affecting the increase then I think out of that lease be. Hey one more piece of the puzzle to help us a work through that because I I agree with you have got school districts that have already told me their run and dual routes yes don't go runs I should say on the same route because of distance and so and so was thank you will get that. Absent a mix. Thank you Mr chairman I have two questions of it's okay with the chair the the first one is because we did the last semester of school virtual. Do you know if there were any savings to the school district because they weren't running buses everything was virtual I know that apparent through being given the option of virtual again beginning of the school year will that create savings for the district obviously their fixed costs are gonna be there regardless whether their students are not but there are some cost that are obviously going to be in flocks do we have any idea out what that impact is and then on a more broad economic my for my second question is with students staying home obviously that's creating problems were a parent's or having to stay home in effect do we have any idea what that affect is having on our economy that kind of the secondary tertiary effects of the students staying home. I would have to say I don't have that information for either question that the first question. Could have been part of the. Site visits and which I didn't participate in. four in the superintendent survey I don't know. And The the. Follow up question a gosh that's it's a great question for sure I don't know the effects of that it's got to be it's got to be visible so agree with you okay right thank you Mr. Absent makes I would say that a lot of the schools were running routes with food every day so they were still using those buses in a way and also let them set up with hot spots on them so there's still some cost there it may not been. Maybe the major cross that they were acquiring every day but I noticed it was because it's hard to figure acting with the savings would be. Thank you Richard I have no more questions for you. Thank you for coming and we'll be looking forward to seeing you may begin Optum okay thank you thank you. All right to the item de prestations preliminary drafts of adequacy report. Miss Julie hold. And for some of you that have been asking about these acronyms Richard grew I know you have you find those in your packet there there's the second third party doing. Okay good there's there's a lot of those for education in there so all right you may recognize very many of those and good morning I'm do we help with the bureau of legislative research and first of all I want to thank Richard for coming and presenting the and economic forecast in indicators and there's no way we could have reached his level of expertise so I really appreciate him coming in doing that and with Richards report that completes the bureau of legislative research is twenty twenty adequacy study process for the reports so in front of you as and Representative because artists that you have the preliminary drafts reports and. For your consideration and FOR see just it that way. Yes that's what it looks like and I wanted to just say a couple things we provide this for you at the beginning of your deliberations every biennium but we do so simply as a starting point so this is your report to not be ours reports that you're free to take this in use as much or as little of the report as you would like to the other thing I wanted to point out that I think is pretty important since we've had that parallel process with a PA going this report contains only the materials that either the BLR or send that does the war we've included the comment from the education associations that been part of our process A. P. A. will be presenting their report separately and the first of some properly and that won't contain any of our information and then I believe this will be joined as a supplement before and the legislative session begins in January. So that said I just wanted to take a few brief minutes to talk about the report and what you have over the past fourteen minutes the bill our staff has risen at eighteen individual reports to you and in addition we panic to reports from desi and then as I said those other and public testimony from the associations so we know that when we take these deep dives into these individual topics in the present one or two and then come back a month later present one or two more that sometimes it can seem like we're talking about information inside was and I know for myself even like when I've to and the report on alternative learning education I'll spend several months really digging down and to the legislative history in the data and writing that report and I forget to relate it or how it relates to the whole picture of adequacy so this drafts gives us the chance to really put things together and try to tell the story of adequacy and not so much the history of adequacy which you actually got a pretty good presentation on that from a P. I. yesterday but what adequacy and how the state is trying to implement it and what's come out of it the last two years so we try to put this together in a cohesive narrative that will make your job a little easier and while we don't expect to end up on Oprah's book club list with our narrative anytime sing and we do hope it's helpful to you guys so I wanted to get just a little bit through how we structure that to tell the story said sections one and two of your report really go through the introduction in the legislative history and tells why we do this report every two years or why you do this report every two years then section three weeks try to start at the beginning with that state level funding and look at where do those dollars came come from on this. State level to make at that public school fund account and I'm need to thank and Katie Walden in our fiscal section and who pull this information together and she's really is the expert in the US but this section also describes how that plus the U. R. T. so those twenty five mills from the school districts plus the mother friends make up in what was in twenty eighteen nineteen five point eight billion dollars that are school districts in charters had to spend on education. From section for being the section three roommates section four and talk about how that funding is distributed to the school districts and charters and of course we spent a lot of that section talking about the matrix which the mattresses your tool that you use put together foundation pending in foundation funding is that many of course that is meant to provide an adequate education for every student said these amount CC here are for the seventeen items that have been included in the matrix and these were the funding levels for twenty eighteen nineteen so that was the crippling of sort of the legislative intent intent of what should be spent on those. I'm going well I'm I'm going three if the power point and I'm going through section by section just to give an overview of how the reports put together I'm sorry I should explain that in the beginning. And some not going page the page the report but it does follow three by the sections so in section four and we discussed the matrix but we really discuss at the other funding mechanisms as well you may remember that when we presented the resource allocation report in June the The legislative intent for the spending levels is rarely spent are really mad with foundation pencil one so that's what we thought was imported talk about all all these kinds offending state schools receive because these all of them to meet adequacy and the categorical as you're very familiar with and these are in my mind the at the first three are ones that come to meet that equity for students because it's to help schools meet any additional expenses that may be required to educate students to come from families in poverty or who do not speak English as their first language so those are provided on the bases of those populations of students and school district the fourth categorical courses professional development and that's to ensure that our teachers have the latest pedagogical skills in content knowledge to bring to the class frames and that's provided on a per student basis with an average daily membership or ATM. Those are considered restricted funds foundation funding for schools can spend anywhere they want to categorical as we the state requires that they spend them on one of those categories because I can transfer funds between them. Then there's some other Funding sources we discussed in this report and I kind of think of these as the way the state addresses equity at the school level and the growth in declining health schools deal with changes in their road meant with their their it may be growing rapidly or leasing students other lease in foundation funding but it's not at a rate where they can shed some of the expenses I have to lose a lot of teachers I mean a lot of students before they can get rid of a teacher for instance and then there's isolated funding which goes to districts that have a schools that tend to be in remote areas and have smaller enrollments so can't necessarily spend with the same efficiencies that larger schools to and these Schools there are several that actually depend quite a bit on this isolated funding I think as much as twenty five percent of their budget is covered by the isolated so it's important to those districts. In section five we talk about one work and defending we put it in a separate section because it's and treated so differently this is facilities spending which for the school district is distributed through the partnership program which is actually an application program so school districts have to apply for the spending and I have to be approved for it and they receive it from the state based on their wealth index and this partnership program many and I'm sure you member goes for new construction or major renovations or someone safe and dry issues it's not to be used for the regular operations and maintenance that's included in their foundation funding we also talk in this chapter there is a separate funding mechanism for charter schools and it's actually provided on a prose rated our per student bases and it can be used for any so it's treated a little bit differently. So once we've gone through all of the ways that schools receive the money to spend on education we want to look at will how are they spending it so section six covers educators because that's for a large part at the many obviously Guez and so we try to tell the whole story of educators we start with and this was the. A report from dizzy bat on the teacher pipeline and and what that's looking like and we take you through the recruitment retention information that we learned from that and RT our surveys out to the schools last fall we have our salaries and benefits and one thing I did want to mention because in addition to the indexes that Richard just mentioned Laurie and bow and who gave this report in gene did include a it's caught at sea whips index and we were able to look at salaries and how they changed based on whether which district they that they were in in Arkansas so taking into account some of those changes in employment cost and that is included in this section and then you can read a lot more about it and if you go back to the original report so anyway I did want to mention that we also cover professional development how that program is carried out and then also educator valuations. Moving from there we go into section seven so what our schools having to spend money on to make sure that students are and receiving an able to see those learning expectations that the state has set forth so that's the section where you'll read about the required curriculum that required thirty eight at the high school level and then also the other requirements we have stitches A. P. reading recess and then our graduation requirements. From the learning expectations we go and look a little more where we talked about pending levels for our categorical is and section eight looks at what's happening with those programs how were they delivered so for instance with the essay which is our poverty funding we look at what are the allowable uses how our schools what are they doing with that many here they spending it and then we also include in that section the student outcomes for poverty students compared with other students in the state as well as students who were considered to be in poverty and nation wide and we get that same treatment for alternative learning education for our ELL students in the special education. Then after we've talked about pending in them that schools are supposed to do that many we and put in our section on waivers in this was a report talking about and schools that have been granted that the wording not to have to actually files in these rules and laws or spend money in the way that and the state is set forth so that's described in section nine and the next section we consider how are we holding and schools accountable for educating students so that section includes both the conversation on the federal student succeeds act that debt Kaufman gave early in and last fall as well as a look at the Arkansas educational support accountability program for the state's accountability program and in terms of back ACT academics and then we