Education - House and Senate

Governing tutoring grants so see andrea rose and I see miss courtney there you are would come to the table. The. The. Yeah. The. Yeah. This. Good morning courting salis forward for the department of education and race was two for your council to the department thank you very much you may person. And this is a fyi to it staff it says your batteries running loud so I don't know if this computer is about to turn off but. They have a presentation I may turn off so could you pull your mike just a little bit closer to churchill yeah I was just saying that the batteries running on this laptops staff wants to make sure it doesn't though so good afternoon chair members of the committee. Before use an emergency rule given literacy tutoring grants and high impact to their ingrains this will provide the framework for two separate during programs one is the sign to help struggling readers and the key to three space with personalized tutoring and the other is designed to allow public school districts to provide high impact to doing during the school day to help struggling students at all grade levels. For the first program this will provides families and opportunity to invoice up to five hundred dollars per year for two doing services for children reading below grade level from k to three. These services will be paid from an account of phones deposited by the department and payments will go directly to the providers priority will be given to students already retain from the previous year they'll be effective you're too students on the lowest fifteen percent of the cake to three reporting category and then to the lowest remaining court in the third grade then the second grade then frustrate and then can the garden please services are intended to be provided at any time for the second program the department will pay for tutoring services by preparators. At school the streets during the school day. The department will maintain a list of providers but are provided apartment and that had demonstrated experience in providing tutoring services. Shown evidence of sufficient outcomes receive training in the since of reading among other criteria this high impact to ring service is going to occur either in a personal or a group setting for a minimum of three times per week for thirty minutes at a time they're trittering the suttering is not a substitute to cause subject matter learning you can only supplement instruction the permanent rule is currently out for public comment we've had a public command hearing last wednesday and we didn't receive any public comments at that time the public comment period ends on january twenty second twenty twenty four and were available for questions. So do I hear some questions here. Senator bryant. Thank you matter chair. Just just some questions on funding. As well when I went flip through the through the pros rule I didn't see any caps on how much they could provide a third party contractor. Is there any like we're giving the response to the districts of the districts are they gonna have caps on what they can pay a third party to be able to administer this program so that the high impact tutoring program will be on an application basis of school districts will make application to the department for a set amount of funds and they will dictate in there how many students they plan to provide tutoring to and how much they plan to pay to that vendor so we have night set a cap but it will be capped based on what their application is okay thank you so I had a couple questions myself as I read through there I was I was a little confused I mentioned to you courtney about the difference between the parent in the school. I just couldn't quite so as I read through that if if a period applies. Would that. How would the school know there or with those children b part of the school program. I guess i'd im not quite sure how we'd separate those out and how would a. How would the appearance of the children know that they could do that in versus being in part of a tutoring program in in a school right and so as I explained we have two different programs that the initial literacy two during program is for parents to apply for five hundred dollars to receive tutoring for their individual child outside of school we will be notifying and stacy smith is here can add additional information but we have been noticed will be notifying each of those parents directly by the letter as we have identified them through their assessment scores on the students that this is available to them the school district will also be making notification to that parents of that if they can offer assistance if that parent needs it to access these phones the only way that the school district will know if the parent actually does that is the force of the parent communicates that. Participating in that program does not preclude the student from then also receiving tutoring services from the school district under the high impact tutoring program which is where the school district will be again providing those services during the school day so and a student could be receiving services under programs. Okay thank that helps me and I hope it helps everybody else just move on sender ride. Thank you now too just going back to your your comment about public comment in the end of this month. This is emergency this is just me may be collecting my processes but with this go into permanent or we come back for the permanent so we're running two rules can currently were running the emergency rule for the time being to have something in place but we are at the same time moving along the permanent rules and we ran those through the state board of education last month the public coming period will end at the end of this month and again we would hope to bring it to. This body rules subcommittee you know and then in your future whether it's next month or the month after the gale what so my question being on a number seven is is it possible to permanent rule have two rules repeal. Based on the governor's executive order or you plan enough to repeal any rule so there are rules that we've identified that will be repealing I don't have an information immediately but you know as a as a matter of chorus due to all the changes that we got in the last legislative session we do have a lot of rules are going to be problem and where it communications with the governor's office being transparent about this is what we can repeal and then these are all rules that either have to be amended or new rules have to be probably getting precedented some active legislative session okay so and I haven't pulled up the executive order but is there a requirement for her office to sign off on no rules there is a process to get from them if. If they believe that you can minute again we're communicating with the governor's office we have identified some rules that will be waiving but we do return the **** that we be exempt from that requirement because we do have so many rules that we got a problem right thank you. Represented if I thank you man you how much per student did you say five hundred dollars per student yes how much realistically do you think that's actually going to help a stood and how many hours worth of tutoring with that actually provide for that student. The. And status application no one there but statistmative debit commissioner so on the five hundred literacy tutoring grant that it goes to specifically to families we have a list of vendors who have put in bids to be on that list and they have different pricing points and is that you're going to see for some it could be anywhere of the ten sessions up to twenty five sessions it depends on the vendor and it depends on who their family selects. Can I have a follow up please so I beg I have an issue with that unless you can taught me out of the issue my issue is some parents will be able to put another thousand two thousand with that to try to help their child with someone who's in poverty like in mad history they're only going to have that five hundred and how is that effectively going to help second part of the question is. When you go to talking about all these different vendors that we've got on this list how are they going to know which vendor is the best that they're going to be able to choose from obviously there are bad actors out there and they're probably even bad actors on your list per se i've not seen the list but you know what i'm saying in every aspect of government they're a little bad actors so how are we going to gather in these bad actors and the amount of money that they're getting versus someone who is really doing a good job for the student and really raised in their test scores or their reading scores and that's something to worry about is that we're supposed to be physically responsible for everybody's tax dollars no there's a great question so one and the five hundred dollars was set in legislation is that the family for an eligible student is eligible at two five hundred dollars the second part of your question that's where in the legislation it was thoughtful on earth debt each of those vendors has to turn in a report to the department on their progress monitoring and the department is responsible for veterinary and making sure that those pieces are in and that they can remove any vendor from unless you does not show that they were having growth within their students so thank you for that thank you manager. Stay no further questions anybody have. Seem no further question though we appreciate your presentation and but we need to have a vote on this so many dome a house to vote on it in the senate to book on review. So glad her emotion from the house. Oh thank you. All in favor of house instead it do I hear emotion. Senator bryant second i've sent your hammer. Do my hero thank you i'll in favor all post. Thank you okay there we have room reviewed and approved okay or next thing or i'm the agenda and you want to go down. Yeah this. The. Julie will just give him a minute. The. The. Yeah. The. So before duly gets started here one of the things I guess you all have on your