Education- Senate and House

Sorry the Medicaid. All right good morning everybody welcome to our Education Committee meeting we'll go ahead and get started right off the bat first I just want to say thanks to the folks that travel down to the NCSL conference that we were at we had we we had some good meetings on education and got a lot of good information that was a lot of uh legislators sharing good ideas so if you need to report on that or have information about that you can ask representive Cozart to myself about it I was fortunate enough to be on a panel and talking about less debt and more degrees which I think are legislature is all about less debt in more degrees for our students so that was a really fun panels that I was able to be a part of and with that we're going to do for comments. Okay all it was a good grief we had a good crowd that went there was a lot of other things other than education as always but uh was a lot of good information on things that was very good for Arkansas and Arkansas is ahead of the game on the quite a few states in some areas and there are some areas we need to improve on so we'll keep going. I'm also and a representative Vaught was passing out invitations there is a celebration breakfast on Monday December sixth of the PLC schools that were all invited to so you can get with representative Vaught or myself there will be workshops after the breakfast and so this is an all day event but we are invited to the celebration breakfast that morning Monday December the sixth at seven AM at the statehouse convention center so get was representive on if you have any other questions about that all right with that we're going to go ahead I need a motion to consider and approve the October meant meeting minutes. So moved on second all those in favor say aye opposed ayes have it motion passes M. and we will go to item C. on the agenda. Secretary key. Good morning madam chair and ivy Pfeffer department of education secretary he is not able to be here they asked me to be here on his behalf and give you this update on and the American rescue plan funds and and I do have with me or is it Sir Clark he's here as well we're going to present the information to you today a little bit differently than we have the last few months when we've given you an update and I ask Mister Sir card to be here he is our chief information officer and he has built this website that I believe you're going to find very refreshing and informative and it's going to enable you to be able to access information and about the fans in general but also about funds for specific school districts so if it's okay with the committee I'm going to show you the website and a couple of examples and then we can answer any questions. The great thank you feel this identify yourself for the record and proceed please thank you. Okay chief information officer for department of education. Sorry could you say your name it just pull that Mike right up to you. I rigid Sir Clark chief information officer department of education thank you. Okay H. E. R. I. E. G. eighty or is it. Last in seconds thank Sir Clark yes. Okay so as you can see and that in the overview here and this is a and transparency website to show you all of the details around pending that is available for public school districts you can click on this link and this link I'm not gonna do it just in case it might be difficult to get back to this page on presenting but this page will take you directly to our website where you would get all of the detailed information about all the different funding streams even down if you wanted to look at program codes or descriptions of each of the categories of funding. probably the main area of interest for you will be the dashboard and they're going to be two different dashboards that I'll show you today this first ask board shows you details on and the amount of and allocation and that the total expenses that have been reimbursed today and this is all of the funds combined so it was that answer wine as her two and A. R. P. as or fund so you can see currently a total of twenty six point six six percent of all defending that have been made available to schools has been reimbursed to districts so that's the committee that has the percent of the committee that has been spent. Now what you can do is if you're interested in. Looking at if you're interested in looking at and the different sources offense of for example you might say well it doesn't look like we spent a whole lot of money yet you can go in and look at the different pots of money so if we start with S. R. one which was that very first source of funds those funds have to be spent by and or obligated by September of twenty twenty two and you can see that a majority of that has already been spent we're getting close to a hundred percent there so districts still have until September twenty two two and liquidate those funds and that was a smaller pot pot a committee originally designed to do that immediate response to have then districts in large waste that that money on getting ready for the and twenty twenty one school year. If then you wanted to look at that second round of funding. You can see that districts have spent close to sixty percent of those funds and that was and a little bit more committee that was the total allocation for that was and four hundred almost and almost five hundred million dollars there so it was quite a bit more money than in the first round and districts had it had started expanding the uses of those funds and they were I think those funds were first made available about a year ago. And and have been the main source as funds that have carried them through for this year. There was another you'll see Esther to supplemental and I wanna explain that really quickly. S. R. to supplemental these funds for not and not all districts receive these funds we out of our answer to state set aside allocation we and pulled twenty three point one six million and awarded those funds to districts that got a smaller per student share of the overall funding these as our fans have been allocated for schools based on the same formula that title one funds are distributed so you do have some districts that have received sit at a lot less money than other districts and when you look at it on a per student share they were districts that and got a much smaller portion and so these districts did get some supplemental funding and you can see of the districts that received the supplemental funding and they spent roughly half of that so far and we'll look at a district here in a minute that received some of that supplemental funding and talk about that. And then of course the most recent round of finding. And we've and districts have spent and just a little over four percent of that A. R. P. finds that was the largest amount of funding that came into this state so you can and take a look at how those funds are being spent those funds districts have and feel and September of twenty twenty four to obligate those funds so they've got a little bit longer time period now I do