also include two other programs fiscal distress and facilities dress with her to state programs that will holding the schools accountable for how they're managing their finances and how they're maintaining their school buildings. Then we circle back to sort of the beginning of our story which began with like the of course and in the lower court decision judge Kilgore had listed a number of indicators that and he used as it has proof that Arkansas at that time was not providing an adequate education so for the last several reports we've included these measures it to see you know how how we come after all these years later and in and your and draft report you'll see charts that show year by year how we're doing in the just summarize it like I have on this slide you can see that on most of indicators there has been improvement and but I've already look at those charts because sometimes the improvements large sometimes it's small sometimes we and trended upwards and then have started the trend downwards and college going rate is is one of as an example of that there are a couple of indicators for roof performing about where we were and such as are fourth grade reading where I rank for the percent of people with bachelor's degrees or median income and then the two indicators where it says that we declined and I do believe that's largely because we've increased the participation rate on our ACT exam and greatly since two thousand we're now at about universal participation in back in two thousand it was really mostly just those kids who are really interested in going to college. The next two sections we've left blank the economic forecast we will insert that after today now that we have Richards information and Michelle will send actually the full revised report to each of you members that will have that information within it and we'll try to have it done by the end of the week. And then our and final section is that is summary that public comment that you received in November from the education associations and and at except the advocacy groups. So the some of the runway. The final thing is this is what you you will be doing over the next few months are the recommendations and the Senate to that end we have included in your finder A worksheet and this is really similar to the worksheets that you've used in the past the one thing we were able to do this year because the meetings of often strained we could go back and watch the videos so we've gone in and listen to each and question and answer section after all reports and we've been able to pull out those items where an member has said you know we we think this deserves more consideration before we make our final decisions and realizing you know you may not feel as strongly about it now we we thought it might be helpful to include that is in the appropriate lines on the worksheet. And with that I respectfully submit this draft and conclude my remarks. We I have one question for you right now Sir just really recognize. Thank you Mr chair I noticed that you were your thought is that because more people are taking the test your people are doing well. What the research tends to show in right and not and remember this from when I worked at the department even and we every year we increased because originally in this is we need to state comparisons I we had a project in graduate school where we did this to bed but when it's not a universal an application at the test and you have those kids or are planning on going to college and and now they need to score well in it studied for because they're wanting to get into college when you start having everyone take it which is a great thing and I'm not saying that it's not that you do your and widening your range of school hours when you do that. My concern is is at one time Arkansas had an eighty one percent literacy rate. In the literacy rate now which I don't see as a part of what we talk about and I think sometime or another if we did in with adequacy we've got to get back to literacy. I think the literacy rate now somewhere about twenty one percent and I may be wrong. But he tells us what our children are not doing well because if they cannot read they cannot do we on on any of these tests so would you please provide me with the information over the last five six years Esther where Arkansas he is a sports it's literacy rate among its children. Because I think that to me is the key to whether or not Keats get an adequate education we've got to provide them the opportunity to read with understanding. And if we don't they're not going to pass these test any someone we gotta stop building ourselves we can column standards or whatever but their districts across this state teaching to the test. And that's the measure otherwise if keys do well on norm on on on criterion referenced test and don't do well norm referenced as we're talking about grade inflation. It doesn't make sense to me but I would appreciate if you would give me that information thank you so much by two. Thank you Mr chair. Representatives prayer. Good morning thank you I would just like to ask that you disaggregated data by race and gender all up to senator just feels request thank you. I have no more questions Julie. Thank you. Thank you. So now all committee. You have in front of you a copy of the matrix from If what fifteen to twenty one which were working under right now twenty twenty one is what were actually funding out of we will be working on twenty two twenty three when we actually submit our report. So you can see kind of the progression of regression whichever those line items might show in those numbers from school level salaries resources district level resources and then also your categorical the to very bottom. That is what we will get what you have to a. See how those things work and if if anybody has any questions on this Sir just for you have a question on this to start with. All right we do know that all schools and not at five hundred those that are below five hundred we have some that are teetering around three fifty in some lower. A is are you telling me in this in this where do I find out how much they're getting if there if they are. Police have fewer than the number of kids in the matrix is a percentage of it I still get the funding for the amount of children they have this is just like at the. You know I guess the funding is based on a five hundred and how many teachers that would take to have that and now we do have some schools that are under five hundred a few of them and that is one of the issues they have is one point something principles are supposed to have any point seven and yeah there's no such thing I have to you know he said I can't fund of one point two one point five or whatever that number might be for that for that principle and he said it makes it hard on me so that you know that's. That's the things you have to look at do you fund every school differently. Are we on the mall side. A question I'm waiting if I know that that is it over these years I think is what if I remember the history the five hundred with a compromise it was fifteen hundred that the I believe governor Huckabee wanted the hope the assessment of the committee and it came down to five hundred now we are actually lower at three fifty is our bottom line and we have some of the earlier we actually I don't know if we have any that are below that right now Greg do you know if we have your below three fifty that are still working. But for okay we have for the regular below that are still doing it the right way and make it work so so that those are struggle for some of those. And. So that's something you know you can look at if you want to change and I would just center thank and Richard Wilson has already left the room which I don't blame him but the the question was this this total school level personnel you start changing one number on there of of of that thirty five point six nine it makes a lot of difference in a in the funding of either way you take one way our and wanted makes a lot of difference in the funding and I don't remember exactly what that number is somebody in here may not of that but it seems like the ones. You'd like it was two million for each one number you changed. Yeah so anyway that's just just some fault for you people that are that are doing it so you rest you all just want to ask questions are not answered thanks to talk and. But anyway of we're going to talk about this and then of what is going to we're gonna talk if you have questions on the matrix sheet and then we're going to move over to all the other the questions that were a rose during the this last twelve months of of talking about this and we'll go over those item by item so Senator Elliot Europe next Mr chair I I have a two questions or maybe two concerns is so what I remember when we went to the five hundred and then we did the three fifty you know as a as a compromise and as you said from that time we've gone even lower Which is which is fine what I've always maintained that. The lower we go. I think it is really problematic to keep. Applying the same formula to those schools because as surely as a legislator makes the laws which we did to say could be what whatever it is now two fifty and we tied it to if they are. They retire I did too if if there's test scores or whatever we want them to be. And the ad for big question for me is. How do we explain to somebody who's at that same number and there and we arbitrarily the tight tight it to the test scores. Date it is another school district over is not at those same numbers and we will do one of the three things we can do with that school district you know like a consolidated and exit or whatever the third one is so I'm just struggling house that. It needs adequacy. because I am confounded to things that a school district that two fifty let's say up to sixty order of that number once. How do we know I think we need to really think about this aggregating that not try to change the law to make them to meet a higher number but we put the law in place and and we need to be sure those kids are getting an adequate education and that's something I think we need to consider as we go. And my my second thought is about just wondering about facilities am I not remembering mis remembering is something come along about what lease do about adequacy with facilities. Where are we with that I'll just kind of slipped too long or something of gosh I don't really remember I know that the if you can be a facility distress really easy if yes so these but a lot of that has to do with the schools on taking care of their buildings and we have you know monies they get to do maintenance and operation and some choose not to the letter facilities get in just right and start falling down around them and then they will help and I and I understand I understand what house you Mr chair I think maybe I I I stated my question poorly when's the last time we looked at buildings to determine we we always look at academics it so did we just. Are you gonna look at buildings in in the matrix I'm talking about. Looking at buildings. Looking at buildings for real like they exist. You will go out there and take a look at them you know we do we have this that's what they do they do a tour of all this the schools and I do look at the buildings and okay so I'm Askin and I'm putting on me if I've just missed some information I'm supposed to have I don't remember I have met discussion or I missed it so just tell me if I missed that now go. I'll do my due diligence. A teacher or school tours. Okay I I'm not sure of I'm not sure who does that Julie. Do you know who does a school tours to actually go out and. Okay. And their report is there Mr chair of what are not finally to us there this facilities committee that they can report to you and so and that we do have that facilities committee I don't think we've got a meeting with. Actually there are used to have. And that. What what I'm trying to figure out Mr chair if we are supposed to a if a school district can be put in facilities distress What does that look like and when's the last time we knew the condition of our schools is all I'm trying to figure out because we will we will get that answer for you Senate that report went back last fall and it tells a second day's work okay market Hewlett for the question for all right great. Everybody hold tight. Thank you Mr chairman and members of the committee Laurie Boeing bureau of legislative research Centralia response to that question you might recall in four there was an overall assessment inventory done in all school buildings right that has not been replicated however the division does have the responsibility over a period of years to visit every campus and they do have inspection reports they continue to receive they also get inspections from various agencies such as the state fire marshal which is through Arkansas state police health department environmental quality thank you there are some standards that they continue to be evaluated on and they have to document that in the schooldude system and so there is there is some on going review but there hasn't been any kind of overall inventory by an independent party similar to what was done and from. And so do it do they then have the responsibility that. Do their reports tell us then and should we assume from their reports that we are meeting adequacy with our facilities I just don't know who's