Education - House and Senate

Today after the presentation that we had yesterday from work for services and some of the great things that they have going in arkansas members of I need a motion for the consideration and adoption of the discussion got a motion got a second all those in favor I thought was nay thank you we we will move forward then with isp eighty three will start with opening comments by representative john ubank's. And you have some additional testimony here today. Dr wally if you'd like to come to the table mister coper from north central if you'd like to come the table as well. If I could get you each to identify yourself for the record and then ruption if you make ubank's you might begin your test money represent john ubank's district forty six. Missy walley are considered department of education. At girl cooper the director nor central court. All right good morning members. I don't know some of you remember but back during session senator flipo and i. Randhouse bill eleven ninety two initially and it became act data to initially our our purpose was that we thought it might it was necessary to restructure the boards of the cops the existing coops there's fifteen of them currently could never get a consensus from the committee on how to go for with that and so changed at the bill some and a basically at ended up that it required I think the most important thing was that at the. On. That the coops would collect data to be able to substantiate the effectiveness of the programs that they are sharing with the school districts now you have a. A packet. That has a you know a lot of information and i'd like to go over some of that with you. Ah some of it has to deal with the rules by which the the coops are are established that the ADE had put in place and if you would look at the page one you'll see that the list of fifteen of the cops it lists the number of employees the counties that are included in each. Coop and the number of districts and then the schools and the students now in the rules if you look at the tar. That first paragraph is says no more than four of the areas formed any of the districts can contain. Fewer than. Twenty thousand students and if you look over on the the column dealing with the number students I believe there's nine this co op districts that have less than twenty thousand students but then also they have up there that no school should be more than a fifty miles distance from the areas may in office for ninety percent of the school districts so it looks like just just based off that initial information that. The department may need to change the rules on how these the number of co ops that are in existence that. Either that are going to have to you know. Change the distance requirements in there's a lot of factors that I think they're going to have to look at but I don't know why what the reasoning was and I at future meetings the department's going to have an opportunity to come in and respond to some of this information you know you'd look at the number of employees that that all the school is coops have. You know we hear so often that we have a shortage of certified teachers and II have to assume that and they can respond it at a future meeting you know that most of these if not all of them are certified teachers and I know that we have programs that we need to be able to share with our school districts to part to try to improve a student outcomes. And that's why in the bill I asked for the data where they could justify that what we're doing is actually improving school our student outcomes. If you look on and i'm going to be jumping around a little bit but if you look back on the page eleven and twelve it shows what the funding is for the coops. And the total for. Fiscal year twenty one twenty two which shows that there's it was a hundred and seventy two million dollars. We have a fifteen co ops one hundred and seventy two million dollars are we getting what we're paying for a week the one thing that I didn't ask for that I wish I had as I wished that the the schools that are included in each one of the education co op districts how those individual districts or schools are great it. And because i'd be interested to say if there is a uh large number of failing schools in one particular coop district i'd like to know what their explanation is as far as what they're doing it why aren't we seeing some improvement I think I think that's a reasonable request like I said III didn't think about that until it was too late yesterday to try to get that information of how the schools are great with each one of those. You know if you each year that. The coops are required just like a school district to be ordered and every five years they're required to have any valuation. That information is supposed to be posted on their website. And if you look on page I believe it is five you'll see that that's not necessarily the case. A reference on the. Paragraph it about the middle of the page of page for says the education service cooperative must completed an annual report to eighty eight that is also published on the cops website that includes both the final evaluations and self evaluations so II don't know whether the department needs to do a better job of policing the rules by which the co op's exist or what. What the answer may be as if the rules need to change do we need to pass legislation in order to get the operation of these these districts operating. Alas according to the rules. On page seven and eight you're well you'll see. The counties the schools that are include it. Excuse me six and six and seven the county center included in each of the school district of cooperative districts and also the schools that are listed so that you know which are schools which districts are in the cop that may be in your area that you represent the. I guess one of the things that was a big concern to me was the actual evaluation rubric it seems like. It's just a basically checked the box are they doing this are they doing that are they providing this service without any accountability as to what kind of results are we getting I know I spoke with secretary of leave and I think that it a future meeting that he's going to want to come in maybe address this body about the same issue if we're gonna if we're going to evaluate the operation of the education co op I think we need to know and that's my biggest concern you know. What are the results we keep hearing i've been on the education committee four different terms I was on the parish school board for ten years and you know we keep hearing about the. They are. Gap we have. In our students. And but it doesn't