desks you see if you haven't been on the education committee before years ago what we had was they would make a lot of presentations and we have all these papers in nobody some people carry them home and some people at the end of the day when we really need all this information we did have. So sometime bad we suggested that we start putting all of the paperwork inside of the buyer so that we have a collection of things because this is a long process there's a lot of information even it's very helpful if everybody has an opportunity to go back and look at what we talked about today six or eight months from now so each of you have one of these books they are not being taken remain here and then the staff will fill them in with all their the paperwork this necessary for at each one of our meetings so you can go back then later in and check it on that okay I guess we're ready duly. All right thank you senator english and good afternoon. Chairman evans and members of the committee sorry i've got it going to do any hole i'm administrator with the policy in analysis results section here at the bureau and i'm happy to be here with you to start the twenty four educational adequacy steady. Today we are going to kind of lay the groundwork for why we're here and why this is dear every two years so I will first give it presentation that just explains the process that will be following and how will get to november first in the reporters do. And taylor lloyd will follow me in provide a pretty good deep look into the whole legal framework of while we do adequacy and then elizabeth vinym up in a ship today taking us through a history of legislative responses to adequacy issues. This is actually the twelfth adequacy study that these committees have undertaken the first two were done by outside consultants and in about two thousand seven the legislature decided to place the responsibility for the studies in the bureau and that was so the committees would have an independent source of information so we take that very seriously in the best to preserve very accurate information without any agenda as a biases but so you can make the judgements that you need to make as policy makers. So my presentation will really just talk about the organization i'll talk a little bit more about the binders that send it or english adjustment i'll mention the statutory requirements specifically the parts that have to do with our instructions of wet to include i'll tell you how we're gonna do our presentations and reports and i'll introduce it our team. So weren't we help in the way that we've organized this is there so many pieces to adequacy and so we've really worked to arrange our organization in terms of presentations and then asked the materials in the binders so that by the end of this you're going to feel like you know are the pieces of adequacy but also see the whole picture in is my pictures are trying to say that you won't get lost in the trees and not be able to see the forest at the end. So in terms of organization I did want to take you through the binders hopefully these well continued very helpful tools I think they have been the past few years so if you want to open them up with me right now their empty by the the summer they'll probably be bolting and helpfully will fit at all into when binder but behind to have one this will be your meeting materials. And you see its empty right now but after each meeting we will include all of the materials from that day's meeting and it will receive a tab without meeting date on it and will do the most recent on tap the power points in the reports we will pass out as we're doing the presentations and we've found that hopefully that will help it is be easier for you to power along with which report in which set a power point sites were looking out. That will also contain your agenda you're tracking sheets and the minutes from the primary meeting. Tab two is what we call our adequacy basics and in there really I have the tracking sheet where we can keep up with what's been prisoned and i'll talk about that a little bit more later on behind that you have the full statute which not only says what has to be covered in adequacy but also when it's supposed to be done behind that we have our tentative schedule which will also go over in a few minutes. And then it returned behind that you will see the materials in allow some of your new but I think you've all are going through the twenty three session or familiar with the material being the tool that's used to help sidewalk vending and where the items there in resources that make up at it to cr so and this page you'll see up for twenty three and that's important because twenty three is going to be our euro study that's the most recent year that we have the full set of data. And then you are still see what those amounts that you've set for this by india so the twenty four and twenty five school years. Behind them we have a set of acronyms education is a very acronym heavy world we really try hard not to use economies we may slip at and if we don't earn definite you can go to the sheet in try to figure out out or you can always ask of course. Then our next tab is where we have oliver survey results. The admission study is by statute and evidence based study so one of the pieces of evidence we provide is are input from arkansas educators and that comes through our surveys. So inevitably totally transparent with our research we've included every question just as it was asked in every response just as it was broken down in these reports so if you hear us referred to superintendents mostly agree or strongly agree and you want to know exactly how many agreed and how many strongly agreed you can guarantee it to the report and pulling out and i'll talk a little bit more about the surveys in how they're put together in just a little bit tab for is empty at the moment but attract today you'll hear elizabeth's report on the history. We've been doing this twenty years now in terms of adequacy and we're used to include the adequacy in each of the individual reports etc that many years that started making at the book at the reports and we weren't able to spend a net time talking about what's happening right now so we've pulled out there down into when reports elizabeth there's a great job of compiling that in you'll have that also as a reference and director the study. Meant to have five is what we call our methodologies and definitions report this is where we hear a sale we've done a regression formula or we've greater these scores we've defined all of this for you in this report and while we'll try to give descriptions of what we're talking about it's really fully defined in the report so if you want to know. But again if you have further questions we'd lever you to come and ask us. So that's your binders and as I said there were became much more full and we hope it'll be helpful to or for you. Next as I said we really work to organize the schedule in the order by reports so that hopefully it all makes sense by the time and get through it off so you'll see today as I said we're lying the groundwork tomorrow we're going to jump in to a lot of data you'll be getting a lot of your chief met data i'll give a report on what's we call our likely measures these were indicators that were set forth back in two thousand one by judge kilgor in his decision where first said that arkansas was not providing an education system there was either adequate are equitable so we'll see how we're doing on theirs and then when I finish editing backward really dot down deep into the twenty twenty three scores. At without will start moving into our offending system and then will look much more closely at how specific items are funded and what spent on them and then we'll move for a mile of that financial information. And to looking at what's going on and the classrooms in terms of curriculum teaching star in them i'll move in to the state better accountability systems and found like the economic forecast after that the committees were work on their recommendations and again the report is still on november first. So I talked imagine the statutory requirements and they ring your minders. But if you look and tap to you at that tracking sheet. Which looks like this. You actually have them word for word um and they came about in two separate times act fifty seven in two thousand three laid out the first really broad frameworks that it said every time there's an adequacy study these are the big broad things that have to be covered and if you can look around you look at the language and that left in column you can see it's not only bride but it's also very all intempassing so four years later the legislature came back and passed act of about four and added some specifics for how these broad measures were to be accomplished. So these are our marching orders and we were followed them and with this tracking sheet you can see in the third column we've listed the report where each requirement will be addressed and in that final call and will start putting in the dates of windows things have been accomplished so by the time and get to the summer we should have met all of a statutory requirements. Now as I said the language in here it's not only brought it's very all encompassing in an as a researcher and someone is going to present the separation it's barely intimidating so we found that it's helpful if we've paraphrased the down into three questions so basically basically for each aspect about accuracy we're gonna be trying to ask but only information how does the state of burned school districts to support that act with adequate and a good voluntation. Then how did school district spin that money. And then finally the third question which is not really a question for us though we'll try to provide the achievement information and other information to help you make that decision but is it working whereas something else need to be done. So we will be presenting of the research that week turn for the past several months to you in a series of presentations and reports and we are well have the same