determining that that. I'm not sure if I can specifically answer that I know that When they do an annual report as conditions report and it talks about the inspection activities that that the division is engaged in but whether or not They're making a determination but of adequacy per se from a legal perspective I don't know but they are out in the field evaluating condition of buildings and asking districts to make corrections when they see deficiencies. Okay well thank you for that and I I all of that. That that's that's good that's a good thing that they're doing that I've just been curious about to what extent this committee gets involved in the condition of of our facilities as well as a condition of our curriculum and that's just was missing with me but I I I appreciate your answer an eye on it and you're right about everything said because I had some assumption maybe wrongly when we said because we have never done this kind of deep dive in the for us that you know since the two thousand four. A real study it rather than a review and it feels to me as if we know we're doing a real study of our academics but not a real study of our facilities and that's just my concern Mr chairman thank you so much was boring I appreciate it Laurie hi hang their just minimize body else's questions but on pager page eighty nine of your the report there is a and addresses facility distress you you want to read that that's what we went over Also when director Montgomery was over facilities we adopted depth about some of that inspections and stuff I do not remember the new director's name but I'm sure he is ready to be on top of that too so I know what I know is something that is very costly to go out and totally inspect every building on a school takes a lot of lot of man hours and a lot of time and I think they were trying to do as many as they could and look at it but it's a very in depth. process to go through the checkout he'd near plumbing of structural rule of all those things you have to be in a builder I can relate to it is a lot of work to try to do that so that's something that if the school doesn't let them know that they have some issues a lot of times of may not get the look that one things that may be helpful to us because I I would not I was a part of going visiting all the school so I know how intensive that that was but it seems like to me wonder things we could do as a committee as I know there are school districts out there where the buildings are atrocious amend house bill that funds are telling me that so if we talk to facilities director and see if we can get him here to talk to us maybe sometime well what I'm suggesting respectfully we've done that but we haven't seen anything with their own eyes why couldn't we as a committee. You know pick out some schools and go see those that are and and and different kind of categories to go look for us we do that it would be next year before you do that but. I think we can get that on this year's agenda with what what part they can't problem won't be kids in those schools that long so we might be able to well it is it's gonna be hard to get what we got to get done and get it done so thank you Mr chair I person does anyone else have a question that's on this list for heard or Arkansas release or. No hands the land that you do okay I'm gonna drop down to Representative of spring or you can go ahead. Thank you Mr chair I would just like to call the committee's attention to pages under academic this accuracy report study does include academic facilities pages thirty eight through forty four so I have not read this but is talking about conditions of facilities a new construction and that sort of thing so to me is that not part I was told earlier that that's not part of the. The charge that was given to the committee that it's been doing all these reports but I see specifically that academic facilities are part of adequacy so to me I'm following up on senator Elliott comments that that is something that needs to be used addresses whale do you not agree. Support. She can agree. Okay well I mean it's in here so that is something that needs to be addressed thank you US senator Elliott and I totally agree because I personally have been involved in facility in equities in Pulaski County so there is close to address this I think there across the state there's there's a lot I would I would agree on this already been CDS thank you Mr chair we just have to remember the bill or cannot agree or disagree. She can give opinions so all right the represent Lowery you're next. Thank you Mr Mr chair referring back to the matrix I don't have a question for Laurie thank you Lori you're you're just missed. I know we've heard over and over again and so it is set in stone that the the matrix is a funding formula not as spending formula of so the question I have is if you were talking about staffing size and if we effect if we change anything on that top level but school level personnel that each point it is a two million dollar high question I have is if we did try to go in and tweak. Skews me. Staffing levels at K. through three. In it and then to pay for that we we just did secondary it it still came out to thirty five point six nine. Whatever money is sent to the schools the superintendent still has the discretion does he not on whether he is going to staff that K. three three class at a lower student to teacher class rate we what can we do to impact that. Of you know I don't know that's something for this group to figure and and we have to go by research if you know the I know you have been a big proponent of dropping those numbers and Kate one two three or at least one two three I don't and I am because the evidence shows that those lower class sizes that that great that great greatly enhances the educational opportunity for disadvantaged minority students in that poverty gap is one of the things that we have been trying to address and have not even made a dent in it. That the evidence based research that we use I'm glad that we're one of the states that do do that. Points out that that is one that that's the area that is the specific targeted area where we can the impact both the poverty gap it also the reading at grade level issue and I just would like for us to. If I guess what I'm requesting is could we model of changes in those staffing schedules so that we could see what it is actually going to cost to do that to do that and then the other question I have is related to the matrix calculations on school size. Are those numbers that for instance it says grades one through three twenty three percent of students. Is that something they get suggested or is that just fixed in the five hundred student model school would you repeat that last part. The matrix calculations points out that kindergarten Nichols eight percent of students grades one through three equals twenty three percent of students is that just the fixed calculation or is that something that does shift based on the latest research you know that's been there for a while so I don't know if that has changed or if it's the you know in in set in stone that that is exactly what those sizes or you know if it's always can guards always eight percent and so on That category's only one item so that would be a smaller item one and then there's this only three four grades in the other so that would be smaller than a fourth to the dwelling so as far as the percentages of I think they're going to be real close continually the reason I'm asking is if it's true that sixty nine percent of our students are at secondary level then it all it takes is just a minor change in that student to teacher ratio at the secondary level to be able to free up money so we have lower class loads data Casey three and and so would help us I think it would help us in knowing whether how accurate that is in terms of our numbers of students and then secondly if we make any change on that block there what can we do to mandate. That superintendents actually staff at that level that's that's something we will have to check on a of the mandate would be law that would have to do that and law but if we change this matrix is probably know beyond our law anyway we make that change so let's do some research I've asked Michelle is what I was asking wanted your last bill to go to make sure that we get your your questions and what you're asking for and get some research on that real quick so if we get that back quickly okay and I'm gonna get back to the Q. later I I have some questions about Send to discussion like for us to have about questions that were asked but not answered yesterday so if you want to do that under other business to that the very last night that's fine okay okay thank you senator Cheatham. Mr management's long you ignore me so long to figure out what I'm going to assume it was it was all purpose. There was just a comment while ago you were talking about numbers three fifty. I have a school in motion district that is four to that every year. But to give an example of what's going on across the. The river and out of my Senate distributor small screw. I have one principal. One person is servicing your high and elementary and middle schoo so that's a school that has not many more than three hundred probably but nobody Wilson so what we're gonna do but that's just what goes on when money is not there. Yes Sir. Representative Dotson. Thank you Mr chair I'm not sure who this might be for maybe the department of education if they're available but with regards to the matrix and the technology and instructional material line items We allocate no resources for those items each year in the matrix and At looking on page seventeen of this Exhibit the one. Obviously it. Doesn't necessarily look like the matrix funds are being used to the full extent for those technology instructional material line items but other funds apparently are being used for that and I'm wondering how much change we've seen at the end of last school year how much to anticipate changes. Particularly for technology and instructional materials that are. Possibly going home with students Chromebooks whatever other type of technology resources how much additional resources do we anticipate spending in those line items or do we have an IT and idea handle on that on a future an on going basis. Absent Dotson out I will start out and we'll see if we have some it was to try to answer that I know that when we did this last time we looked at a technology has been pretty flat for you know for five years because the technology was not getting bumped up and they were very was there but instructional materials will start to be one of the things that were using more of and I believe that's going to be even bigger factor nail with the of. Media specialist using more stuff that they're doing more of right now Chromebooks is going to be a big issue I think there it's hard to even get on of the think the what I heard at crown books for I think we heard that yesterday is going to come back backed up to September A maybe even October before they could get some of on so is anyone in the department it have any answers for those two questions are we just kind of still I'm guessing. Greg if you want to come that answers your welcome to if you if you don't really know that I mean just so you don't know. Okay we don't know we don't know they ask excellence for that yet Russian Dotson so are the are you getting any requests from districts to address that as the additional need that they're looking at. The mobile come on up. We will put you under oath so if you actually tell small lie we will tell you what. Are you just don't know just I don't know. Greg Rogers part education. Of an excellent we haven't gotten requests for that but your we did the waivers the first year for the carry forward to allow them to address those needs so we know they're out there were no they're working on it but we just don't have the numbers we don't know how much they're to Spain doing it right now because they are in the process of going through that as well so as as those expenditures are made are you going to be tracking those in saying yes how much of those line items or yeah we can see that okay good well if you can be looking at that specifically over the next couple months it to see what increases in those funding line items are so we we can look at it with regard to the matrix that I think that'll be critical going forward thank you Greg one question is covered funds available for using for crown books and stuff like that. You know I don't know okay I'm just wanted some of that destruction material that was because of the kids have to be at home and doing more zoom and stuff I don't know if that was a possibility to the. Care is acts positive it is possible but I I would not run out okay that's fine thank you Sir anybody you have no question board of represent because one. For you. K. kind of following up on that I've had constituents asking about the governor's announcements where he announced the twenty thousand tablets and in hot spots and all that for students across the state do we have any update about how parents go about obtaining those that dont the schools or are we had to and do you know any of. Four out with that school. So on that we're we worked with the the technology companies to have them and we are allocating those to school district in the school district will be working with their students