want to say that just because funds may have they haven't been spent subdistricts haven't been reimbursed yet those funds and may be obligated and that's why it's important especially with these A. R. P. funds this pot of funding for and everyone to go look at district plans in case because districts had to have a plan for how they were spending these funds and that those plans are on the website and so that's what we talked about a few months ago where they had to have the engagement by us by their and communities by their school boards have those plans approved and put on their website. See if you want to look at a specific district saw me go back here and I can hit this floor race button and it goes back and shows me all of everything so I can go over here and look at a particular district if I want to see how at and individual district not be spending finds me scroll down here. I talked to doctor Walters this morning at Bryant and just ask if I could use her district as an example. Some still on this page where I'm looking at all the funds that I've chosen the Bryant school district. And of all the fans that they've received they've received fourteen point oh six or that all the money that's been allocated their total allocation is a little over fourteen million dollars they spent a little over seven and so little over half of all of their funds have been spent. This table here shows you. That they have spent all of their S. R. one answer to and they're supplemental Esther funds and so now they're remaining and funding would come from the A. R. P. funds so their plan would be D. telling it out how they would envision spending these funds over the next couple of years. So I'm gonna pause there for questions as far as just generally what this is showing and then I'll show you the other dashboard that talks about how and how the different and categories of funds may have been spent could you give me that web address one more time oh absolutely I should have done that to start okay it's Esther E. S. S. E. R.. Dash in sight. I N. S. I. G. H. T.. DOT eighty E. dot Arkansas dot gov. Arkansas spelled out yes okay so it's Esther E. S. S. E. R. dash in sight I N. S. I. G. H. T.. Dot A. D. E.. Dot Arkansas completely spelled out dot gov. This information and is at and the amount of funding that had been reimburse as of October twenty second. And we expect to do an update each month when funds are drawn down and so probably mid to late November you'll see an update as you go in and look at data and it could change pretty significantly in one month's time because you could have a large project or a large amount of money that is ready to be reimbursed. And you develop this website. Good job. A good job of thank you for that no I'm I'm looking it up in a I was didn't have the right address okay thank you senator Elliots. I just need to get a quick clarification about what just when the numbers that I saw for the first round of S. or words ninety four point something that's been spent already does that mean the other. Six percent is obligated a as well. Or is it just there so and it has not yet been reimbursed by districts and we can pull that up so if we pull out S. R. one. We can actually scroll down so this is now just showing as or one and so you can go down and look at school districts and see which school districts have any money remaining from that and part of committee and that would have to be a question then asked at the local district have you do you have a plan for how you're spending these funds you have it obligated are you just waiting on maybe some computers to be shipped are you waiting on some construction materials to arrive so that you get you have the invoice and it and can be reimburse for the departments concerned though it's obligated because it's already been propped quorum will promise to the schools and I think it is yes it is promised to the schools yes okay thank you. All rights representative back. Thank you ma'am Jett great Nash Board website is there anyone in the house that we could possibly get the committee just to to send us links to this so we'll get right because I tried and I missed it too so if if we just have that distributed to us that be great. We can do that representative back if you want to give me your email address I can send it to you right now. Do you have I've had with the. well I have you I just sent to your email. Senate here Arkansas House okay no but yeah what we'll send it out we'll have that sent it out the link to everybody as well yeah. Right and and and I'll just jump on over you can see the second dashboard and the difference in the first and the second mouse working here and the second asked board is simply displaying the and information by categories so these funds had to be and expended in ways that were responding to COVID nineteen and there were different categories that we're kind of these large buckets that districts would say okay for example we're going to and and purchase technology so that our students have devices to learn from home and and so they would have a justification to show that connection to Calvin and when they code that they would code it with the the numbers that would relate to to to technology and so you can see here and that at about forty one a little over forty one percent of the finding has been spent on systemic procedures and so with systemic procedures those were things that allow districts to continue to operate. the next largest category was technology than the next largest was on student support. Senate support could have been And I'll have to go back and look we have definitions for each one and examples that might fall under each category and sometimes technology could have been. Part of the plan for and continuous student supports our ongoing student learning so depending on how it District coded you might find their expenses in one bucket or the other but all of these have been reviewed to make sure that they were allowable. And just like with the last category you can go in and search by school district. Or if you wanted to go in and just search by a certain type of expenditures so if we wanted this state for example with facilities. How much of the S. or A. R. P. funds are being spent toward allowable facility. Needs then you could go in and just search to say that so far and thirty nine point three five million. Has been and. And spent on facility issues and you can see which districts have used as refunds and how much they have been reimbursed for things that would help make those learning environment safer. Or and able for them to you and to provide that safe learning environment for students so you can do that for each of those categories. So I just wanna give you a little different look there at at what you could say one year trying to find out any questions around these funds. So I will pause there I don't know is there anything left off any features. And. Could you tell me exactly what systemic procedures as against. That's one of the categories yes let me say I brought you have technology systemic