seem like anything that we've been doing is. Closing that gap. I think the valuation rubert would be a good place to start. You know it was about seven years ago now that this body passed the bill and we started the professional learning community pilot program and each year there's been a new cohort and. That is the reason why these two individuals here are are to testify is that. Mr cooper contact at me and we had a meeting and I told him what the purpose of the isp was in order to try to find you know are we getting any results and miss wally is the overseas that project for department of education so I wanted her here as well so she could comment on what she seeing I think we ought to be trying to align programs within the state between the school district to coop and higher ed so that we are all working in a common. Gold to achieve closing that achievement so like I said mister cooper was very passionate about warning to share some things that he's seeing in his co op that strict and like I said the other co ops will have an opportunity at future meetings the coming and share their information as well so it this time i'm on a turn this over to mr cooper and he can share his information and then missus while you can chime in any time you need to miss chairman could I smart gips in the assistant director to come to the table yesterday you want. Gibson. Represent ubank's remaining to get a chair. The. The. Gives you feel identify yourself for the record and who you represent then you may begin your test money as well i'm mark gips in the assistant director in teacher center coordinator nor sexual co up in melbourne. As representative you banks say that I am passionate about plcs because we seem some things it's done in our co op with their districts it. I don't think I have ever seen anything exactly lack it and have been around a lot of years and earned ever been this grey hair so I am passionate about it let me begin that tell me a little bit about our co op. We have sixteen member districts in seven counties. We have one level three district that has a the yan. Level three coordinates poor we have. One two day schools one in middle school in one in has go. And we don't have any school so. Fairly good test scores but that may we'll talk about that just a little later the way this began is two or three years ago mr gibson had discussions about how coop would look. If we. You got people out there silos is the coops or unique and you have people that are doing things it don't seem related. But once we talked through the day salarization process in we got people in the room. A smart people the head of the same again they came up with a lot of good things that we could do together so no basically. That sir that's a structure of a plc it was real similar to a gadding coalition in front of gadding coalition it just naturally. Broke off in the smaller groups like that the tech robertson specialists or whatever so those folks would have their collaborative teams even though we didn't call them collaborative teams at that time because we didn't really know that much about the PLC process but we had the the basic structure of a plc. In I think when the latt bob came on for me is when doctor while he had a meeting. With the coop directors and districts in the purpose of the meeting was to work us through the plc process in here would look in industries not necessarily in coops because that thought process came later but it is how we could support districts in there process. So we. Attained in the trainings and all through this when we were working on their part there were two three distincts they were about where we were in the processing we worked with them back and forth so. It anyone tan we were teachers and learners and in trainers it was unique but it was a good experience. The high performance in the air districts that causes a problem the occasional limit it's a great problem to have the same times that they get a little complacent I think which is normal. And it may be it's it's hard to move somebody out of it system that's working over to something else but we're not changed in the system we're just end to their system but we've worked through that and now I think I think there's a lot of neta. That did her ready to move out what I know there is mister gibson more talk about their we did run into some arbsters. Uh plc term has been around for years like thirty plus. In the way it regionally was rolled out excuse me. It was not a uh fully functioning plc it was basically in a lot of district is teachers getting together randomly. After a school or maybe a. A PD day look at that but i'm not sure that it was even no ham tom bet mad district yeah when I was there within i'm not sure that we even knew what to do with the dad at that time we're we're down to rich now but a teptic retail will look at the process we thought we had a plc but we didn't. So when we'd mentioned plc tip some of their air superintendents. It it took a while to show them that we're not talking about the plc of thirty years ago. Fortunately we had access to the the super tendence water a month. In we were able to just keep educate them in the education it it every maybe either mister gibson or myself or both of this would tell him where we were in the process in show where we could help them. But first thing we had to do I think was in order for us to be in the leadership of position to help them is we had to have a fully function in plc within her co op and that would look considerably different as a functioning plc in the district that in a man grandpa used to say you can't take what you don't know in that definitely true that's wisdom so we had to learn it as we go. Is as we we do the process it we were talking to superintense intermediaries and after the meetings. The ones it had some interest we went to their school districts barry request a lot times and we set down with them at the the whole team the tell him exactly what we were doing how weird it how we we could help them they they jump tony this is a part I was talking about regionally available seeing anything like this that they have so much interest in because they know it they know it's a good system. It is once we get to the point that we could show them they this is this is not a a program or an initiative. This is a system to change all way from the bottom to the top systems land from the classroom to the school to the districts to the coops in the educational groups to decide in the state board in all the way up to the state legislator you're those are our basically a big get. Gadding coalition but the communication I think is is a