to how they need to be had in about whether there's a checkout system or to have a couple of kids in the same house that they can use it that way so we're giving we're having those devices actually drop shipped to the district work on how they need to give them out okay so they'll need to just work with the local district and then as far as the dissemination of how many schools got how many how to juggle work that out just kind of curious how that happened I don't have it with me I know that our technology department was working with them to figure out the broadband issues and how would be best to give those out but I don't have it with me I wouldn't involved with him on that but I know there was a method to the madness okay so that so the rules schools would be more apt to to get more devices then the urban schools I don't I don't know I'd have to look at I would. I don't have it with me okay I just carriers thank you Mr. Since we didn't have a planned agenda they have no my serve was of the day were there just here to represent so that all you have repealing the. Sir Chesterfield. Thank you Mr chair and thank you for being here the one hundred million dollar allocation for broadband. A. As of the department of education had input into that have you identified areas of this state because even and will Pulaski County we don't have access to broadband so at ease the department working with the governor's office in making sure that we recognize those areas in rural parts of all of the counties that will need that one hundred million dollars yes ma'am where have an ongoing conversations with the governor's office and the I asked to to start looking at how we can address that way in which one do you anticipated being addresses school starting next week. Ma'am well when you anticipate we're going to get this thing up and running since school starts next week. We got ninety seven thousand kids across the country that are infected with cold it we have no reason to believe is not coming to a community near us so the sooner we get the broadband issue up and out when do you anticipate it I have you worked closely with those people who are providing broadband services and is it available to people one of the things that was troubling one of my colleagues was that you have to have a year of experience in order to access that money but that there will rule areas that have trying to remember what she said it was. That can help get that up and out so what what are the qualifications for getting that up and out. Getting can access the money who can access the wanted me now senator Chesterfield on I don't think Greg I don't think there's. That's going to be too technology department so the that I'm gonna be it is not working with the yeah but not not in not in that connect Area that's part of it but you know the the schools are connected we're trying to figure out how do we get beyond the schools in the communities to be connected so I think they'll they're part of the discussion but they're not. Well who is a part of the discussions that knowledgeable about it and I that's the department of it AT the city and they're the broadband office at eighty see the commerce department you AM mass and some other folks Stephen Meeks myself. I will how do we get to be a part of the conversation I don't think we're far enough along yet for that for that conversation I think one of the things that we're hoping is that we will have some mapping of where the areas are I think the governor's office is working on that so that we would be able to look at the state as a whole and determine where some of the areas are you know the FCC if you have a census tracked Lynch got one person and it will then that means everybody Sir will obviously that's not correct and you and I both know that that the service is not adequate in so many areas not only do they not have it but if they do have it sometime so slow that they can't they can't use it so I think that that is part of a beer discussion and I'm sure will. Include as many people as possible in that discussion I certainly hope so because your number of us in this room you and I and Pulaski County yeah exactly know that our people on the server so I just hope that it becomes a part of a broader conversation that is more inclusive of the legislature in it I think the I think that's quite possible. Thank you. You have a question wrecker. Rex Taylor have one right behind or that has a question for you just hold tight. Art what you're the questions just. When you're still up but I could. Hello I'm a part of. It it it again and again. Get alright thank you one of the things that concerns me. Again a facilities and we know in north little rock we had new facilities built we had moved to so he's built in Pulaski County but then we always have these issues within a year to of the building and so I'm wondering. Are those contracts between local governmental entities with some help from the state usually are the clawback clauses in them. Is there an audit done of the work so that we know which of these builders and are doing this and how are they being held accountable for shoddy work. The builders that the shoddy worker held accountable by the contractors licensing board and seem to be and and evidently by lawyers you know they they get to it's our money so I'm trying what we can do as a state to say to school districts put clawback clauses in your contracts with them so that if the work isn't it within two years began this to show shot in this then you are being to get some of the money back that's what I'm concerned well they are they are held to a and I'm not sure how. Four out commercial is a maybe just one year but there are held to a one year agreement on anything structurally for team in so there there are some there are some the galaxies of of them being held liable for those. Representative Lowery. Thank you Mr chairman to have a question it seems like there was. A cop a discussion yesterday or some point that was made that. That state statute or the constitution whatever only mandates that the schools be open. Five days a week not that students be in classes five days we can the reason I ask this question I I have been getting messages from some of our folks in north little rock who wanted to use the a B. the state schedule of having students be in in a positive B. pod just come two days a week. Is it is our conversation going on with the governor of allowing that because I know that there's just a lot of concern that they are not going to be able to social distance have all of their students are in the classroom at the same time and that the a B. plan could actually facilitate better social distancing. I don't blame you I don't. We did we have so we have someone else coming up okay that's fine no I understand. Pat that pass it on the no okay calling the closer. Courtney solace Ford counsel for the department of education and yes we are continuing to have those conversations obviously and looking at the state's constitutional obligation to make sure the students have equitable access to educational opportunities we want to make sure first that students needs are met and having that access to education and understanding that for some students if the school is not available to them there being denied access so we are discuss having those discussions with the governor's office with local school districts and how to best meet the needs of their students again realizing that that is the best option that is the only way for some students to access that education if they can go to the school right and not just education but also things like medical services food services excitement and I know that's been one of the main issues is that yes we may be protecting them from covered by them not be in school but at the same time we're which it's a challenge or food security and and all the other elements in the A. B. scheduling does not really it only halfway. treats that because the students are only going to be at school two days a week to be able to have food security and medical and. Child abuse reporting or whatever you know the all the different things that are schools do that are critical to the welfare of students but. input at least it's a it's a major step forward in our teachers are at least the reports I'm getting they're very concerned about how are they going to be able to maintain that six foot social distancing if they have twenty students or more in their classroom. I understand and again school districts should have committees on site that are having those discussions hopefully that are communicating with staff but if there are specific concerns that teachers feel they're not being communicated with again we would encourage them to reach out to their administration who we are having communication with with they are having those discussions in the art of a note I know the north little rock school district actually adopted that plan and I guess they're being told by the state that they cannot be implement that A be planned so if there's something that can be done to further look at that issue and accommodate school districts that are wanting to take that kind of option I think we'd all appreciated. Thank you thank you will get back on the subject now thank you Mr chair we a little off. Represented but. About the matrix. Exactly let's get back on this by trick okay. might be a tool to help us with the matrix a few months ago I was I was looking through the use in the my school info dot com website and. As I was looking to a you notice that the the smaller school districts one thing it's very evident in there is that they struggle with the racial teachers to the students and on another side to raise people's say that reason that happens yeah I'll have a class and so on so forth so my question would be are my request actually would be this is there any way that we can get more get a little bit deeper into that data I would like if possible for the bureau whoever to take a look and say. It by the way it appears that after you get to about eight hundred students you're probably all okay but anything below a hundred six local school struggling it looks like almost pretty linear that gets worse and worse and worse form as I get less students the reason I'm at the request I'm making is this could we get some information that just in that area maybe below five hundred students are I think best would be below eight hundred students to take a look and see. Where are they struggling with the staffing you know is it is an elementary is it is it is it special need type things or things like that so we can look at so that we can address those directly in the matrix save staffing yes okay yes you know I because it is things like that that's an area and and used I think you made a statement earlier that one position how much money that costs will I'm sure that's very much negatively affecting the smaller school do well so we don't I was just to make tricks it's it's just how you just a number I would just for instance and it right of it can change. Rule rule drastically so we have to kind of watch that because it could be. Lots of millions of dollars when you start changing the stop deal around real quick so we have cut look at that real quick and I'm not saying it's it's about money by people frown when you start putting a lot of money in different places that that's that's a big change so well and I think a lot of people and I've heard a lot of comments and Todd just for being late. Check. Putting in a lot of the comments that are being made about the funding and we need something different for smaller school districts and returning I think that's and I agree with I think it relates to staffing and I think you know there's a lot of school district I do not have a small very small amount of time it is not in my district is close to me is probably won the small schools I have around me and they do a great job and a they turned out really good students Kirby Arkansas I don't know if anybody here represents them there one that's been real close to being consolidated and may have been consolidated with somebody already they have always turned out really good kids and and done real good at it so I mean there's if the small schools do good with what they have and staffing but can we help them out of. Parent parent Poland I have supercenter there that talks to me quite often and he is at issue with the principles he says I get paid for one point two or one point four whatever this thing shows on that amount. principles level and I have to. Any says I have to have to you know so it it makes a lot of different when you're only getting funding for that much elevation and the salary over a teacher's salary so anyway with this work we have to do there is well it and I think without the information that says okay where are those you know one of those are the teachers are they administrators are are we where are where are they struggling with those with those numbers I think that'll help us address and let's have someone contact you I know you have data. Your data person. And I'll have a shield get somebody to work on that we'll we'll pass that on to be a lark and they may be contacting you to let maybe let you share some of your data that you have a good time thank you. They're just feel like issued and get the initial. A thank you Mr chair again I guess I didn't let me just say this school is