information both that we provide orally and through power points there and also that's in the report so if you're here and want to listen you can feel comfortable you're going to get everything that's in the report during our presentation if you happen to miss a presentation you can read the report and you'll have heard everything that we've recently so we really wanted to make that to things like tail together. The each report. Since adequacy studies began and as followed this evidence based approach that was that was started with our first consultants. And we try to provide four types of information whenever it's available for each piece of adequacy so of course we're going to tell you what's happening in arkansas. And then for context so you can know you know is that good or is that batteries we like it or do we wouldn't do something different we compare what's going on and other states whenever we can get that data. We have looked we read lights of research and will provide research has bound to be best practices uhm we'll also as i've said provide input from arkansas educators. So to go oh I didn't want to say I think that's right here. Yep that would all flashy things so I won't forget. Well we won't have in this year a study because our unit of an are year of analysis is twenty two twenty three there's the most recent year we can get all that data. Lawrence was passed in twenty twenty three and put into a fact this year so we do not have access to any of that data to present and I know i'll be worked on there in our curious to see how it's going but that's just not something we're going to be able to present in this report that data will start to be come into crawl to your spring out in that report and the one exception to that is when jasmine represents teacher salary report later the spring we do of course have the date about beginning teacher salaries and will be up to incorporate that. And the other thing we will do is that at the end of each report we were talk about the pieces of lawns that might have an excess with that particular aspect of adequacy. So a little bit more about the kinds of evidence you'll see in terms of arkansas information there's lots of data that we look at in and lights for you there are spending data from the department that we have access to we have access to add the expenditure data that the schools report to the department and then we have access to the achievement scores so we take our that in chart slice and I sit to make it adjustable we will also provide a program over view and a description of what we're talking about if if there are questions about very detailed aspects of how program works or more importantly if you're wanting to know why a program is used over this meaner one program over another that is our questions that are more appropriate for the department to answer so we'll defer those to the department. In terms of data from other states it'll be exactly what we have arkansas whenever we can find it will make this comparisons. We all also the research that we look at is either period or it's been a massed into a matter analyses by trusted resource like education commission of the states. And will always identify but note the research will describe who the source of that research is and we'll let you know if it's you know this is an appendance of research is finding this or there's an atmosphere research on some topics which there's night will let you know the ad in that this is what we could find. And then in terms of our feedback from our urkins are educators and we do three surveys of superintendents principles and teachers and then we also do some site visits. So our superintendent survey is the very first survey and it's been done since day wine and actually back in two thousand three it was critical because that's how a lot of the data was collected since then the public school network system has gotten much stronger and there's a lot more lot much more data that we can get from amount so we don't tend to ask superintendence about data tight questions anymore but we're able to gather a lot more information about their experiences in the reviews and when it takes to run a school system in arkansas we've always received a hundred percent response rate and thanks to senator english this year for helping it's round up the of our scratchers and we have a hundred percent response rate again we administered it in them as spring and early summer of twenty three so the opinions were matched the year that we study the data and then you can see the fourteen areas that we ask them about so it's everything from their background to what it's like recruiting in keeping uh principles discourse eighty and facility issue. Our next survey is when we send to all principles in the state that one was added and about twenty town and we don't try to get a hundred percent response rate from them but we do get a very good response rate this is I think the best ever we we push each year to get at a little higher. Um again it's not data questions and its questions specific to their experiences running a school building. And twenty sixteen we started surviving teaters and in the past week had to draw a sample random sample of schools and then try to survey all the teachers within that schools. This year what about analysts stumbled on a fact that we could get the teachers emails out of apps so we got that list cleaned it up in so for every teacher that we had an email address we were able to send them a survey and we received back fifty one hundred for a response rate of about sixteen percent with honestly would like a lot higher response right we'll work on that but we have heard from at least twenty two in every district or charter system and state so we are replaced about that. Again I asked them on data questions raining from what they're back rounds like to class room experiences. And the specialities and structural materials teating with technology things that are specific to their experiences. The. We've also made sight physics to six calls we went in teams of two and visited a school for the box of a day and these schools are were six of what we call our br calculator schools and this may be the first time you in a turn to that tab five and read but these are basically schools that are identified through where a lot of educational researchers used to identify what they call successful schools and it's really trying to single out schools and performance and see which schools are adding to student performance and it's based on a regression formula which controls for student characteristics and products tesco's acts fire scores for arkansas and then those predicted scorers are compared with actual scores and when you fund actual score a satellite higher than the predicted scores then you think what there's something going on in that schools it's really helping those students achieve at higher levels argument pay like an associates and perform this force when they were here in twenty twenty and so we've replicated it and this is the second study when we identified this schools and we've and when we go out to the schools we survey super I mean we interview do and that then reviews with the superintendents and the principles and then we do focus scrapes with a representative set of teachers and a representative set of students and these really the must be in part of the adequacy study it's really fun after being when our data to get out the schools in and talk with people but these first six points that you see here are themes that emerged not only this year from every school and from all of the teachers down the students to superintendence at whether service happening in their school that. That seemed to really be a source of success for them and the seventh when strong period and community support oh well I mean site but as far as they since we heard this year but we also heard all six of those when we visited schools in twenty twenty one for the for the twenty two study but their strong prenel and community support is anything that emerged this year and we don't know that's because we just didn't pick up on it last time but asked on twenty twenty one a lot of our visits were bad scene because it's in the middle of covered and so it may be in that those things just didn't run on their minds as much at that point either but anyway this year that's where the seven things that really reheard in all seven different schools. So how are you going to get all this information for with our presentations and reports you you're obviously going to be getting a lot of data and so we work hard to try to put it in visual formats that will make it easier for you to understand so you'll see lights of things like pitar and barchards and then we have a couple of charts we've designed that um we think are helpful in their specific to adequacy this is our chart that compares spending vs spending so in this case their quarterbar at the top represents how much money was. Given in twenty twenty three for principles in this case through the matrix or three foundation funding and then the bottom chart shows with schools actually spinner from very spent sources so you can see they spent a little less out of foundation pending then they received on principles yet when you add in their expenditures from other fence sources it was more than they they received and foundation fending so as we go through the resource allocation reports and they'll be march april you'll see a lot of these torts involved will go ever again kind of what they signify. The other chart gets to another part and this is. Again in your adequacy statute if you look at section six it looks at comparing all these different types of students inside this is our means of trying to reach step or meet that part of the statute so we compare well compare per students spending amounts between different types of schools so the types little sat is in incorrelate these are schools that are in districts versus schools that are in charter we've also been able to dinner by rule vs urban schools using sensors information then we look at schools based