little weakness in some of those areas so that that's and I think we'll have to to look at if we if we go further on his and tom but in air cover. So to get to this point it has been easy it's it's been challenging it tanned in hard but. It is well worth it. Because I know what we can do to help districts and I think they can see the benefit of this too so it's a labor of love it satisfying because it is sent then it can move the nail and leave. Now less gibson if he'd like to follow. Yes just a follow up and a few things that missed cooper said you know we started this process and in this this past year and twenty two twenty three and at that time you're going into that year we we had zero districts not one district that was participating. In any level in with systems of support and POC processes. You know everybody had been happy with where they were and everybody was like he had said was was complicated. Went through a decilization process communicated that with our districts we had one district this past year that went through the board the classroom process with this with doctor generating amazing process. That's when it clicked with us to make all the systemic changes that we needed to make at the co op former god and coalition start looking at cliver to teams and climate and processes. And in those climate processes that's where you find your better that's where you mind down to see if you are actually making a difference in what you're doing and we want to know if we're making a difference all the way down to the student level. Um so we had that one district they did that so then we went through the process communicated the entire year had or capsed on event showed our work to the state and very proud of of all of the work we did all of the restructuring we have examples of that we can share at some point if needed but. The next year has rolled around and we had. For more districts sign on for border in the classroom. Systems of sport and four districts jumped into the fall systems of support process so we went from zero districts to one district to now nine districts in a period of two years and are truly think that that is because of the passion that we've shown at the co op the. The vision that we have now for everything that we want to do and. We have just wrapped up some visits in. Coordination with systems of sport at four districts they were going through this process and I can tell you just yesterday we are set in a district and had day one hand sight with them and after that meeting I have received multiple emails and phone calls from principles. Wanting to learn more. So they can teach their teachers more and I think this is truly what this is about when we talk about lifelong learning at our co op. And when we talk about being life long learners. We're not talking about just the students. We're talking about the teachers we're talking about the principles the superintendents and the coop and we have to be willing to walk the walk. If we expect districts if we expect our sixteen districts to perform in accept accountability. Then how can we as a co op sit there and say. We're too far from the work we can't make a difference. So that's what we've done it would coop we've owned it. We've made the transition by the end of this year when we do our caps down with doctor wally were hoping to have a complete organizational structure with evidence to show that the work we're doing is being driven all the way down to the learner. When i'm very proud it's it's very nice to hear their stories and how they've taken it and restructured and I do think that it is a learning by doing process and why started this and actually was a couple years ago we took a group to white river school districts so that we could see a district in action operating from the board room to the clashroom and professional learning communities we took probably. A hundred and twenty different schools and co ops added to those business we have another great going october of forty five different school districts and co op's attending to go see another the white river school district inaction from the board room to the classroom and it has been a restructure because you're transforming an educational system when we started this in twenty seventeen hours at the district level was not at the state level but as I started the district and we started with eleven well I think it actually was non schools in one district um and what we learned is just in the place the process when you're bringing evidence the table you're learning lessons and you're making those adjustments as you go so we learned that when you start with the school they were running into barriers and that's barriers were the district office and that district officers not because they were trying to but there was unintentional barriers that they were putting up just because you don't know the work so this last year without ok so how do we bring in the district that if we're going to do this and we're going to sustain it we can't just change one school at a time how do we change a district so the district the superintendents in their central office team they came together once a month for the whole year last year working with doctor general keeping of how do you lead the work what what evidence are you monitoring what systems do you have in place and how are you aligning your systems is it's not a program it's not we wanted to change the mindset that this was an initiative to this is an expectation as to studying that these systems within your district so that your monitoring student learning in a timely basis not what happened on the act aspire a year ago but what happened in your clash room in the last five days and how are you going to address it in the next five days so i'm having that time timely monitoring so we had the superintendence come together and did the district wad leadership so just for you to know we'd have restructured the process when now call it the systems of support just to take that man said that this is a cohort to this is a s. System it's changed in a system to wear whatever program because we know that if we could buy program and it would fix education we would a ball both that years ago but what programs are you bring into the table that we're working which ones do you need to adjust and and go back into the classroom and bakes are teacher strategies less looking at that evidence in a family way so we restructure it to we not only have the districts you have to participate that's one of the non negotiables if they're going to go through the project they're superintendent their central office team mass participant