getting ready to start. And in order for children have an adequate education they're going to have to be ready to have a school that safe. For them to go to and even though it's not a part of the adequacy to some extent. We need to know because I've been told that they don't have a choice except to be in school for five days a week and that those school districts that have those plans day of a hybrid hybrid models are not able to do that has something changed. No ma'am there's been of the schools have options on their plans I know there's some of a given that they're expected to be in class in school for five days a week I don't think that's true. Also now which just opened five days you have five days there's gonna be some zoom I know Benton act is in my here represent them I just need to know what the state department is this that you don't mind me asking like women by there are some options in that was put out to and and to tell me that that it was sent out to the the plan and they have options to do different plans so when they go out Mr. Back when they were doing the fall the plan and you got a by the good telus of when those plans one out that there is NO superintendent fables that they have to do just nice one of my superintendents feels he has to ditch the AB plan that he a at the Pulaski County superintendents saying that thank you at the ditch the planned AT A at so what we're losing weight all of this confusion is taking place if I remember right there was to submit a plan to the department of it and they would be approved or disapproved yeah so I'm not sure what that was I don't think. You got an answer please counting your get with our own that they're gonna get somebody it would you. Everybody in here needs to know what kind of flexibility there school district pass in opening school well. Every day I have a flexibility I know what what minor do well so I'd like to hear it from her because I'm getting a. Messages I'm this I'm gonna I'm gonna ask this is gonna be the last one off the subject because we've got all this you don't have to wait. So this is not part of what we're talking about today. It automates clarification will come on Thursday. That's all motor you don't have to answer you don't have to I just got it from sector key. Clarification will come on Thursday on all of that. So. We from sector Ricky. I'm not sure if it's going to come from. He is going to look up to the governor's office to the okay No they are submitting those plans is what I got a deal so there's something coming up on Thursday so we will see. I I don't have him here in the room with me and I don't understand that either if these tell us okay utilizan only you'll settlement for awhile because that is not what we're supposed to be talking about. But the if if you really want to know they can get with sector two year he will set up. Greg would you do me a favor would you call us sector key sentiment messages but I'm not really sure what he say it to me and just asking that point of what what the plans are and when they were submitted or when they had to be submitted and if there was a flexibility of those plans. They got she can answer that okay bring her up then I will get it done and then we're going and if if we get off if we get all subject again I'm just going to what is going to get it today. Well when I go we're just a letter make the statement so so we. No questions just to speak to it. The flexibility afforded to districts was discussed at a special state board meeting in June on June twenty ninth districts had to submit an application to receive the waivers and and I agreement they have to submit a plan no later than September first setting forth there's support plan for their schools for their districts the options that they're making available how they're going to use the waivers like Senator okay so there are selected if their plan is accepted and it will they can do it the way that their plants yes and I know there's some that already have plans is schools in my district have plans and I believe there they're going to go over those so. Anyway so my September first. All right. Now back senator Johnson. Opens on the matrix if it's not on one okay forget it absent Cavanaugh on the matrix. Okay Europe. my question is just I get my beat back to history because I haven't been here as long as some others when we looked at the size of the school in the matrix and you also talk about this is being a compromise of five hundred how can we have to have just one school size how come in the matrix we can't say zero to four hundred for a one two thousand and eight thousand and above what as you grows up it does change but on that it and every five hundred two was it would double triple you know keeping on the so yeah I realize that but as we have smaller schools in different school sizes the staffing is really an issue so why is it we have a one size fits well and I wanna probably say that's probably were waivers come in a lot of the stuff under five hundred and I'm not sure if anybody here could tell me that those waivers are available but if if if you're under five and you're not getting this or that that's why we got yeah I understand that but my question is why do we have to do it a one size fits all school why can't we do it the matrix and different levels rather than just by some of five hundred would have to go under five you're saying that because the like over that would I mean it's it's really proportional after that percentage wise after that exactly what I want to go under that I'm you can go down the three fifty and do it the reason I found the reason this was done originally all five hundred and and Senator Elliot was or what I'm sure part of it was done because I figured out under five hundred is hard for a school to survive on the funding they were C. it's just you're not getting you know you're not getting as much as what it might take to do a ruling in some of those do struggle you just you just that my point it's harder for the schools under a certain amount to survive we have to have those schools at a certain amount because of the locality the isolation so what do we base everything based on a model that we know schools can't survival well at the time that was done they didn't want schools to survive under five hundred that's that's exactly. And I will probably sign up Emma right senator Elliott they not one that I guess you miss and that my just my question is. We based it on the five hundred do we have to do that can we change the matrix all that we have different funding levels based on population and we can that is legislation that would have to take place. Okay Senator really drill. Senate bill A and I Mister I was just going to comment on the they're good question for Representative Cavenaugh just from a historical perspective because when the when the when the study was done and the experts said you gave us a five hundred number and we put in place and a matrix that of course it just a cruise aboard as you get larger and larger but we don't but when it gets smaller and smaller it becomes a negative effect and what one of the one of the positions I had from the very beginning. Because we have the three hundred and fifty based on a compromise not on hi how to reality is based on a compromise in my my comment even then was it we're going to allow schools to be two to exist at three fifty we need to be sure we find them at three fifty and I said the same thing when we moved that lower than that because this is a decision that we made as a legislature and I find it very problematic that we are not doing something that is different from holding them to the five hundred because this is what we put in law and it I don't. I don't know how I can even make the case that we are doing the right thing by saying that you may exist at two fifty three fifty but we're still going to find you on that five hundred model I don't think I don't think it's right of said so since two thousand four whatever so. Point well made. Of written Cavenaugh. I'm finished. Lowery yes thank you Mr chair and of on the matrix right on the major yes yeah and in specifically on this issue the three hundred fifty student school district is it is it possible I mean I I I know that. We've been talking about this for some time of change in the you know that if we however if we change the model to fund three hundred fifty. Then it greatly positively impacts school districts at the top in is there a way to categorical funding that we can make up the difference for those schools that are are less than five hundred. I don't have that is a legal question I don't know. I don't know that there you and you I just I know it's problematic for us to change the model of three fifty because the then it impasse every school district in the state some of them who are not really needing I agree that it held so. Yeah that's something we'll have to talk to the legal to see what that okay would you put that on their list you're with I think that that would be one way for us to to to positively and and and it targeted way impact of schools that are hurting by the five hundred model and and that you know we talked about that for a long time and it's just it's it's been some kind of catch to keep from doing that so. Okay with me set your message from Goddard yes it it just means a I don't know. Okay thank you okay thank you. I think it's that god's call the Senator Sturch of right now. Senator Sturch euro. Thank you Mr chair I talked to him every day sometimes twice a day your to. Hi a I wanted to ask about the S. A. allowable uses and expenditures US correct the question about if they could use their cares ACT money for technology and and other uses that will be needed for this upcoming school year from what I gather the carriers ACT money was divided up by title one and so. FOR briefly how that works of course and you know some school districts will have kids. They're serving who necessarily do not live within their district they've choice stand but from what I gather title one just follow the residency of the students I have several school districts for example in my area who are serving students that are tied to one but the district in which they lived got the money not the district which they are going and so that's kind of been a little bit of a hardship so I guess my question would be on our report page twenty four technology is one of the things that's kind of got a little and strict by it that we allow the state board to always kind of the stand was this list of rules but materials supplies and equipment including technology don't really have a percentage into says that these appear not have a specific expenditure code so is there is something to adequacy report or would it have to be by law or something else that we would allow technology to be used with the essay funds for the upcoming school year or how would that process work if we know it's going to be about a valid expenditure if the feds agree that title once a good way to do it then maybe we should follow suit or at least maybe we should allow ours to be flexible in that manner as well thank you you said ESA funds as technology could be used for that caution you know we're used for everything I'm not sure we've got some people out there who could answer that I'm sure. Anybody wanna answer the. In the. Yes I funds be used for technology that correct but your question right our state and what the process is to allow it to be used if we know it's going to be in an ongoing expended on ESA funds are going to change a lot of twenty one if we don't do some track to them exact so I think twenty one or twenty two so. Yes this will change the. We have a permanent seat up there for you if you want to stay. Craig Rogers from education three of your concern about use of the essay funds for technology right those yes that that is allow the use of there is a funds and then on the last one to that the carriers act or you're talking about it was allocated based off title one funding but the school district can use that cares fund there was forced senses that we had and it was food service school continuation technology and there was one other Lafayette and what it is right now but they could use that cares money for any of those four things they could use it for one time purchase of that is the technology user for ongoing services gets hard because it is one funds but for years say yes they can use that for technology as well do you know Greg and why they don't have it is said expenditure code anything I mean is that the state board saying that technology can be allowed that it's under asking we have a limited to what top of things that you can do there to block it so if it's not in the law specifically for buying a certain thing that adds camel that you have that X. mentor code on there and as we go through the as a if we change it to allow for more uses than we can open up those expansion codes and have it as allowed we use in there to where we get a better idea of where that rise going yeah thank you Mr thank you very thank you. A quick question for you. So then do we need to add like we've got all those other things listed that we can use ASA funds for so it's just is it just a matter of adding technology to to the coating. A I think that's one of things that you have to look at I know that we're looking at haven't changes the essay upcoming anyway so that would be one of the