procedures student support facilities and food security. So I read our technical definition and then we can talk about that so it can be defined as actions or systems that the school district implements in response to Kobe nineteen for recovery efforts that contribute to health and on site instruction for students and staff so it's really more about those actions that you that and districts would take to get people back at school for face to face learning so some of those and could be. Let's see an. Improving health conditions within the school and this was even used for and let's see emergency leave and substitute costs were part of systemic procedures so that and if teachers had to be out an additional substitutes were needed health related medical supplies and so systemic procedures might have been with a purchase PP and systems for helping to track student attendance or improve student engagement whether that was and face to face or digital instruction appointment and supplies to sanitizing cook and clean facilities not a falling within that category as well. So and from that link right here and this S. R. finding site that takes you to a web page where we have all of this listed and this is quite a link the page but everything should be linked together so if you have questions about specific okay and pieces that's all of those definitions there's a and a and hand out that could even be printed and it goes through and defines each of those categories and gives examples with the codes that districts use to identify what they're spending and how. Okay. Yeah I thought I would think that facilities that have a you would have more spent on facilities but I'm sure that will change as they draw down all those other additional funds yes so that number does not capture what has been approved in terms of and and I don't know if I have that number with me but there have been more facility things approve that will cost more than what's shown here this is what has actually been reimbursed to schools for facilities okay all right senator Chesterfield you have a question. Thank you so much madam chair and thank you so much doctor for taking my question we have that S. R. one money yes or two money. S. R. supplemental money is there any school district and fiscal distress now. So with fiscal distress I'm gonna have to look back and I and team and that would be a totally separate issue because these are federal funds that have to be spent related to cope it so if if we have a district in fiscal distress then that would be a state designation based on different factors And Mister Rogers is shaking his head yes and I should remember this but right off the top of my head I couldn't tell you for sure if schools are not having to pay for certain things that are being covered by this. So these funds then could supplant those funds that they would ordinarily have used. And didn't have a lot of money to handle so I'm just trying to figure out how are school districts as a result of all of this federal money. Our schools in better shape now physically. than they were before it would seem to me a no brainer that they would be because you're still getting other federal funds those federal funds are not cut off the title one or any of that other stuff right correct now they've not they're not cut from that so just if if you would just have a somebody sent me a list of those schools that are in fiscal distress deal okay and it would be helpful to me and and part of and fiscal distress an extinct this go distress is meeting the goals of your fiscal distress plans of it district is placed in fiscal distress the plan is developed and that there are certain things that a district has to show that and because these are one time your term I am truly is of what they have to do yes it's just it seems to me with the money flowing. That somehow we would be better off than we were before so if you would you don't have to explain you just give the man of the information and we find out please how many school districts are stealing fiscal distress and And we'll go from there thank you some okay thank you Mr madam chair. You're welcome senator Chesterfield Senator Sturch you're recognized. Thank you ma'am chair not if I want to ask just a quick question I S. a supplemental you mentioned that to the basis of course was for title one or make sure that I understand that right the funds in for title one would go to where student's resident school would be not necessarily where the school choice would be so we have some schools that might have a title one students but there if choice to end so was S. or supplemental then to someone also help kind of level that playing field you mention that it was to level per student allotments that is that then kind of our way of solving some of that title one discrepancy. So I'm not exactly and the. The similarity is that schools that had and had fewer students. It basically when you're you're looking at this that districts that that receive more title one funding they receive more Esther funding and it wasn't the answer funding wasn't based on a per student allotment it was it that the formula was there that it was using the title one formula and because there are some districts that did get under S. or and if you did calculated per student you could see how much of a difference that there really was there the decision was made to provide them with some additional funding now I did not get them up to that same person you don't level but with the answer to amounts of money I think we did look to try to get districts up to where they were and receiving around six hundred dollars per student it wasn't a magic number it was just just some additional funding that could be provided to those districts to help them out and because the difference in that and answer fines or the cures act funds that came and your just your general title one is that COVID did impact all districts and it was an expected and all districts did have to put in responses and in many ways similar responses and to deal with COVID nineteen so that was that the genesis of some extra funding going to districts and that the actual distribution or things like that and it was that was all based on that overall formula thank you thank you mention. All right thank you are there any other questions the nine and is there anything else. We appreciate the opportunity to share and we will have it updated and if there are additional questions later on we'll be happy to answer all right thank you very much appreciate the presentation okay with that we will move down the agenda thank you for being here thank you for your good work on that website that's very good representative McKenzie had a quick question. Representative McKenzie thank you madam chair and I wanted to see whether we need to visit by this now or we can save it for presents a doctor pepper was there we can save fraud other items on the agenda by a question a follow up from our last committee meeting but some. The questions we had that they were here so whether now or later I mean