participate in the district wad leadership of what that looks like the other non negotiables are the principle must attend the role of the principle what is their role in leading that because we have seen there are evidence that if the later is not going to lead it or they don't know what their lady again it's not going to happen so how do we focus on that later said that they understand what they are leading another piece of that too is an observation it's nice to be able to see the end of mine which is the reason why we took some washington to white river school district to see the district in action but observing we've got many model schools in the state of arkansas mail and so on don't we get into those schools and use the arm to to see what's going on their schools and looking at their hot functioning teams so this past I guess probably do might sweep and gathering narratives in the school districts and their demographics and their results and I have a book of forty seven up on right now because what another non negotiable is if you're part of the system of support the schools have to get into another school and absorb it in action so that they can see what they're working toward and we try to pair them with the school similar demographics and just enedy as it is when you sit in burn reverse a team and watch them working you see a difference and you are okay now I understand what we're working towards it's not just a meeting it's what did we do bring in evidence to the table ever tomorrow and talking about that having that job embedded professional development. It has been an enlightening experience it's been one that we continue to grow and will continue to make changes as we we see the needs but I again two years ago because we want to build the capacity of our educators because the intention is not to continue to use the bender for years and years on this but how do we build the capacity of our educators so that they're latin this week started that with the PLC regional network this is the third year that we're doing that so instead of them having a coach coming from a a binder what we're doing is we're using principles or practitioners from arkansas schools to go lead another school so they go once the mind superintendents have agreed to allow them to go once a month and lead and another school that is a big begin I get a good professional development plan for not only the school who's receiving that coaching from another arkansas practitioner but it's also a good professional development a plan in in our applied to superintendents for seeing that up for the the practitioner who's going and leading the school because they've let it in their school in their culture and they're happened to go and learn from another school and they're reading a lot to try to figure out how can we how can we eliminate these barriers or help them with art this is not a barrier that I had to deal with the muscle so how can I help them with eliminating this barrier so we're building the capacity of that way with our arkansas practitioners we have about thirty right now we meet once a minute and they go to the schools and work and we had fifty two schools or participating in that part of the project the other piece though as they were talking about as the co op's building the capacity with the coops they have in in just as they they talked about their numbers going from zero two what you say eight nine schools are participating that trust that they have in the cop in the relationship with they have in the co ops once they know this price is they should be leading this process and they should understand so they're in the process of sitting at the table with these schools learning the plc process is understanding what the non negotiables what are your tights and loose of what evidence should you be should you be looking at. And and evaluating and making this changes based on that evidence and they've taken it and ryan and they've taken it from all levels looking at early learning looking at higher adam bringing in hire it and I will say just on the higher ed piece of that I will look in at the systems of support this year we have invited add to be part of the project all of the cops if they wanted to participate with their schools we have bad seven co ops maybe that are hosting the training so we're doing the trainings regionally instead of the coach is going to be the schools so that we can have that mutual accountability but we've also invited higher ad because again is we're looking at a system and where trains form in an educational system you can start with the school and then you can change the district but there are still other pieces in the educational system for transformation and one of those being hired your ed prep programs how we preparing our teacher candidates to go into a school and end up the need thing about that is really the districts in the schools are asking for that they're the ones who are reaching out the harrier and saying hey we want our candidates to be prepared for when they come in and day when ready with an understanding the clarity of that vocabulary but then the other side of that issue add leadership how do we prepare our principles in our superintendence to lead in that that framework so looking at those two different sides of that and then also looking at the early learning piece of that and how do we get all of those pieces together in a line that that were were all looking and sharing the same vocabulary and and I know that our site department is working diligently on changing an aligning our standards and we're aligning our assessment so we are moving forward and we've got some really good things this piece here the professional learning communities is the way to align our people and to make sure that we're looking at the evidence and we're looking to see how how reflects one use and what we have in the resources to make those changes in a timely manner by dressed. Thank you miss wally represent ubank's for your comments I just want to kind of take care of a housekeeping so members obviously today if you have any questions specifically for director cooper of the north central coop or mister gibson who works alongside him and know they'll be happy to answer any questions regarding nor central if you have any questions regarding the PLC process and how that is working with the coops how that is flowing through for some additional support of the districts and almost wally will be habitat for those but. We will have it our november meeting on that tuesday morning in november we will have a full slight of directors from the cops across a state that will be