things that would have to look at adding that language of how would have to be but I don't have to wait to see what it looks okay because I'm just wanna because I know when we added those in originally we're going to use it for three things basically and we added those other things like teacher salaries facilitators and so forth that was done that was that a party was given to the secretary of education so I'm assuming that the secretary of education said as as long would you say that person says you can use that then it can get added as long as you're mean the qualifications of the school how they're going to they can ask for a waiver on that that is something they can't do any is a fun okay. Representative Lowery yes thank you Mr chair and I had waited on this question because I just assume somebody else would would bring it up because it's been a constant area of discussion and that has been the issue of transportation funding I know we've gotten very close to talking about moving transportation out of the matrix and moving it to categorical because the way that it currently is funded funded on students with their transported or not what can we do to have a. Laser focused attention to that issue that we've been discussing for at least four years. A solution. The solution a solution well nine ACT accurate spot accurate solution of how to fund that without causing a loss to schools. that really need the funding I know that was one of the things that was really hard to there's only winners losers it and we talked about the slow grow into it we talked about a lot of things on I know if you just and and you know you're part of all this discussion yes we just change this to a. In seat. Transportation cost of a miles driven or. kids and seats. A bill with that really affects some large school districts to the negative which would really affect their budget and would have to be a slow out of it in a slow into it right and I know the closest we ever came. To implementing that was just a discussion of whether that phase in should be over or face adult should be over five years or eight years that's right and. We've just drop the conversation and I I just think it's something that bears us really being focused on this time because there are currently winners and losers and and that's why we're trying to address it and I know Richard Wilson has has worked. before on this model of you know looking at miles driven and students transported versus in comparison to what we're doing now and had developed for us information on which school districts have many school districts were losers I think it was something like one third of the. Districts in the state losers on that so I I would just like to renew I mean that's something you're willing to work on it takes legislation to change that to I think that will take legislation to change the. The first to I'm pretty sure or make changes in the matrix I think that's what ET and I looked at last time Senator treatment take legislation change a. Because it's in the it's in the law that they get that amount. You know for me we can change the matrix but we still have to have a law we have to have a of a bill to change the matrix each time we add or take away so it would be in that it would change the matrix but it will go into effect on our next deal so but I mean I'm gonna tell you truthfully Richard is no longer employed by the bill or but he always told me it was going to be a hard fight to water we did and and recommend that we changed it quickly if we did but we need to do a lot of research to do it he had to a couple different plans and and is still open I mean I I'm open to do it that way yeah I'm gonna fight of transportation and and the center Cheatham mentors been probably more so than anyone in here that is fault for transportation to be equal to the little schools as much as the the big schools that really have a lot of city miles are not a lot of city miles but still get way more funding so by I think little rock's the only exception letter has me buses that they really are right on the edge of of not making or losing money also so. Anyway so yeah the keep working on come up something. Okay I'll charge you with that okay. I feel charged. Thank you. All right are there any other questions on the matrix sheet we have in front of us if not we'll move to the next group of things we have. Seeing none. Exhibit D. for. Which is next in your packet there. These are the things that we talked about during this process and these were some issues that were raised for possible further discussion. I don't know if we get through with all of these today but we will go through as far as we can they will charge you to work on those and come back with some solutions on the next meeting. Item one definition of adequacy that was worked on a couple times don't think we have any body that really has to change anything of that. Now all item to Arkansas education support accountability system. formally act And if you say the us too long recommend for mac tap. From hello of center della Rosa senator movie up represent dolorosa Senator Elliot I consider signing letter grades to schools was that an old one that we had. The result is that something after we are had letter grades for school. Okay. So close to that I'm I'm sale is a proper new items we've got. Isn't it okay you want to comment on that soon really. It was not at a asking us to consent to add letter grades to schools he was asking us to consider something else we can do house rather than you know putting you know a scarlet letter on schools that it does not even begin to tell the whole story of what's going on in the school and also that letter if the something different and yeah your actions consider what actions taken yes. Okay so low some of the things we need to to consider the things we're talking about today and sent of ribs and all rules of you everything to chime in of I'll put you in there. The comment doesn't really represent what the question was the question was replacing letter grades with some other manner of Scoring some type of numerical scoring something that would actually drill down into the division's underneath because right now we just say ABCD F. yeah it doesn't mean much of anything like I the kids in the special education I really don't care if you're in a school if for special education programs not really good I don't care if you're an F. school if you're special depart education program is really good so that's what the comment was about originally was we need a better way of scoring our schools other than just rolling it all up to one big ABCD F. but it's also got to stay simple enough that people can understand it which you know you can turn back on me and say well sure give me the proposal for that will just make that happen I don't know what the answer is but that's what the comment was about originally and a lot of had to do with. Attendance. Your test scores and stuff like that may that go with some schools that will really good with roll up you can only roll up so on anywhere right back down the bottom so your scores in really represent what you were right at the thought process was if. Imagine if we did the same thing that we do with academics to athletics if we just said they have an A. athletics program. Well what about football what about basketball what about well it doesn't matter they've a terrible football program the basketball programs wonderful I mean could you imagine what parents were due if they didn't know that but with academics we do it all the time in the older a what we don't know if there could and you know what grades they're good and we don't know what special areas they're good in I mean there's there's no information and I would argue in schools academics is more important than athletics but we're rolling it all up into one grade like everything underneath doesn't matter so again the the comment on here doesn't really real accurate re accurately reflect what we were going for with with that request was was more how do we change the way that we score schools to make it more meaningful this this is open today to for you to take back to come back with some solution answers for these yelled I'll just sit back on that for about ten minutes if I can't solve that well I think you can do it right now what I don't have that time but you know these are things going to bring out so you're hearing what the the. The things that we need to do so let's bring back some answers on that and we'll we'll do this again next month we like to have answers are some kind of rationale that would that would bring Senate represent Allen you have something on Mr I I I didn't finish my can I just on on this item of the second part of that were my name is as well and this is to be a big one to try to come back with something on of taking actions this re think about what we do to schools that are labeled F. and that's all I need to say about it of at this point but I don't want those two things to be mixed. Okay all right Richard Allen was yours on this on this subject. I'm I we're on the of the support system to get you in there. Our. What women a loss to put punch Baker you got your bill it builds on the subject okay when you start a label in schools as a ofschool a school of these two if you take high performance students that are performing and else grew. One of the things that parents going to do and they don't do they don't exit from that school SO that else school has no way of becoming a D. screw up the school if I will be labeled L. school. So what we need to do is look at a way to maybe come up with something different besides label in schools that's exactly what the discussions about yes Sir that's what we want to try to do I want you all to come back next month with some ideas. Please do. Go work on it. Press your call that are thank you for it. Of. Academic standards. One of the curriculum frameworks concerns raised over loss of oversight for curriculum changes. Okay okay will represent Lowery Senator Sturch answer really I will hear from two that we haven't heard from only saying so we're Sir starch I'll let you talk you want to about that. You will chime in. Dinner areas all right you're. Thank you Mr chair this was not necessarily concerned I guess and per se but and different I think interpretations of what is happening now and what the process is as far as how courses or determine an approved up until I think it was twenty seventeen the legislature actually had to do that every year twenty seventeen we passed a bill that allowed the state board to have the thirty eight approved courses and that they could do the credits keeping with that thirty eight number so it's now just six credits of science four credits of social studies so forth and so on allowing schools more flexibility whether they're large or small to kind of figure out which courses they could teach who is capable to teach is qualified to teach and so forth and so that's kinda where those concerns were raised about okay how is that process now and does it help smaller schools does it help bigger schools kinda help with their schedule to help with their course offerings and so forth but I think that's kind of where that whole academic standards come from. Absent OR you have anything to add to that. You get. Okay Senator Elliot everything to add to that. Okay all right so work on that Rebekah solution. There was no Khamis's next to which is fiscal distress still the distress that we have. But yeah you could add for what to do please work on those it is because there's nothing in these lines that doesn't mean we we've got a you we can't have a rationale and do some changing on them so. The waivers of the wrist concern raised over how equity is affected by the granting of waivers and I agree. no no access to gifted and talented programs when attending the school operating under that waiver I don't know exactly Senator Elliot what that means you wanna you wanna under waivers. And also concern expressed at one the most common requested has been for library media specialist will students need to learn how to evaluate sources of information. Quick discussion. Hello normal almost Sir. Reserve lar you'll be on to so if you have is a will chime in on those you your your own butter your bill okay it just recall you will quickly when I was getting at is that we have set a standard of adequacy of that we all agree I think should be higher than that in the real world I was trying to get some understanding of if we thought we needed all this in the beginning to be adequate what is it due to us that we are constantly given waivers to the things that we put in place that we thought should be adequate in the first place. And you know you are not a and A represent a few banks were on with the group of library media specialist for example with a great discussion about you know these kinds of things and so that's what I just want to give more thought to. And and the other part of that if we are getting waivers based on one. If we're gonna waivers based on a standard that we never even evaluated for water ice and talking about the charter standard how do we know we are waiting to a standard that is even adequate. That's that's my question. All right. Greg did the I believe. You did okay. What was going to give her a chance to make sure we were clear on everything here in a minute but if she's got less time. All right. Repeal