that way she can yeah you want to go ahead and come back up sorry. Thank you Dr five for at our last meeting I had some questions as we went through the matrix and of course we had the PLC funding in there which is the professional learning communities And I had questions regard to our contractual obligation when it ended it how much it does look like I do appreciate the staff gave me information looks like we do have a hundred million dollar contract so my question is it also looks like that this current looks like it's renewed annually so looks like we are bound through June of twenty two so my first question is when first when will the decision be made whether not going to renew and who will be making that. So the decision and so I I don't know that I have that information today and as far as how that contract I know that and the last time the contract was sent I think it was and three special procurement and so I don't have an answer as far as what's going to be done for this next round and we have seen success with our and schools that are part of the professional learning community we are and we have been able to expand so that their regional networks and so that our and schools that have been designated have they have principals in schools that are designated as model schools are now helping to grow that network so over time and we are going to scale this at very quickly and and be able to take this on and more and more using our own state practitioners but I don't think I have an answer for you today as far as exactly when a decision made and what that's going to look like so I I can and talk to the team about that something in that you're gonna and need to know at the next meeting the following I'm if if I could if you could get that information yes if we can maybe discuss at the next meeting as well as I know that there's I I know I've requested to make you happy I think others have. The data the evidence because this is a significant amount of money here on the special procurement that we've got here I think the life of it if the extent can just be seven years and we're coming up close to that seven years I guess where you're five so I would like to see the data supports that we're getting the bang for this considerable Bach because I know that I've visited with teachers throughout the state the the kind of reaction I've been getting is an it's okay but when I time how much we're spending and I think they assume that this is just part of our regular professional development funding I tell me how much you're spending I get that I get an opposite reaction they're not happy with it so I would like to see what you are seeing and find out who makes that decision and when I really appreciate that thank you and we are working on pulling together a common source of data and the interaction that we had and with the COVID year does make it difficult especially to follow those cohorts over three year time period but we are pulling all of that And together so that we have a and very streamlined common set of data for all those participating schools. Other questions when we were when the schools were on our site and we had so many issues with COVID how did that work with the PLC training. And I think different is different schools and worked it differently in some places you had and teachers that did transition to be back on site that you had a virtual and meetings that took place with the with that coaches that were scheduled I I would have to go through and and see how the different districts and works through that whole process you know we had a lot of change from fall to spring and so by last spring there was and more and people being on site and the and solution tree catches probably relied a lot on and meeting virtually with their teams that and the training did continue. Thank you. Senator Chesterfield you're recognized yes thank you along those same lines and I hate to keep beating this to death because I keep getting formative evaluations but I'm not getting summative evaluations about the work of the PLC's I need to know how many students. Are how many school districts move from academic distress to success. I'd also like to know how many of the PLC schools made the list that the Secretary released that was published in Sunday's paper that's just something concrete if any of them make that list and could you tell me how many schools I don't even know how many schools we are using the PLC how many schools then were able to transition from underperforming too over performing that's what I call a summative evaluation and I keep getting pushed back when I ask for that but I really would like to know did any of a make the list of greatly improved schools how many of them were in an academic distress before but are now doing just very well that would be helpful to me and thank you so much Mister madam chair. And I think the clarity on what different members consider summative evaluation is helpful for us to prepare and to be able to send you information so thanks for that and we'll all we'll see what we can get you for an answer. All right thank you are there any other questions on the topic all rights and none will be fine thank you so much for answering those questions moving down to item ET we have an adoption of the interim study proposals Okay there's actually three. Okay motion to adopt all three of their seconds second all those in favor say aye and oppose ayes have it the and these are adopted and next we will move to a presentation from teach plus Arkansas if they will come up to the table we're happy to have you and members we do have additional handouts here which we will get to you we just didn't have enough to put it every C. so We will if you can share with your neighbor if we run out that would be great I think we have enough for everybody that's present in the room so as you are all coming up we were going to we will have these handouts for you members you will have Six seven F. as he is in your pocket already and you have a single handout with six plus Arkansas as well. Okay. Okay this is thank you for being here what I would like to do is for everybody to state their name first and then we'll proceed with the presentations so will you go ahead and use those mikes and if everybody can go ahead and state their name for the record that's that's here with us before us that would be great and then we'll proceed push your button and make it that so there you go and then just speak real close to the bank. All right Matt could do twenty eight you educator currently at Central High School I teach art and I am a career coach and in after. I just go ahead and leave it on you don't need to touch it again yes Michael flowers I teach at mills university studies teach civics and were history and I because basketball thank you for being with us. Good morning I'm Candriam Jones seven great E. L. a teacher Jack ruby middle school in pine bluff Arkansas thank you for being here with us. Good morning my name is brandy limits and I am a K. for bath solicitor with the Bentonville public schools. Thank