on their concentrations are pre and reduced lunch students there are non white populations whether they're in very small districts large districts here are black cohort schools vs other schools and then I assume we've divided schools by the great they've received through the accountability system. So when we show you this again were trying to say this is good or bad or better worse that's yaltered aside we just want to show you what the information is. The other way will show it is through the region said this that will show per people expenditures on errors for each of the schools in the northwest reason etc. Other information will do a lot of these national comparisons are amongst eight well this year we've all been trained in mapping so you're going to see lots of amounts earned but that makes it easier to make those comparisons and then if it's among the states are many the school districts in the state will show it on a statement. So now i'm going to introduce our team real quickly this is the party this was actually at christie heiders retirement party she's the blind in the middle she was our administrative assistant who has been great through the years in its been great on this study so far for us she's retired so we welcome uhm is the way you will join our staff next week. On the right is just going to her his our assistant director the rest of us you'll get to now as we give presentations but then we also have many other people who help us with these together and of course am I in catholic your committee staff we depend on greatly tailor lloyd who's here in katie while then a review all of our reports and look at it from illegal and fiscal framework and we've had proof readers katy christie caitlean and emily's also proved for us so we've really have a lot of help and trying to get you the best reports we can we also want to say that we send our reports over to eighty eight to the proper counterpart for review there and we always appreciate their input that they get us so with that I unless you have questions questions okay thank you madame cheering good morning good morning right we've seen you a budget terms over the years and I should know this could you explain to me what the one in cut mean. In one of the things that we start there yes and that's a great question you're talking about that let me so I can get horrible but but their quintiles so it's their web group to them in the twenty percent groupings and all of their sorry now all of the quintiles in the exact cut off points for those quintills you can find a tab in that so when you have the lowest what do you the lowest means that is that lowest twenty the twenty percent of schools with the lowest free med slanch concentration which actually goes out to I think like forty percent free and reduced large so it doesn't mean that it's twenty percent ready slanch students but it's those twenty percent of schools that have read the lowest concentrations yes that's a great question thank you thank you representative thank you out of chair mr lee I noticed that the administration time for the teachers was the mate august representative duke broke that by attention and that's probably not the best time to administer that if you want to have more input from your teachers just if you want to look at that because that's the summer time and not many of them are really checking their school accounts probably do in that time that's true we're still working the fund they get time we when we back up in the spring were hitting their testing time and they don't like that so we started early may hoping in then we extended it because we just were trying to get more but I was just hoping you were looking for a better time maybe that to get more people in into it yeah we we always are and if you have suggestions will be super glad to take them. Representative duke. Thank you madam chair just a quick question as I was looking through the different surveys one thing can stood out to me as the bag that the you don't have a survey of school board members and that seems to me from my perspective maybe lacking and and I realize may not be able to do that for this section here I don't know being a freshman I don't know exactly what time prime mini have to relive you this but I think having their perspective especially since they're kind of were the bucks stops in the district would be a really good piece of maybe equity them in a survey may be moved forward if we can't do it now thank you. And I think we would probably need to do that during going forward and read to be glad to look at that I think we'd probably need to work with you on exactly worked hands of questions would be appropriate um we add. A lot of these were started before I came even though senator just for so chest repairs correct i've been here but we usually do these at the response of committee request so will be glad to look at doing that for sure. Is it catched where. It's anonymous where we don't know what district or what who the individuals are or is really I mean it's okay to find out it's a certain part of the state or whatever and and that would probably be important but I just want the confidentiality so they'll be candid in the remarks as it maintained right we have promised them in animity so anytime we report it will be teachers say we there might be times we do analysis to see you know the teachers at small districts have this opinion more so than they do it large districts but that's about is fine grained as it will get good thank you and thank you very much here for long escalated. Okay and see no further questions you may move on. It may be avoided up next. Yeah. For it for me. Sorry technical difficulties. The. The. Yeah. But. The. Yeah. I. I'm glad to leave figure that out cause that would not know how to. Some displayer of microphone closer to you yes may already is that good. Yeah. Okay hi everyone how are you. My name is taylor lloyd i'm with the bureau of legislative research I am a legislative attorney as you all as many of you know at least I hands all education specifically elementary and secondary education and today it's kind of be sandwiched in between julian elizabeth's presentation i'm providing a legal overview of the adequacy study some of what you hear from me today might be a little bit repetitive in light of what you just heard from tuli and some might kind of offer a preview for elizabeth's presentation but this is again a little bit more technical from a legal context so at the end you might have questions i'm i'm happy to answer anything. The. Okay so on your screen right now is kind of an overview or road map of what i'll be talking about today so adequacy kind of has three aspects to it we start with the constitutional aspects for both adequacy and equity there is the case law so that's where i'll talk a little bit more about in nineteen eighty three case to preverse this almost school district as well as the late few versions have could be case that most of you know and you'll probably hear me say a light today and a lot over the next few months and then finally I will go over the statutory duties and that's obviously born from the constitutional duties as well as a case. So first as I said we have the constitutional duties are going sark arkansas constitution article fourteen section one requires that the state provided general suitable and efficient system a free public schools and that the state shall adopt all suitable means to secure the people the advantage is an opportunities of education. Lake view flash this out which i'll go over and later sides a little bit more stating that the state is responsible for providing an equal educational opportunity to public school children. And then for the equity side of this arkansas constitution article fourteen sections two three and eighteen so in three different places requires that the state guarantee equal treatment to the state says citizenry under law so this is where we get the requirement that equity be provided in an education. The. So now i'm gonna transfer over to the case long. So adequacy and equity really work in tandem it's easy to focus more exclusively on adequacy because this is called the adequacy study however as you'll see as I talk about this to pre case as well as the lake few case equity and adequacy both have to be met so in this deprivers is almost school district craze in nineteen eighty three at the time the state's funding system was based on an individual district's property tax base. The supreme court held that this was this first this was really one of the first times that the supreme court actually evaluated the constitutionality a public education in arkansas. And the supreme court declared that the state's funding system was an equitable as it was based on a system unrelated to the actual expenditures of each public school district. This resulted in a lot of sharp disparities between school districts and expenditures per people and opportunities available this was reflected by class size teachers facilities remedial services equipment everything that a school needs to really function and to offer the education that it students need. So the state in this to pre case did make the argument that hey we provided equal funding amounts to each district we've done our due diligence it's now up to the localities. To see how they need to administer those funds to provide the equity part of the education. But the supreme court said that that was not sufficient at that time. In fact the supreme court in this case said that at the local government fells fails to act it's the duty of the state two compelled them to act. So we also see I thought this was a great quote from the deprecase that the measuring rock ride for equality is what money is actually being spent on the students. So this kind of takes us down the road of differentiating between equity and equality and looking at that second layer of this adequacy study. The. So as many of you know the like few cases really really significant with regard to public education today will say it a lot II feel like I get points for the number