here to be able to present what they're doing in their districts as well as answer any questions so we want to put this two months down the road because there's a whole lot of data in information here regarding how the coops operate what rules and standards their under what type of funding they receive how they're spending that money we wanted to give you as a committee plenty of time to look through that and study that so that when they come in november you'll be very prepared to talk to them and and and in some get some questions answered so representative you banks thank you mister chair of I was wondering if in the bill where. We stipulated that we wanted to have data that you know showed that whatever you're doing is working as far as closing achievement gaps are improving student outcomes does any do you have any data as of yet doctor while you're. Mister we have some we have a little bit of data at this time but we're collaborative teams are just now becoming fully functional one piece I can't tell you that we're working on we had a regional stake holders meeting back a few months ago with business and industry partners actually had three legislators that were in that in that uh process with us and went through a surveys and and talking to districts and business and industry and the key area that that business and industry identified force that districts needed to be working on is soft skills for students we we've all heard this thousand times with they said really in particular interview skills and just basic skills on how to walk into an interview and in shake hands and and at rest how how do you build a resume how do you how do you do these processes so we have scheduled mark interviews at our co op for our districts this fall a rubber has been created business in a industry partners are going to come in and do mark interviews with students and students are going to be greater to scored on a ruber can that process to see how they fared as well as would they have been hired or would they have been hirable by this process. At that point we're going to give we're going to give this information to the districts and they're going to work with their students the rest of the year until the spring and then we're going to have they know that we have scheduled another mark interview process where there was same students are going to come back to the co op and they're going to go through the same process again. And we're going to compare the results of those processes to see was their improvement and if there was not improvement what a we and what are districts need to do to try to improve that process. And I know all those things are important but I think most people on the committee are probably wanting to know what what is anything changing with reading scores or mass scores you know that sort of thing that we can you know directly point to and say this these improvements are result of. Exer why whatever the cases one other example that we have is we had five level three schools identified that were more than forty percent of more in native support this would have been two years ago and our specialists saturated those districts at those five districts over two hundred visits were made. To those five districts there were in need of support four of those districts immediately. Were removed from. Being in native support made significant advances from the support that we offered the direct classroom support two teachers the one remaining district that is still in need of support has become has joined the systems of support process now to become a plc district and have those extra layers of support to try to make a difference so yes. I'll share just a little bit of data that I have from the narratives that were submitted about the schools and I have a whole notebook like I said I have forty seven different narratives and they schools wrote these narratives themselves and they highlighted some of their data cabinet fresh and freshman academy this is their there twenty twenty three day at the refreshment by nine point nine percent in the equipment school district they are screw they said since twenty eighteen equipment has school rating scores have brought from thirty percent to fifty one percent of their students reading on grade level. Mark tree school district their tenth grade student screw in rating by twenty three percent their seventh grade group of fifteen percent but here's a quote from that superintendent that I think with a very good shares are hassle a teacher retention was the best it has been in twenty years on superintendent mouth right just working in that collaborative process and they're no longer working in the solars some other things howard elementary from fort smith at school district their third grade rating scores went up twenty five point two percent and they're sitting at ninety three percent economically disadvantaged and they again like I said twenty five point two percent for howard glenn view elementary out of north little fifty percent of their students moved out of it in needs and needs of support now can I say that these schools are still struggling yet they're still struggling but they're making some some movement out of their in needs of support it is a process and it is a a journey that you have to commit to and hard work another one just to to how it westside school district they're fourth grade students grown math by forty two point six percent so i've got some pretty astounding numbers that these narratives and i'm more than happy to share these narratives with you some another piece that I just put off the decision website this morning was our team of three schools at the school set of exited ten oh three support your school improvement there were six schools who exited for them notated in their documentation at the recent spreadsheet is that they were using solution tree on the PLC process while i'll six someone notated that they were using at the processes but four of them exited notating that they were used in that in the process and I pulled that off the design website this morning from the ten oh three schools for theirs just some data that I can share with you. If you guys are ready for questions will start to senator hammer you recognize for question thank mister missed but if I did apologize but. Where does solution tree fed into this conversation does it fit in at all or just i'm trying to get my mind round all the conversation about the co op then you get solution trees that are in school and how old is that fit into this. The solution to refits in in the training that we have gone through err they have been they have conducted