Larry everything that of that. Actually I'm trying to figure out where we are we're owned what Waivers. Second page okay six yes No out of the. Have questions we get to the a partnership program okay all right so the next the next one down state spending under every student succeeds act the FSA concerns raised about student growth measures being used evaluate schools but not used to pay what teachers in the test valuations system Representative della Rosa. A Mister chair I I actually got information back on that back in. June or so whenever I had asked that question and basically the response I got back was frankly we had deleted requirement in twenty seventeen so actually need to go back and look at that is to see what piece of legislation it was okay that deleted that and then I guess this body can deliberate whether we want to put that back in or. Or leave it out in and as soon as I read it also who the sponsor was and they can probably give me a pretty good explanation as to why that was struck that that's that's what caused it I'm a lot of changes under the twenty seven so that we do yeah all right you know if you what is known that of a seat at the. DOT five first back so if you want to come come up we'll let you. We your letter clear up some of the Confusion while ago on the opening of schools and their plans. Yes. I have a favor with the and division of elementary and secondary education and and thank you for letting me come in I heard some of the the questions before I was able to get over here um so um just to go back we have always been talking to school districts about the return on site instruction in the goal had always been that when school started in the fall that the schools would be open and available for parents and students and with on site instruction for five days being the primary option however we went school districts to have plenty of options to meet the needs of parents and also be able to respond as necessary based on and local situations so over the summer we know that a lot of districts have implemented virtual options that are remote virtual options for students. We know that districts have been are preparing to implement blended learning options which is a combination of face to face and online the blended learning options can vary in terms of there are some days when students are on site there some days when students are offsite or even some students being on site but some of their courses are just taken virtually versus being taken in person so last week what we wanted to make sure is that we were clarifying no and because as we learn more specific information about district plans we became aware of more more districts that were limiting that on site option for some students one or more days a week and so we wanted to make sure that districts were making available an onside option for students. And for each day of the week as needed so districts still have the option to do as long as they're there and they have a place available for students five days a week they can do a hybrid schedule which is that look like in some districts that AB groups attending alternating days they could do we have some districts that are contemplating and shortening the day for on site instruction maybe two and allow students to leave early so that they will have plenty of time to sanitize buses at the end of the day but they would still need to make available and the option for students to stay for the full day because we know that in many cases parents need and for their students to have that certainty of a full day so is that we don't expect that all students will be on site every single day that's going to be up to the local school district but we do expect that option to be available and less I am due to the response there and needs to be other measures taken and that will be guided by the department of health. All right I'm going to ask the three the U. that popped up their list try to keep or questions minimal because I know that's what you're gonna ask listless trying to somebody ask your question don't ask again please we do need to move out of this is kind of real subjects so Absent OR you have nothing on that do you okay Senator just fill. Maybe I have nothing up let me ask you this have you given specific instructions from the from Dessa six to the school districts about social distancing. About mask wearing or is that all sold locally controlled no they have been given specific guidance now and so the in all districts and have been given all the information about the directive and what is required in terms of mask wearing and the department of health guidance is strongly encouraging those that are younger than ten are also wearing masks and also mass must be worn on the school bus so that guidance has been given in terms of social distancing and the guidance has been provided to districts and also the information that and if a student or teachers if people are within six feet of each other for the cumulative fifteen minutes or more they're going to be close contacts and we now the issue is in some cases it's difficult to have that social distancing due to the configuration of some of the school buildings however is districts are starting to get data in terms of the number of parents who were choosing our toll options or some of the hybrid scheduling they're finding that the the physical distancing it's going to be easier because in most cases there will be fewer students on campus throughout the day on a regular basis is this state why. Or are are you hearing that from from districts that have no access to broadband whose children almost forced to come to school and so I'm just wondering house how how. You have communicated with these people so I'm in regular communication with superintendents and providing all of the health department directives and guidance to them and we're also very involved with the a a E. A. and participate regularly on scenes with and superintendents we work through our coop directors also to help provide that information to school districts and a recent survey that we gave to districts we are and still getting updated information on the number of students that are choosing partial options and districts and we're going to continue to go back through that and look at those numbers but. I would say just from and you know just that what I've seen in that survey that and a lot of districts are having and having it didn't I have I don't remember seeing any district where they're not students to using the online options so I've even seen some districts where I was a bit surprised at the number that we're choosing the virtual option and remembering even with those that have limited broadband I their options for the district to provide that content on a device or the content to be downloaded and then the student is periodically the and comes to the district or goes to that and technology spot safe learning center where they can upload their content and download new material Sally my final question is is when we closed down in March of this year we had a number of education support professionals whose jobs were In question for instance what are we prepared to do for the cafeteria workers what we prepared to do for the janitors the bus driver should school closed down again what will be their options as for S. finance because some of them have not been paid since may. And they couldn't get a job in the summertime because federal law does not allow them to draw unemployment because they have a potential contract for the beginning of the school year so what our plans in for education support professionals. So and doesn't those employees that are under contract with the school district and they're going to continue to to do their jobs now if and school is closed for an extended time and what we hope is that we're not having to have a repeat of what happened in the spring that even if the district does have to close for a period of time and that we hope that there would still be able to be some limited onsite activities and that in our response level even at the critical response there could be cases where you have small groups of students who are being bus to school and that we would anticipate that and meal service we continue and you know so we're we're really and. I am anyway expecting that and the responses this fall won't look exactly like we saw in the spring however is add those employees are under contract and you know districts would have to make local decisions by those to those employees would remain employed unless the district had to implement a reduction in force and again we would hope that that wouldn't be the case because we would have that with the and protocols that we have set at that we're gonna see more short term closures and for employees to I may possibly have to be redeployed in other support ways but we know that even when and that the virtual learning a card we had best drivers who were driving buses out to neighborhoods to give technology access so we've had a lot more time to plan and I think that districts plans are being very thoughtful and in and considering the the wide range of employee and and the needs that they have for all of them thank you thank you Mr chair. Thank you Mr chair. A dot Pfeffer I have a school my district Bigelow this calendar for a week. And they did this obviously pre Covin how are they affected in today. Are they going to have to have something on Friday you mean what what it how it how is this. New guidance compared to what they were allowed to do part of the. So districts that and we're operating under the statute that allows for for a week they do not have to change their plans so they would not they would need to be available for those four days but since that A had implemented that pre cove and they don't they were already there community was already prepared for them to just be operating those four days whether it's virtual added or all that it would still be on a four day plan versus a five day yes and we provided that in that guidance that we send out I believe it was last Wednesday okay thank you very much thank you Mr. Representative Sullivan. Thank you Mr chair. When we are in an emergency can as the governor has declared has to set suspend our the adequacy conditions right now we are we still. Do we still under emergency had to provide an adequate in the education of defined by the court. So that may be a a better question for attorneys bad and I would say that it is our obligation to provide an adequate education and that's what we've been working with school districts to insure in and out I'm just in we talk about setting adequacy going forward if what we're doing now is adequate and I think you all are doing a good job I'm not sure it's very difficult so it seems that we would be stand setting a standard for adequacy by what we're doing now if this is considered adequate. Do you see where I'm going with that so what what I would say is that we've been working with school districts so that we can opened on site instruction so that they can understand how to mitigate any risks for students and their staff and work to and keep the learning environment and going but what we have continued to say is that no matter what occurs this fall we have to ensure that students have access to a guaranteed in viable curriculum that they have a and method by which they can continue teaching and learning and so I would say that that is what we're setting as the benchmark regardless of ensuring that every student can learn no matter what the circumstances every day thank you and I would agree with that I think you're doing a good job of working towards that my comment would be as much to our legislative body that if we look at an old adequacy plan that's based upon what reality was in years past in reality in education is going to look a lot different so I hope as we start to address adequacy we even look at transportation and with that looks like I'm and class sizes might be a good example when you have an online class person so in person class those kind of of a kind of a standard has the potential to change radically and I hope our group will continue to think about those things as we look at adequacy going forward thank you thank you Mr chair. Representative all thank you A Mister chair so when we talk about schools have been flexibility and and I've heard that so much in the last few months that you're given school so much flexibility. Which I've kind of sure my frustration about that with my question is do they have flexibility to choose Monday Wednesday group A come Tuesday Wednesday group are Tuesday Thursday great be comment Friday as a make up day is that a flexible schedule for you all or is that something that you would not approve. That cannot be the primary option for the instructional delivery that could be an option for parents and students if the district is offering five days a week of on site instruction. And what do you do when we have an out break in a school what would be the flexibility plan in which the school could use give me an example so if if there's an outbreak it's going to depend on and and the number I have and students and staff who are involved in the degree that that outbreak would impact school district operations so that and with the responsible document we outline for school districts how they need to think about and approach what steps I might take in