of times they say it because it really comes up a light you'll hear it throughout the next several months but it's it I think it's also important to know that it's really heavily influenced by this nineteen eighty three to precase. In fact the late view court went so far as reinforcing the deprecate stating that difference to local control is not an option for the state when any quality prevails and has not been an option since the deprecate decision so while we see to pretty focusing more exclusively on that equity component the constitutional duty of the general assembly lake view kind of. Uhm measures them together a little bit more it helps to underscore the differences between equity and adequacy and helps us to further differentiate that between the two as you go forward in you know today's adequacy study. So in this regard the lake few courts meant some time noting that overlap between adequacy and equity a quote on the screen right now I thought it was really helpful because it is where we actually see owed here are two different terms that we need to abide by when conducting this study so it said there's no doubt in our minds that there is considerable overlap between the issue of whether a school funding system is an adequate and whether it is an equitable. We first addressed whether state revenues paid to the school district under the school funding formula is the test for deciding equality or whether the test is actual expenditures on students and as we know now as we see today they chose the latter. So what can we glean from this essentially equity and equality are not the same thing maintaining equality and state expenditures for public education is sometimes at least in the case of late view the case of the pre insufficient for achieving equity and education. So essentially we're looking when we are looking at the adequacy study in order to achieve adequacy we've got to have adequacy and equity. So the status of public education funding today is as I said largely a product of lake view on the screen you'll see the relevant chronology of a lot of miles stones throughout the leak few case don't worry I am not going to go over this I don't want to and I know you guys don't want to hear that either it was a fifteen year long case that began in nineteen ninety two there were a lot of major milestones throughout this case and that's what i'm going to focus on specifically the nineteen ninety four ruling that laid out those initial issues with regard to constitutionality the two thousand two ruling that was the first time we saw the general assembly having specific concrete requirements for maintaining adequacy and then the two thousand five and then final two thousand seven opinion on from the lake view court. The. So when the leg few school district first filed suit alleging on constitutionality and disperies and public score funding the plastic county chance to recourt ruled in their favor there were a lot of issues at the time and on your screen you'll see a number of those issues first the fact that there was no definition of adequacy or an adequacy study arkansas educational rankings were considered abysmal at the time benchmark scores for low it were there was a high need for remedial services for students and college. There were a lot of issues with regard to teacher pay both disparities within the state and as compared to surrounding states. Which obviously led to poor recruitment and retention of quality teachers. And then we see more student specific and school specific issues that were not needs that were not being met rather so there were student specific issues and so far as english learner's or students facing poverty that had particular needs that couldn't be addressed by schools and there were districts that had that were in local low income areas or high growth areas that also had needs that we're not being mat. So following this ruling the chance record gave the general assembly time to resolve the issues during its upcoming legislative session and then ultimately dismissed the lake view court case in nineteen ninety eight following the the general assembly's latest session. But as you all know it did not in there. In two thousand the nineteen ninety eight dismissal was appealed to the supreme court where the supreme court remanded back to the lower court and said hey you need to actually have a trial on this to determine whether the specific actions that the general assembly recently took we're sufficient to actually remedy the constitutional issues that were at play at the time. So by two thousand one that plastic county lower court held that the nineteen ninety five legislation denied and back lead to the constitutionally equitable and adequate funding system in the state appealed. And this is really where we first see concrete requirements from the court with regard to the general assembly duties. It found that it is the province of the general assembly to perform three primary tasks which include defining adequacy which i'll get into a little bit later in the presentation assessing evaluating and monitoring the entire spectrum of public education so that's where we see this ongoing duty of the general assembly to do what you're doing now to study education and state of arkansas and ensure that it is adequate and equitable. And finally it's the duty of the general assembly to know how state revenues are being spent and whether true equality and education and educational opportunities is actually being achieved. So once more we see the court delaying it's ruling giving the general assembly another chance to to address these concerns and it's upcoming legislative session so again it was kind of back to the drawing board for the general assembly i'll skept a lot of the back and forth that I mentioned on the chronology to slide that I mentioned earlier and get to the point where the lake view court in two thousand five ultimately helped that once again the state system was still not constitutional. And so understanding what the supreme court found and constitutional is important to actually understand how it came to its conclusion this is really the lens through which we view adequacy and equity and public education today. So at the time the legislature hadn't completed the required adequacy study before it's regular session so that's why for now for example we're completing this leading up to the twenty twenty five regular session it's not being done during or after so legislative changes are not being implemented without conducting the study and it being evidence based. Education needs were also not funded first. The funding was based on funds available and not what was actually needed to achieve equity and adequate seen education now touch a little bit more on that when I talk about the matrix later in the presentation. School districts where they are therefore facing unfunded being under facilities funding was insufficient school districts weren't receiving equal funding when the funding formulate the time was assuming a certain rate of. A rate of collection for taxes this was keep in mind before the passage of amendment seventy four which established that twenty five mill rate of tax that we have now so there was just a broad assumption that all school districts had the same tax base and that wasn't the case. And what was formally known as national school lunch and now and hence during achievement funding was an accounting for increases and decreases and the average daily membership of schools this was really impactful because if you have a large number of students leaving or adjoining your school and you don't have funds to actually provide services to those new students. That can I fell on the districts. And then finally the funding formula wasn't addressing the economic stability of school districts at last students that kind of goes in hand in hand with what I was what I just mentioned. So you'll notice that a number of these issues are kind of echoing what was initially mentioned as problematic in that courts in the court's nineteen ninety four ruling as they relate to student level and school level issues. So after another legislative session the court finally found in two thousand seven that the legislature created a system whereby adequacy and equity could be achieved so why how did that happen in two thousand and seven after all this time first there is the enactment of the continuing adequacy evaluation act of two thousand four that's a statutory basis for what we're doing now the adequacy study. There was the enactment of the educational adequacy fund there were actions related to facilities including the immediate repairer program academic facilities partnership program and changes to the academic facilities wealth and tax there was as I just mentioned the adoption of amendment seventy four to the constitution the gave us the twenty five mills for maintenance and operations of schools. And there was the establishment of categorical funding this is as a lot of you know is unrestricted funding things like a turn of learning environment and national school lunch and hence student achievement funding those kinds of funds english learner funding as well there is also the establishment of foundation funding which is what we clean from the matrix that's unrestricted funding there were growth and declining a rolement funding which was responsive to the issues I mentioned previously from the court in that you know districts were high growth and they didn't have any money to to compensate that kind of growth. There was the also the adoption of the minimum teacher salary schedule and relatedly and senate bonuses for teaching and high priority districts. The. So a lot of questions that i've gotten over the years and I think a question that's pretty natural here is just does all of his information mean that the general assembly has to complete all of these tasks every time it does and adequacy study. Probably not that's not what's traditionally been done in and in fact II think that that would kind of contravene the purpose of it being an ongoing study to constantly evaluate