the training and helped us transform our processes with the end and now we have reached a point where we are actually in the districts with solutionary and the districts working with. Just adding another layer of support. For our districts when there are need in I made for instance yesterday was was an onsite day I received an email from a principle this morning wanting to come and sit down with me and visit with him before their next visit because he wants to learn as much as he can in get to reach their goals that they were left with in the process so it's it's really we we've just been in our twined and the process because of the partnerships that have been formed and followed with you recognized so. Is a room for two or three or why do we need two or three why can't it just get down to one and why do we have to have multiple layers that are in trying to do the same way to me I am interpreting as trying to arrive at the same goals is there enough room for you and solution tree and that dot dot or why can't we get it down to just one I think II can't speak firm to wally but I think the ultimate goal would be for us to be able to handle this process but we're in the process of learning by doing at this point. And you have to. You have to actually do this and live this and I know it sounds. Um I know that sounds strange but you have to have a deep understanding of this process. In order to be able to teach someone else how to do this process and we entered this process back in the spring of last year and. II think we've covered and amazing amount of ground in one year but were we're not there yet we're we can walk in day one. And be able to take a district in create this system it and get it going but we will be there in in I think we will get their in a reasonable amount of time. So you see solution tree going away one day and you would be the one to come in and replace herman and i'm and to represent ubank I think maybe the cost study is in this report but it be interesting see the savings if we could narrow it down and i'm just yield with that thank you. Of course the purpose of the isp was just looked to look at but you know what we can do to make the co ops more effective than helping our schools. And I know when I was involved in there were several people that are here today that were involved initially when we first started the contract the solution to in the plc pilot program it was always the plan that we would be able to add. Hopefully the near future they would work themselves out of a job. My virtue of the fact that they've trained it enough people in the state of arkansas that you know would know how to. Teach the program with or the process with fidelity and so the answer. Senator hammer and your question II think that was the big the plan from the beginning. I didn't want I didn't file the isp to be on the bandwagon for p l c's it wasn't until mr cooper called me and and morning to share his story and that I was pleasantly surprised that you know what it was and that you know. We were finally moving in that direction where we're going to be able to you know transfer that those. Responsibilities over two people within the state. You know and the coop seem like a perfect place for that to be you know initially there was some push back and but. I think it's more more people learn about this process but like I said the purpose of this is fears just to make sure that the coops and the school districts in the state are are working in cooperation together to innoce benefit the students follow I have a couple follows actually but quick follow up as it will be like i'm a phone believers if we don't have a timeline. It doesn't happen just keeps going out there so what would be an obso what would be the timeline that that we would sell we're going to in house this solution tree cause I do I do believe in that process that we're going to have that in the co ops and they're going to be able to handle it and then one of the quick follow up and i'll just let you whoever once I answer these i'm running through the numbers and on co op since. I'm just doing some things number of students supported by the co op versus number employees by the co op number districts and sons help with and they're sack a huge variation in those numbers i've got districts that that have a hundred and seventy students. A hundred and seven students. The. Per employee at the coop and I have some they have eight hundred and fifty seven students per employee at the coop the number of districts supported those numbers very from twenty four two to five it's it seemed fight or the coops and that there's britain that the question is are that the functionality of the colors across the state are they doing are some doing a whole lot more than others are how do how do we explain they're considered I could i've done quite a few numbers here I could go all day long the variations that there are some wild swings in the number of employees at his cotts versus the numbers and I write take everything back to the student to the number of students that they're supporting within that color. I don't know mr cooper may be able to answer that question but I think it would have to be somebody from the department of their dead you know overseas to co option and to answer the your question I knew I could rely on you to do the number stuff and start looking at drilling down and see in what the the differences are between the the various go opt in a we have one that doesn't even have the the minimum number of. The school districts I believe but I think it goes back to the purpose of the isp is to get everybody looking at this to see how we can best use the resources because I mean with the number of employees that you see on this list from all the co ops and then that the budget that they have of a hundred and seventy eight million dollars I mean that's a huge resource that II. We need we need answers to some of your questions and I agree with that and II hope we'll get some of that future meetings is is going to be possible to share it maybe we could could someone get that information together for us as far as from the front of the department of bad maybe share out to the committee is to you know what are the other that these variations and you know maybe that maybe they're doing printing or something I have no idea I think they're going to be in future meetings here so I think if you have some questions I think. We probably need to get them to will have them here for full presentation the november thing but then great question any I didn't hear you by talk about timeline as far as do we think we'll take this over four years