you for common being here. Good morning I am reminded Matthew so Forrest City high school in as his family consumer science is Wallace if I's for damage recommends Elise of America thank you for being here. Good AMD on Harry's that's he's eleven grade U. S. history and forced the high school thank you for being here I'm Holly Howard and I teach eleventh grade English up in the high school to have you with us. Hi I'm governing body at its critical reading debate forensics and theatre it's from the high school thank you for being here with us. Hi I'm Karen Maxwell and I teach pre K. and Springdale god bless you and thank you. And and last but not least and my name is Stacy may I could do I am the executive director for teach plus Arkansas and in addition to having these a stand educators around the state of Arkansas you also have our executive director or teach plus Mississippi who drove all the way down here just to support us and adult if you'll stand so we can see you thank you where where you from again I'm sorry. Clarksdale Mississippi okay thank you for being here with us preset you coming all this way that supports the team in front of us. Yes Senator Chesterfield. Your our congratulations I did not. Congratulations the immediate past president of teacher of the year for the state of Arkansas. Thank you for being here with us please proceed so as mentioned I am Stacy McAfee I am the director for TSplus Arkansas and we're here today to just talk a little bit about teach plus organization what you get get to know a little bit about our fellows and their interests and I want to start by thanking you madam chair and all of the other distinguished vice chairs and legislators representatives senators for allowing us the opportunity to be here and for your hard work year round to improve education so thank you thank you thank you. The first is a national nonprofit organization and the. The mission and teach flows is to empower educators to take leadership and and issues that as it relates to policy and practice to improve student success. We have a website that you can find out a little bit more about teach flies the national organization as well as the Arkansas teach plus. And I think that's really all that I necessarily want to say we did bring handouts that give you the annual report to allow you to know a little bit more about the organization last year I was a part of the advisory board and we did extensive research. Extensive research. On Education here in Arkansas we pop we published a brief called greater than diamonds what that included recommendations on how to improve teacher diversity and that really was the catalyst for how we started teach plus Arkansas here the the fellows that are here with us today I'm gonna step back and Holly's going to give you a little bit of information about the call for the fellowship overall and then you'll hear from two classroom practitioners who will talk a little bit about their journey and the working group that they are connected with and afterwards we would love for you to ask us as many questions as possible about their passions their journey in their advocacy work. My name is Holly Howard and I'm a native our cans and I became a teacher because of the amazing teachers I had an elder radio public schools growing up I remained a teacher for fifteen years because of the talented colleagues have had the pleasure of working with in other districts Lonoke Benton and I'm now in my tenth year of teaching English at but in the high school. Over the course of my career I have worked in various leadership roles serving on improving school improvement committees presenting at national conferences and most recently as English department chair a member of my administration's leadership team and as an after school coordinator as much as I feel I have impacted my community I joins teach plus to add my voice to the state level conversations surrounding education I want to advocate for teachers all over the state and help work towards a more equitable opportunity for all of our students are cohort is made up of eighteen educators from all over the state including the delta south and Central Arkansas in NWA with a combined one hundred and seventy five years of experience in the classroom we bring invaluable stories and passionate voices to the table in the past few months we have been trained in policy advocacy and educational leadership and we hope to put the skills to practice in our working groups to fight for teacher development recruitment retention early childhood education and social emotional learning in our state we are grateful for the opportunity to speak with you today and to begin building a relationship that will benefit all of the students and teachers of our state great state of Arkansas and I'll turn it over to little rock's own around negative. Good morning everyone. Good morning. Morning once again my name is the right man to do I have taught for twenty eight years I'm currently at Central High School and I have two thoughts to questions I kinda want to poles so the first one is how can and and illiterate juvenile become a highly qualified educator how can someone who was seen as of maybe someone who failed to the cracks become a teacher plus fellow an entrepreneur public Speaker a citizen who believes education is cool. Well for me it was in the form of a man named Mister Drake my sixth grade teacher in after I was reflecting upon that experience he was the only black male teacher I ever had K. through twelve. And the impact it had on me gave me three lessons one. He made me feel smart. He made me feel like there was a space where I could contribute to he valued me he valued my culture he valued my ambition he valued my community because he was a part of it and that's crucial and three. He showed me education was cool it was something that I could do I saw myself in that option so as I move one of it in brings up the second thought which is how can we. Have affected. Retention and recruitment. So I'm part of a group that is focusing on how to do that and I think that model the dot Mr Drake showed me still applies. These prospective classroom practitioners need to feel smart feel like they made the right choice phyllite servant leadership is the right in good thing to do all of you here should know about that right thing to do that's how they should feel they should also feel that they are value their profession is value that is value to the point of investment. In an access the resources so that all distractions are laid aside distractions like worrying about how I'm going to eat not having to get another job to do that. Being being being of free from the distraction of of more things with in the system of education that takes them away from the check out in the classroom. They also believe not only did they feel smart in that their value but yes if you would indulge me repeat after me education is coal. As Mandy here that rang in these four walls. This is where that needs to ring true just like when a child who was a former student of