some cases it may be that I classroom we just need to be instructed virtually in some cases it may be that a program might need to a stop activities for a couple of weeks in some cases it might be a school building that we need to close for at a few days while more information is being gathered or for a couple of weeks and in the health department and the department of ed working with that district we go in and look to see it is there a larger district need to take appropriate steps so all of that will then be decided together in and to make sure that the best decision is made all right thank you Mr chair. Senator Cheatham. By Mister I have a it may not be in your. All you need to do a little bit ever thought of but uh the good of the money the governor but after ten million dollars for hot spot forty eight is that being address right now. Yes Sir actually and that is being very well received the districts are appreciative at the the devices that day and that they received or the hot spots in order to assist them with their students and who are going to need that is the other piece that that's being good is that the districts have had access to that state negotiated price and so they've been able to now access even more and technology support and then that allows there and answer funds to go further for those that there needs or most taking advantage of this do you know. And every school and yes yes date day every school district was notified of the number of hot spots that they were going to receive and now the degree to which they're using this state negotiated process don't have an answer for that but we're continuing to gather information around and the technology and the and you know that the benefits and then the needs that are still out there thank you final question. Are almost to Britain is happy. I don't know the time when all they've all ever been happy and there are and days when some of them are happy you're with and the answers I can give than other days that and I think that and you know what we've done is we've really made a concerted effort to stay connected to them and and sometimes their answers that you know the I just can't give the answer everyone would one all the time alright thank you. Represent sprayer. Thank you Mr chair Dr fiver is my understanding that we have approximately five hundred thousand students in the state of Arkansas that attend schools and probably two hundred over two hundred and sixty school districts are you the person that of. Staff. A this students and parents need to go to to make ensure the safety of the students that attend the schools within our state are you that person have you been designated that person. So I'm I'm part of the entire team I would say that and the entire team at the division of elementary and secondary education working with the department of health ought we're all working together to do that I think right now the and best contact for parents who have questions would be the call center that was announced last week I don't know that number right off the top of my head that I do know that they're taking calls every day and we are responding and our goal is to respond within twenty four hours with the answers and it sometimes takes a little bit longer but we are working with the department and sees me and Arkansas children's hospital and also you AM mass on any questions that may need more medical and explanations so that is that that's what I would suggest to parents have any concerns or questions call center and who yes is that number from an I will I'll have our teen pull it up and send it to Michelle and she can and send that out to all of you thank you. Thank you Mr chair. It's me over here. Doctor for all the way to write related marches on that in sorry and amend moving target around here so basically what my folks are telling me is that there's no local control whatsoever on their decisions they put in plans they put in plans three four weeks ago that were not addressed that they thought they were made in the right direction last week they come again the word that not only that you can have five days to for a school in in person you can have that open all the time they told me that if they look at the CDC were guidelines in the requirements for social distancing for give the kids a part for close distancing member got we got kids on buses for three and four hours a day they don't feel like they're making those health requirements when they're answering to this requirement to be open five days what do we tell our school districts but what we've moreover tell our parents so they don't have to call the hotline first so that we have the answer first. And and represent about visited with a couple of districts that have concerns in your area and the sale is so as to them saying they have no local control that's not that's not accurate there are decisions that have to be made in conjunction with the department of health we're making decisions in conjunction with the department of health and putting guidance out there Date and what I would say what I have indicated to those who have expressed concerns is that again not every student will be on site all day every day not a receipt it has to be on site all day every day because they do have options to provide to parents so I would ask them to first really look at their data look to see and. What it what does what do those logistical things need to look like there are options for them to do things like cohort scheduling where their students aren't following you know maybe your high school kids don't transition the seven classes in a day maybe they only go to one or two classes per day so I think we need to I think those are those local decisions where they need to think may be more creatively in some cases if they do have a lot of students on site but I would just encourage them to really look at their data and see because I believe that there will parents will cheese some parents will cheese options that and may change the numbers that they're working with. Follow Mr chair. Thank you. So I guess my biggest concern with telling them that that they do have these options in that there to they literally make their some of the more feeling like it's not just my district it's it's around software so that they feel like they make these decision that they feel like they met those requirements that department and it put out there and then then they come back with having put into a lot of a lot of hours with the staff and and with parents and and with community on this plan and then they get told no that's not gonna work so I thought and what point is at what point does department and say we've given you all the information we given if this is the bottom lines you can do what you need to do now at what point do we get there. So the operational plans those are plans that they develop and work on with their local school boards we are and last week we work putting out a clarification to ensure that and districts were keeping in mind the need for students to have access to educational services academic services five days a week I'm I believe that that clarification has been done and I believe that districts should be able to implement the plans that they have as long as they're meeting these guidelines we just wanted to make sure that they were very clear on what those guidelines were and moving forward they will and be looking at the response levels and and we're going to be there to help support them in that so as as a any individual district has some specific questions we're always there to help and will work with them will work with their co ops if needed to and to walk them through anything but I think they should have certainty right now that their plans as long as they meet these guidelines and there shouldn't be a problem so there official blessing offer the plans do y'all do not a specific operational plans no the they're open whatever they their plan is is their plan and you're not going to come back you're just going to say as long as it meets these go with as long as it means that's why we put out the one pager that if you're doing the five days of on site instruction the in here your options of them if you're only doing four days of on site then you have to do this in here your options so yes I mean unless there's a district out there that isn't meeting the guidelines or that that have been put out there and we have to respond they should be implementing their plans thank you. Representing our. Thank you Dr pepper I just would like to know I'm getting questions from parents saying now that we've change these plans and from fable so we had some of the same issues that that mark Lowery had so How do we tell parents who've been told already that the only way we could socially distance was to do this two day. Staggered schedule and then now we have five days. How do we tell parents that they're going to be safe when the. Requirements are if when and where. Available were. Able to do these kinds of things so we're talent we're giving them. Mitigation measures but they were saying we can only do it if we can't do that then we can't do that so what do we tell the parents about how the safety of their kids how they're gonna be safe in the classroom. So the and sample school district I think is currently doing a survey with the multiple options for parents and I think that as they gather that survey data they will then be able to take that information and look to see how do we how do we move forward with doing this and still and working to meet that goal so that we can give parents those assurances I think that for parents who still have concerns there are options for either remote actual learning or and virtual learning that has send limited onsite options and so I think overall it and it's not that districts can't do what they were planning I think that this though just has to be an important component for those students who do need that and academic and other and supports that they can only get from being at school so and I think that's going to be something that the district works with in terms of as they get their data bill and be able to know more and it'll also just be and it'll be something that that they're gonna be communicating out. Follow up Mr chair. Thank you it so I guess my biggest concern is the folks that need that five days all day long by the very folks there most affected by the virus as well and. We've got to be able to tell them that their kids are safe they don't have the other options so I guess. I'm frustrated with the fact that we're sending out mitigation measures and then saying only if possible. We've got to figure out what is necessary and then do that and that's what I'm that's what I'm frustrated with art or trying to figure out how do we do that in limited space in circulation systems that don't work and in space is that are old enough that we cannot do those things what we do with those how do we keep those kids safe and maybe that's a health department question but it's something that I think we've got to look at. Thank you. I personally would like to thank you for all the work the department has done in your team. Work hard with endless hours and you get a lot of thanks from it but for me myself personally I want to thank you and I'm sure there's a lot of are all here that really do want to thank you for that too because it is an impossible job to try to make this work for perfectly because it's a new adventure so thank you and thank your staff for us please. All right of. We not going to finish our. Job that we had today Representative Lowery you're on the deal to talk but I'm not gonna let you sorry we're going to skip over all of these we finished up with yes this is a slow from special education on down. Take a look you have these in your emails pull Yuri bills out from the mall look at and give this rationale what you think you want to do I know there's a lot of things partnership to the growth declining enrollment isolated funding national. Which is obviously now professional development English language learners alternative learning and then on down to the foundation funding with all of the Things there so there's no way we're going to get to that today because of the committee meetings after lunch so we're gonna let you guys go get your lunch and we'll come back next month bring this back yes Sir. Yes Mister chair I I do have a request under this other business okay if we could put on the agenda for the next meeting and discussion of of all that which was done by acts seven fifty seven two thousand nineteen it seems to be that this is the answer to why we're not getting the great inflation report anymore and I'm really concerned about that because when it was presented to us in the legislature it was presented to us is just an omnibus bill the kind of one of those little bills that don't do much but it actually did a lot in terms of our available research and so we place it on the agenda for next meeting. I thank I think Michelle's got that to be on the agenda yes thank you very much all right next meeting is. Really what you get is total Calabro yet but it will be I think it's the second week in September the correct. Eight to nine okay so it's actually on Tuesday and Wednesday it is not on a Monday we will not be on Monday that is a holiday so we're here on Tuesday and Wednesday so all right with no objections we are adjourned.