five years you know I don't know how long it's going to take for us to get to capacity where we have enough people you know really skilled at at this particular process. Maybe somebody else I don't know if the doctor wallet has an idea on that or not but I mean it's been an existence six years now for the pilot program so I mean when you were only dealing with individual schools and maybe some whole districts are. And then of course copied hit net didn't help things but III think it's going to take a few more years before we get to capacity where we have enough people in state you know especially at the co op's if that's the direction we choose to go. Represented duke your recognized for a question thank you mister chair i'm thank you for some of our ring in this study I think it's been a really good discussion for us to have an and has given a lot for me to think about and look into um I just have one quick question at the moment you reference term believe doctorally at the plcs that had the narratives forty seven what it's the exact because that kind of a two part question what are the exact number of schools that are not districts but schools that are doing applcs and solution tree involved in this process in their schools and I love having that that narrative from the forty seven but I like to see your full picture so could we get the full picture on all those schools and how they are performing on their tests since they started in the process and so we can can't look at that as far as schools that are not in schools that are and just had that fall round picture I think would be great it doesn't work if you can supply that to staff will get that out of committee. Representative allen you recognized thank you must term since we brought up solution to me one of the things that I would like first of to know is how much money how we have a state actually spent with solution tree. And what counter results are we get getting from solution tree because it's minus in a low performance district and how party districts the tesco was have actually gone down and we have students that's read in schools and math schools either all time low and if we're paying them eight thousand dollars a day. Their performance should be better than eight thousand dollars per day when you agree. I can. I can get you there's results but we have some some significant increases in schools and we have some that are apply to and it's just a matter of how they take the process is the night they instrument they are implement their processes but we have some that are maybe still be for schools but they've grown by barbed ten percent in their ratings other. Um. They still may be an escalate based on our cut scores but they've got growth in their reading score so i'll get that information to you follow your recognized okay before the pandemic as that we could that we should take a look at what solution tree is doing and if they are performing the way we feel we should they should be performing and what happened was they see it because a covit they were going to give them a pass cobud has been going for two years now and it's my understanding as some parts of the state of arkansas where we spend these huge amount of dollars we're not getting a result that we deserve. I would say with the hundred and seventy eight million dollars that we find the coops with it I can make the same argument. So we were not getting the results that we we need to be getting I know I was involved initially when we contract it was solutionary as were other members here and the the feedback that I have gotten from teachers and administrators is that it's the best professional development they've ever had I remember. Richard abernathy who was in charge of the AAA at that time said they were the best people that we should have contracted with some of the best educators in the nation so I know a lot of people want us to spend dollars in state but. You get what you pay for and and that we've been stagnated for so many years I think a lot of this felt like we needed to do something hence the reason I also filed the isp as I want is using all the resources we have to improve student outcomes and it doesn't seem like we've ever moved the needle before and I think we we've got to do something and and do it consistently for a while and ordered to try to do that. He recognized but ok if if you look at what's happening in the delta and insolvent parts of our state those people were proud the big the different with your own on what they are doing in other parts of the state and I have gone into the delta first hand and I talked to some of the teachers and I talk to some some of the students and many of feel the same way that I feel and i'm not saying it's a loosen tree is not doing a good job i'm simply saying that solution tree could do a better job that amount of money that we're paying. Members any additional questions for mr cooper mr gibson. Seeing earned representative ubank's any closing comments on your isp. Well I what I want to thank to committee and all the members for taking the time to listen to this information i've I look forward to hearing from the other co ops in the future as well as from the department on unit I think there's probably some changes that we either need to make either at the the rural level or then you know statue level in the future and. I hope we can move forward and in a news this huge resource for the better men of our state thank you. Date represent me back to members thank you for being here today keep a watch out on our schedule just to give you a heads up for our two meetings in october the first meeting will be a report that searcher. English has been involved in regarding funding in different funding models and so we look forward to seeing a presentation on that comes from a seminar that she attended up in minnesota will have some guest here to present some different ideas different date on that that will be on that monday on the following morning we're going to take a little field trip as a joint committee we're going to go and tour the school for the death in the school for the blind spend a part of our morning with the arm is seeing what education opportunities they have there and how that's flowing out to our students within those populations and and then in november will come back and we'll have a fool meeting on a presentation from the coops sharing data on their progress and what they're doing within their individual cooperative districts and have a allow plenty of time for questions for them individually so with no other business before us thank you for being here this morning we are adjourned.