mine comes to me when they do and say Mr mac to do because I saw you I believe dedication was cool because it was cool for you we can be cool for me it was cool for Mister Drake is cool for me in a school for of the young children speaking of cool let me past mine. Miss Brandi Loomis oh my gosh of that into a smile on your face then it should because that says my all that we see every day whenever we see our fellow teachers and we see our students and hopefully you'll get to see that passion whenever you get to know us a little bit better over the next year but my name is rainy limits and I am a twenty year educator and in the Bentonville schools and that you know they say you when you know you just know and that's saying is particularly true for me because I've always known that I was going to be a teacher there is nothing else that I wanted to do and so every decision every choice that I made put me one step closer to that dream until finally I was just this young twenty two year old stepping foot in her very first classroom it was beautiful I done it. I was there I was the teacher except there's is this normal problem I had no idea what to do next I forgot to tell you that part and I was actually utterly preponderance paired for what happens after you get the job I guess I really didn't even over the copy machine was for the longest time. But thankfully there was a teacher named Mrs Kelly and she took me under her wing and every single day she sat with me and she gently molded me and guided me through all the things that happen that aren't on the lesson plan she taught me what it meant to be a teacher and I can honestly say that without her I probably would have quit after that very first year but I'm not alone I think we've all heard that nearly half. Fifty percent of teachers will leave the profession in their first five years and if that doesn't make you stop and pause you know it should. But luckily I wasn't one of those statistics. But I do know that my students as are better and more importantly the teachers that the new teachers releasing into our schools deserve better. Which is why I am so excited that I get to stand here with these beautiful humans and we get to do the hard work for teach plus. An earlier you mentioned you heard Holly mention our working groups and as a part of the teacher development group our goal is to find practical and meaningful ways to provide support and sustainability for all new teachers once they enter the classroom through strong and a highly developed mentorship program. Thank closing I want to tell you about a kid that was sitting in my very first class. Her name was Kaylee and believe it or not she had the same dream to become a teacher one day. And she had that dream fulfilled just this past weekend. Monday she got to stand in front of her very first class of students. But is she ready issue prepared. You know so I just wanna ask you who's gonna support Kaylee. Thank you. So you've heard from T. individuals that are a part of to the working groups there are two others we have our recruitment and retention group that you heard around speak about the teacher preparation group that brandy spoke on but we also have some individuals behind us who are a part of early childhood education working group and there's a working group that's really interested in finding ways to support students and teachers as they struggle with mental health social emotional learning I'm gonna step back again and if you guys have any questions for them about any of their working group issues or anything for them they would love to answer questions. All right thank you so much we have a bunch of different questions so I'll just go ahead and go straight to our membership I appreciate the presentations and the passion and that you bring to the table for your students I'm sure that they connect with you very well and that's it's always about that it's always about being able to connect to that student reach them and find out what their language is now and how to how to really reach them I've It's then it's it's hard work I was is that I have been a substitute teacher and I've also been a substitute teacher in our resource classrooms and and that there's just lots of challenges that go beyond you know a worksheet I work seat of math problems so I did a very much appreciate all the levels of engagement I think that our teachers are required from our teachers with our students you know no matter where they are and who they are they all have things that are struggling with so I very much appreciate that and I hear that sentiment coming through your voices I thank you for that representative McKenzie you're recognized for a question. Thank you madam chair and thank you for the presentation over here to your left for left thank you for the presentation of for your service it was really interesting I have a number of questions but I'll try to just ask if you and get back in the queue size I see a lot of people are waiting in my other questions make it asked this is my first time freerolls benefit on the Education Committee so I'm still learning so I want to start again from the beginning funding and Fund you I think I know but I want to make sure we get this out there and also I want to know how you began was this something that was promised program was it enacted promulgated by the legislature or by the department of education what's the what's the founding of this program. Teach for us was started in two thousand nine nation want to mention that is a national nonprofit organization we are currently in eleven different states. There are two sides to teach first practice side in the policy side and we are funded by lots of different donors. Thank you for that if I could follow up I don't think I must not of articulate I'm trying to get out here so I'm wondering as to what my understanding is you all are existing teachers and the public school system and then I think you applied for this program and then somebody selection if I understand correctly I think I don't believe the state funds you is that correct I believe you're funded by a private this private organization so my question is so you I'm seven member school board I'm parent here my district and a teacher here in our district do you have to have school board approval to become part of this program because I do see that that if you're in this program as you work in the school that the goal of the program is for you to advance equity opportunity instance excessive have leadership over key policy so where's the board in this did they have to a preview approved teachers to become part of this program no they did not so we do have a rigorous application process all of these individuals completed an application a written application and then they went through a. Verbal or interview and they actually perform the performance task project. Before they were selected. As it relates to the school board and legislative bodies are decision makers we work with them the we're not a part of them and the goal is to empower these at educators to go