public education than the state so adequacy is as we like to say a very fluid concept it's going to change from study to study for me or two year. The most important part that we can can have take from the leaf view into pre cases is that there's a system in place where by adequacy and equity can be achieved and public education the lake view court also identified for essential components. For achieving adequacy and equity or for continue constitutional compliance at the very least. First adequacy reviews that are conducted each bianim that's what we're doing today. Starting to do today rather funding education first it was also the requirement that the general assembly maintain an accounting of an accountability for school district expenditures so if you'll remember back to the deprecase from the nineteen eighty three. Remember it's the province of the state of the general assembly to both establish and maintain adequacy and equity and education so leaving it up to localities to ensure that that's achieved is not sufficient according to the late new court and finally the general assembly has to recognize that it's an ongoing task to constantly review study and adjust what needs to be done to achieve adequacy and equity. So not only must you conduct the adequacy study itself you also have to react to it so that's where you see kind of later in in the summer in the fall with duly and the team where you guys might adjust funding amounts or look at the metrics to see to start everything we really want to be addressed to achieve what we define and consider adequacy and equity and education today so it's it's constantly kind of moving around and changing. So next up i'll move on to that last section that I mentioned in my roadmap which is the statutory requirements this is the continuing adequacy evaluation act of two thousand four and this is the first component of maintaining constitutional compliance under the lake view court. So this is where we see an arkansas code section ten three twenty one oh one the requirement that you are as the general assembly recognized that it's the responsibility of the state to both define what adequacy is and conduct the adequacy study and to know how revenues of the state are being spent in order and whether a true equality and educational opportunity is being achieved so I think it's really important moving forward throughout the study as you hear each presentation to remember that that's we we have the constitution we have case law and we have the resulting statutory law that is really your your roadmap you're guidance as you go throughout this study that it really is rooted. Deeply in the constitution. So what does it take for the general simply to actually maintain adequacy well as I mentioned earlier in the presentation at adequacy and equity really go hand in hand. What exactly is equity in public education though you know we we've heard what the lake few court in what the deprecourts have said but how can we put that into the context of what you all need as you're doing as you're conducting the study. I think it's really really important to realize that. Equity and education is not it's not going to look the same it doesn't mean that all school districts are providing identical education I think we all know that from a common sense perspective and I think it's important that you won't know that just from from a legal on a statutory perspective that that's not the expectation of that of the link you court it simply means adequate education is provided to all public school children on a substantially equal basis. So once money is received as you all know some districts might provide more than what you all as the general simply consider adequate and that's largely based on property base taxes and things like that. Ultimately though the court microsoft is going to look at whether there is whether an equal educational opportunity is provided such that equity can be achieved. So can aquite be measured in in a way and this is something that you lease team is going to to cover are nausea probably with a lot of very technical terms about vertical and horizontal equity and I will not get into that an hour and but I do want to say that you can kind of think of equity and adequacy as like a pie where a pizza whatever round food object you want to think about it as. So equity might look like. Equity might look like is the pie divided fairly whereas adequacy might say do we have another the pie to even divide fairly to begin with so and also you'll see on your screen equity might ask more of an objective question so how much funding a group of students receives versus adequacy that might look into how much funding might each student need to reach specific outcomes that you all define as adequacy. So to conduct the adequacy study the general assembly must first define adequacy and that's what we talked about both from keyslot and from the statute so it's a problems of the general assembly to do this the courts cannot do at no other branch of government can do it it's it's you are so adequacy remember as the fluid not a static concept it might change it's going to look different potentially so right now adequacies definitely shannon see under screen it includes three different. Three different components first as curriculum and career and technical framework we added the career and technical frameworks. A few years ago I think three four years ago this component includes specific grade level curriculum the mandatory thirty eight continue units defined by the standards for a credit and finally opportunities to develop those career readiness skills which is the new addition to somewhat new addition to the definition of adequacy. There's also the component that standards included in the states testing system so initially this was defined as the goal is having all students or accept those most severely disabled performed at robot. The proficiency on the states tests finally it's the requirement that sufficient funding can provide adequate resources as once again defined by you all the general assembly. So the adequacy study really just serves as a basis for the changes that you all either will or won't make in the upcoming legislative session. So now we get to the metrics this is really how the adequacy study has been put into action it is very strange with another nebulous term because it's really used as a tool by which you are can measure adequacy in equity and education it's not something that exists in the constitution it's not in statute it's it really was sourced originally from the on the package I believe twenty seven years ago and it's described as the resources needed to provide an adequate education so this is the big chart that you'll go through with july and her team looking at school level research resource service or classroom level or technology things like that that all makes a the metrics. Importantly in this you will hear this a lot too it's a bunding metrics not a spending matrix this is essentially stating that everything that's included with them the metrics is not stating just it's not telling scores hey you have to spend according to how we have debit up the funds here it's really just a guiding principle that you all use to actually define adequacy and equity it's the system that you're all that you are putting in place. The. So a natural next question is can we make changes to the matrix that's all it's always a strange question to to get into evaluate from me personally because it's not something I can say well let me just change it in the code there's no bill I can write on it when she put it in the code I guess and there's there's no case law that we can refer back to so think the most important piece of advice that we can really offer here is that the lake few court emphasised it is the province of the general assembly to make these changes so if there are some tool that you all prefer to use or need to use over another tool. Ultimately it's going to come down to you as a party to decide how you want to proceed. Changes obviously as you know are made constantly to the matrix this might be as new answers just increasing the valuation funding eight amount which is typically done every couple of years anyway so in general you're going to look to whether evidence based research was used to source that change whether the change was based on the need rather than the amount so that's again where we get back to the depre and lake the quake cases and then finally whether the provision of an equal opportunity for an adequate education as defined by you all is still being achieved. So ultimately the court is going to ask will this change lead to adequacy and equity in an. In the state of arkansas. The. So ultimately the most important thing to keep in mind with regard to conducting the study as remembering how dynamic of a concept adequacy what was adequate in two thousand seven two thousand ten two thousand twenty two twenty two or even now and twenty twenty a war and may not be what's adequate in two years from now even if it really changes constantly and that's part of that's part of this process it's it's making changes as evaluating changes and whether there's a need for a change so ultimately you're you're you're all here is to not only conduct the adequacy study but to react to it whether that requires making no changes making significant changes are making minor changes the reaction to the evidence presented during the study is is really really critical according to the supreme court so with that i'd be happy to take any questions. We have some questions here in senator sullivan. They phone. Thank you i'm really interested when you said made the statement that arrival see and equality where essentially the same. That was back in your presentation and you you had the slide a third set equity and you said they're essentially the same thing that maybe maybe equality and equity. With belt me to say ask a question okay they're significantly different in most educational editor you read now that there's a one the same page equity refers to what the outcomes are