back into their buildings and work with their ministration their school boards to help make it better where they lay of someone working on state level issues and some of us are actually trying to tackle national issue so it's working alongside decision makers. Thank you for that I have more questions but a hot back in the queue in a committee in writing okay representative Godfrey. You're recognized thank you madam chair and thank you all so much for being here and a special thanks take care at Dominique either from spring Dotson very glad to see you all here and that just thrilled to and hear from all of you and have you here today I think it's a follow up to representative the county's point in really kind of what is the connection what can the connection be with those of us in this room with with policy makers and this is something that that and is marketing I had kind of brainstormed about together is is there a way for especially for those of you in your working groups to maybe partner with one or two of us as kind of a policy partner as your brain serving as you're thinking three you mentioned things that are you know both practical and meaningful in policy making are there ways that we as lawmakers as policy makers can partner with you and share our insights to say Hey here's something that you know really could work within and you know the limitations we have whether it be budgetary or political or or and you know just just the feasibility of your ideas I know I would be more than willing to do something like that care you had asked me and the email is that something you know if I would work with your working group and I would be thrilled to and I imagine many of us in this room would would be willing to do the same just kind of serve as a and you know like a partner on the policy side of things and so I would just kind of open it up to my colleagues if it is something you're interested in especially looking out there for working groups if you're if you have a a legislative interest in teacher development or students social emotional learning early childhood or teacher retention I know many of you have worked on those types of education issues legislatively I'm sure you know the fellows would. I appreciate that kind of partnership I hope you would and that's something that the I. of course would be glad to be a part of and if others what would like to do that would like to conjoined you're you're working group as kind of a insight into the policy making side of things I would just kind of extend the invitation to my colleagues here today. Thank you would absolutely love that welcome that and thank you one of the things that the as of right now we've already had a lot of your support so we do thank you we have our official kick off in August so we are brand new and some of the representatives actually came and spoke to us and talk to us about. a lot of different things on on how to make that transition from the classroom world into working with the decision maker so any. Any partnership in any way that we can help land our voice to to you and help make things better because we truly believe that it takes a village and teachers need to be alongside decision makers as bird thinking about how to improve our education for the state of Arkansas Senator Elliot your record. Thank you Mr chairman thank you so much for being here today just like that's the spirits I and I is always say to everybody who teaches thank you for being a teacher across the tree with the nation builders we to stop recognized that but you are the builders of this nation. When it comes to the leadership side all right I have always had issues with teachers not having a space to be leaders how will that how do you perceive that manifested itself particularly. For not having to leave the classroom to be a leader because what I would not like to see is a lot of people who are as we do now in order to get a raise and eat not worry about as you said Mr Macatee you have to leave the classroom just to get and the I. wages you can support your family many times. So talk to me about what it means for a teacher to be a leader and still a teacher. Recruitment and retention group is actually working on an issue related to that so I'm going to yield it to someone and they were retention group. All right so we just had a conversation the other day about looking at the continue the crew continue in that the Arkansas department of education already has in place and trying to see where we can use the master and lead teacher designation where teachers can still we be in the classroom but also the there and trying to find kind of budgetary and budget opportunities to help support teachers where they can stand a classroom that's what I have to like get a second job of the from there in this. Well it okay and the so the next the other next question and I wanted to ask you about or just a put on your mind because no no you'll experience it is awfully awfully difficult for teachers to be the superstars everybody wants them to be without having time to prepare to teach. Without. Leaving their families behind and everything else and get in that knot in your stomach on a Sunday night because you know. What that feels like is that a part of a policy thing that you're thinking about or the C. that is an important thing for teachers to be able to be the the superstar is a need to be. Well part of that is if you have done something to better yourself I yes the ticket ID an endorsement maybe your ESL indoors may your maybe your avid certified when you do that there should be some compensation for that because what you're bringing to the table and what you're bringing into the classroom is an expertise not bought by the district but but you just invested in your cell but there's no of review recipient race recent reciprocity yes. Yes uniformed files yeah so I think four four that's one thing that we're saying if you go out and you go to these trainings you go to these workshops and and you put these other letters behind your name in and have some more wallpaper did you can show people maybe there isn't should be some compensation that that way you can concentrate on the challenge the seat instead of what you need to eat yeah well I and I'm really with the on that but the thing that because right now you already deserve more compensation What I'm getting at even if you get more compensation. You can't buy time. That has to be built within the system some asking if that's something that's a part of that you see that you need to work on as a part of policy or not because I can't imagine with all you have to do now is in a better than when I was in the classroom and the one thing I did not have was time without sacrificing so much of my family life and everything else. Well right now we see and a lot of conversational pieces as it relates to social emotional learning mmhm and I believe that if there was more implementation to support teachers in their social needs I think that that's a start because there's so much as added responsibilities and less resources