equality refers to with the distribution is that is that where we're going yes and if I know if I said that they were the same than i'm a. Cause that okay I might want to quibble over there tomorrow make sure we know where we're headed so we're headed for more ugh equal which may not be equitable outcomes. You may have schools that put in more of their own money higher tax rates locally grants they apply for so we may as a legislature find someone what we believe to be adequately but it may end up how they use the money or how they increase their revenues that they are better outcome for their district and we won't necessarily be allocating state resources in order to create equity. Yeah and and I think that there was one part of the presentation where even mentioned that once the general assembly does define adequacy you might very well as you are saying have districts that are providing beyond what you all consider inadequate education and that might lead to kind of those disparities but I think at the end of the day a court is going to examine whether or not a system has been put in place by the general assembly such that there can be. Equity and adequacy in public education that and that's going to look different there so in the little chart you put up there about the students writing a bicycle and they had the equal they all had the same buy circle and equitable they have different bicycles based on what they're need so is that the model that we have legislators would have to use in order to make sure we have. Equal funding no words we may have from schools in some regions at the state that used their money unwisely we may have some regions at the state their pass a higher local taxes and others and in the end we is legislate towards are not going to be providing that bicycle are based upon what is equitable. Is there a sovereign I think you're asking for her they can also conduct just give you the understood but the facts were up there and screens the fact so we will probably decide what that looks like on down but it's not really up to her to give us an opinion to be able to answer your question okay thank you thank you. Senator johnson thank you madame chair and I promise i'll stay within the bound you just outline I understand be alarmed as not give legal opinions however. There you just gave us a lot of history and I appreciate their appreciate all the work you have done on this but we're here will be my fourth session the dealing with this one of which served on the education committee and went through the process for adequacy. I could not help but think that subsequent two like view. We had the andrews to season which basically says that the state of arkansas cannot be called as a defender it's which if that policy had been followed by the supreme court like they were itself would have been thrown out because I felt in the wind that like view was violation separation of powers that how we educate our children in this day within the cast attentional boundaries as a policy decision to be determined by the general assembly not with courts but we still seem to be in this merry go round the article see this is not a criticism of anything involved because anything's important is our children's education needs to be reviewed very very regularly and i'm i'm grateful for the process of members of education can be that spend the time work on this specially our chair but I wanted to know if you without renewing a legal opinion because we're dealing with something that's been decided by the court if if this if like view or file today it would probably be dismassed based on for andrews and would say hey this is a legislative decision or the between the governor and the legislative rate am I within the boundaries of where I think I would be I hope I asking that the manner to could answer you might not love my answer which is I can't say not then that's a perfectly good meaning it's up in the air it would just take it would take a court to decide that so I can't even really for a into that well i'm not going to sue anybody to so I don't want this i'll get my entry thank you today and thank you madame chair for lying me to bring that issue for chesterfield. Thank you madame sharing thank you ladies again for all the work that you've done over the years I think i'm the only one here who was a part of the late view decision which there's other probably been here too long but I do remember one of the things that. Struck us as we were dealing with it we heady a teacher in like you who had two master's degrees and was making thirty five thousand and a teacher in then for what smith was making a fifty thousand with a better degree. Which was one of those things that was of concern as we moved through this court we didn't have anything in place that dealt with the number of poor children and their needs would you dealt with the adequacy and the equitable issues. So i'm i'm i'm concerned that we not go back to the time. When in the name of equality. We fail to recognize the differences. Among children. And the needs that they have we have always recognized that. Yeah. Even though we have the uniform the urtry we have there that was a way of trying to get to some equity or equality but we also know that a meal is not the meal is not a meal everywhere in this day am I correct that one meal in fort smith is going to generate more than a meal say in like do I have that correct invite if I understand the context of your question I think a little it's kind of going back to like what I mentioned and even in the discussion with senator sullivan and that well for instance one million from what smith might generate a hundred dollars but in leg village it may generate fifty three property taxi and front details access what i'm working about and so as we dealt with a late view we had to deal with something that was a foundation certainly but at the same time recognize that poor children need more research resources then. Children perhaps in other places which is why we have the ninety percent am I getting that right is my memory serving me correctly. Um. Oh that's why the categorical funding isn't so put in place on top of my the pill there is a part of what we're talking the foundation is is designed to meet those if you look at the early writings it talked about adequate resources for providing education that helped suited to reach the particular right that became adequate education and that's how we get into the candidate and that's where the foundation is and then the categoricals were put in place to me those special needs those learning barriers that some students face that other style and that gets us to that equity please rather than listen and and then the my readings and taylor may discrepant was more a provide making sure we were providing that equal opportunity that so much equal outcomes thank you do I see any further questions. Thank you very much now we'll move on to this. The. The. The. Okay you identify yourself ok can everyone hear me i'm elizabeth by nan with their bureau. And i'm here this at your name is huck about the history of adequacy. When a guy think you are brief road map I mean it's hard briefly about the provision of this particular report. And then this are quote is organized primarily around the legislature's response is the general assembly's response is to these quote cases that tailor told you about so i'm not going to rehash with hailer said she told you about the and what the quotes said in these cases then i'm going to tell you a little bit about the legislation that the general assembly passed in response and to each of these cases and in some cases with the assistance of outside consultants. And then will take a little bit about some other changes postly here after two thousand and six. I went in store attacking a little bit about our purpose is julie mentioned this was not always as separate reports the less bay in a humanity that in twenty three two was the first time that reads a bad and so I do and has taken minutes to disguise why which shows them to pull this out as this ever report there's a few reasons the first reason is that we would have a base of common knowledge many of your are are veterans at the committee these committees you've been through this process before you are very familiar with this but we do you have members of this of these committees that are new to these communities in this final and if not and there this process before and so going forward we wanna be sure that the event send topics that I talk about stay then everyone's guys and basic familiarity with it a man of make it easier for everyone to understand what we're talking about coming forward. This. The second reason duly has mentioned in this streamlines all of our coming reports in when we give our reports we won't go through the history of each individual topic we can get right into the for data points that will discuss for each topic. And then finally the point of the presentation specifically is to give you the whole picture of this history and to give you the whole forest view you are history airport that's in your materials for today this is your individual trees for the history and this is organized a little bit differently than this presentation this is organized according to topic in the same manner that the appeminge resource allocation reports will be organized so if you've got a particular interest in one of our adequate topics you can go straight to that topic and look at that topic is the network english and duly pointed out this will be in your minder in members of the committee or receive all of the meeting documents in an email from emily and following our meeting so you'll have that in your email and of course i'm always happy to answer questions about this at any time they're out there. We start with responses to you to preverse this elmer. At the general assembly create several defendings sheen specifically for education. Creates isolated funding isolated funding is funding specifically provided to districts that are in very rural parts of the state or that have geographic challenges that make them difficult to to. The beginnings of an accountability system and changes to you the learning expectations in the standards of a credit and these are their systems that define where schools are required to take and wait at what schools are retrieved to offer in white students are required to take. A sailor explain the general assembly response to left you their first time in nineteen ninety five. And some of these once is there the generally simply readily new finding system i'm not getting going to any specifics because we know that's not defending system that they're state currently users. Created sydney growth funding which as it sounds is spending free to starts that are gaining enrollments. Fiscal distress are the state system for addressing districts that are struggling financially. And this is when the general assembly passes the state's first charter school legislation. Can we revince you it responses to leave you in two thousand three. And this is where we get into your foundation finding the consultants came for the first time in two thousand three am I first set of consultants are added in pike is they've been known by several names we referred to them as i'm in pakistan he may hear a surfer to them as omp. And they recommended funding based on three categories squall level staffing so all of the staff that you need in a school teachers principle secretary any others have has at an individual score. School have all resources so things like instructional materials for textbooks for the library at substitute teacher if extra gd finds resources that schools need to operate. And then at this time the consultants had a third category of expenses that they called the carry for read at carry worried because they would likely carry forward in the same manner and their state could continue to find those expenses in a similar meaner to the way they're referending in two thousand and three. I wanted me two points here that'll provide a little contacts for a camming resource allocation reports that first the consultants made their recommendations at based on a resource based matter due least can it happen in february about the different methods that states use to find education but research based phones in the number of nieces resources needed so you have thirty students you need thirty textbooks the statement is thirty at their committees at the time it chose you can both those resource based amounts into per people amounts the thinking of the committee is and this is documented in memories has the money from that time was that a resource face system would be inefficient and encouraged school assessment more money and so there's research based amounts where converted into the perpeal for amounts to create our foundation vending system the second point on me that will be helpful when we get to her research allocation reports is the consultants made recommendations based on schools of five henry students each and elementary score middle school and junior high and five hundred students each. The committee's shows to find it they found it fine foundationing based in when school district with a score and five hundred students and so that is how we get to the place where this estimating at providing our foundation funding based on a school of five hundred. With them everything's a generally simply creates in two thousand three categorical funding. I first three categoricals are awarded on a per people basis. At four. For each seating who meets the criteria english english language learner funding is provided for nine out nine english speakers alternative learning environment is founded for students who are not thriving in a traditional classroom and enhanced didn't achieve me with previously known as national school lynch vending and this has provided base on the number of students you qualify for free and reduced language our final categorical is per professional development and that's provided for every student to provide professional development for teachers. The general simply as they're created facilities to stress which is the system for addressing deficiency is in school or district at facilities. Uh and may changes your existing programs including isolated funding and special education and catastrophic in this younger democratication. Next we have responses to like view in two thousand six so I need piggers came back in two thousand and six they do it up there per people funding amounts that general assembly used and they make recommendations based on her people basis. The general assembly you creates declining enromment funding a fending for districts that are losing students. New forms ever isolated funding. May changes to you categorical in may checks for ning levels. And here is where the carrier for rich split the consultants recommend splitting this into three categories operations and maintenance transportation and central office expenses the central office is spencers are expenses for the superintendent salary any other district staff salary at district buildings in the school board. This is the last time that the general simply has added a line that you the matrix were changed any of the origin on any of the matrix lanes all of the lines that were offended in two thousand six are still handed and of them and subtracted in then have been added to hear the mx the general solution we've obviously made changes to you the amounts are but none of the lanes have changed. The committees is your report at the beginning of two thousand and seven and it contained the consultant's information but also information from the bureau friend the department of education from some arkansas education organizations. And in the cancelled the committee is excuse me said we have this consultant's information that it's might binding on as the committees and they issue this report and is duly explained at the party was wormed about that time and since then adequacy has proceeded in match the same way the way to that we contact this process currently. Other changes after two thousand and six. Are when is so I mentioning the lines and the majority of night change but the general assembly has provided several categories offending outside the main checks. And so it's really created me we've added explain for classified staff in the meet x. The. In he has transportation funding or yet in two thousand and twelve that's a transportation is I did in the meetings. At but this is in here additional transportation for new registers districts that have high transportation christ. Professional development and finding in twenty seventeen this is finding provided to a company known as solution to you to create professional learning communities. And he had soon assumed it matching greens and twenty eighteen when the consultants originally recommended a categorical based on it free and reduced lynch fending or frameworries lynch status to the recommended purposes where. I assure school programs in tutoring in the matching grants are provided for scores to administer those she programs. In twenty nineteen there is a change to the special education high cost occurrences and then formula that's to more equitably distribute the money to the districts that receive it. They too additional salary funds and he and salary is meant she address the minimum teacher salary was provided to districts that were at the previous minimum in twenty nineteen at the general simply did raise the teacher minimum salary and so that pending was provided to districts that had been at the previous minimum. And in twenty twenty one we get teacher salary equalization funding and as provided at a district you address average teachers average teacher salary and decrease disparities across the states. We have two additional consultants reports i've never guess return in twenty fourteen and for a desk I did look specifically at the fending majors in broadband at this point the committees are issuing their reports I never refresh and so and some instances. Bare committees it applicant such as reports and mention that in their rationale for their recommendations. And the community made a number of other changes and it's an instances they did decline to take the consultants reports as we know they said back in two thousand seven those consultants reports are not minding i'm there committees. And then in twenty eighteen the committee is hired I can like play like an associate so we're afraid of them as apa they may they recommendations in the latter part of twenty twenty these recommendations are a little bit different the request for proposals air when the committee is hired apa specifically so there that at the company hired or should night me specific dollar or resource recommendations so if you look back at the item packaged reports they're in your recommend you know we need to find out there's per statement for this particular. May trace lane and apa's recommendations are little different because they were prohibited and you can see some of those recommendations on your screen. And then finally a couple of recent changes air. Interest there fiscal session in twenty three two the general simply pass legislation about teacher at public employee health insurance the adequate committees air said an amount both forced for a district you contribute to you the state employee health insurance in for the division of the honor train secondary education that you contribute to the employee benefits department division for each employee and so the adequacy the education and committees said those amounts in adequacy recommend those amounts during the adequacy process. And then obviously the land act and from the regular session i'm not going to talk about that because we're all very familiar with that and and is your lease ad well and we'll discuss that II as it is applicable in our accounting reports. And with that i'll be happy to take questions. The. This. I don't see any questions so I have information we have received today ladies. Really thank you very much. Everything. And we will be back here again tomorrow and continue on so this meeting is adjourned thank you.