we have shortages of teachers so you're picking up additional responsibilities as a sort of stories of the team so you have to do that classroom cover we should be planning yes SO where we have all of these conversational pieces on how to better support shall vest more baggage for instance I had my students to unpack their bags the other day I said just put in here whatever you might be going through and write your name one if you want me to respond and when I got to go through those bags it was more babies on me it was more than I could bear I'm I wanted to support my students but I have extended myself and I had picked up so much of their emotions they eat may my bag can't hear and so I just believe it is to also understand as much as we the students need to have help the seizure we cannot support our students in we're now miss Lina space to do so I believe it is starts with making sure that we are supporting our students our teachers social M. as in Israel R. thank you and thank you for being here today thank you representan mackenzie you're recognized and then I have represented me. Thank you madam chair So if I understand correctly one of my concerns. As I listen to this is. I value for instance of the legislature as a legislator I value each and everyone of yours opinions insights what you have learned in the classroom that you can share with me and others as how we need to address if we do need to address anything statewide I'm sure is a school board member if I were in that capacity those and you value your individual opinions and what you have going what concerns me is that the truck when you when we say here we're getting trained from from teach plus too so you you undergo training with this. Nationwide entity teach plus. I'm not so interested really in what they I. I'm not that I want to listen and learn but I'm afraid that and that's why I want to visit this because once I'm concerned with a foot is in the door pretty soon were were where the program so I think it's worth their time I appreciate you said I want to hear a lot of questions because friends PLC not many of us around here that started with a four million dollar contract within three years it was a hundred million dollar contract and it just sometimes things just get out of the gate before it really even develop them so as read was beginning thing I want to at least. Bring forth my concerns in that. If I'm a parent and a district or a school board member and district. What you bring what you're seeing in the classroom is vital. But I want to make sure it's it's your your impressions and that they're coming to an end to the school board where the parents and everybody has a say in it I get a little concerned so I just have a little yellow flag you're going. How much is this is some other outside organization that's coming in and we have been mentioned I think I heard someone talk about you know what I can you know develop in the classroom so. Where do you see this going does this eventually mushroom into bigger things for the state does get involved in such a program and maybe maybe that's good maybe that's not how much when you say you're to affect change in leadership and policy change does that does that mean you're going to the school board and saying these are things that we think that we should. Consider and that way all the community can have a voice in is that what we're going or is it up because I heard you know things I can do in the classroom I hope I'm articulating my concern here just making sure that local teacher input wonderful needed should be there. But when it comes in from an a big organization with perhaps an agenda that maybe we don't know or don't agree with that concerns me. Okay so I'll speak on that a little bit every person that is a part of the teacher close Arkansas program or organization has has we're. Principal and their superintendent support so they are aware of everything that we're doing in terms of. Training and what we do together it is all about the teachers and what they're interested in. Leding live what we have done so far as we taught them how to write an op ed not what to write an op ed on we worked with them on how to develop their story how to articulate their passions in a way that is not confrontational away that expresses their interests and their concerns for their students they do work with the school board some have had direct contact with the school with their local school boards everyone is in a different place but it is all about. Them and their community and what they feel they need for their students. Thank you I have one quick question can you is in your annual report is it where how are you funded or it is all and it's all in this and this right here in the annual report yes in your annual or on your funds if if it's not I can okay I see so sorry thank you all right that was just a quick question somebody asked because they're watching. Online representative makes you're recognized. Thank you madam chair. first off let me say thank you as the teachers you all aren't content with just staying in the classroom you've expressed to by a because you do see in need and you're willing to go above and beyond to try to meet that need and so I I greatly appreciate y'all stepping up to to do that my only concern is kind of a follow up to a representative McKenzie is up I wanna make sure or challenge you not to turn into a political organization and. Lose focus of the real thing which is making an impact for students and based upon your answers to her it sounds like that your are are not going to be doing that and and that's highly appreciated my up my question to you is one of the areas that I tend to focus on one of my interest and passion as science and math unfortunately here in Arkansas only about thirty percent of our students are scoring proficient in math and science our national levels are only a little bit better at you know forty to forty five percent and obviously not only as a state but as a nation if we're going to be competitive going into this next century we've got to improve those numbers I heard the gentleman talk about some of the challenges that are or facing it finding good science and math teachers to try to help bring that up I'm wondering if that's something you card could all expound on maybe a little bit more water there what are the primary challenges that you all seat to recruiting teachers keeping teachers what are the young people in the communities a child or working in what keeps those potential star teachers of the future from becoming they'll start teachers. Good morning of. Touching on that I am in pine bluff there's not a lot of positive that's coming out right now and we are really struggling with teacher retention a lot of the reason that we're struggling we teacher retention is pay they feel that they deserve more for what they do and then on top of the financial part you don't have the support that you need in the classroom from the parents or the community so in order for that to change as well as to keep a teacher in the classroom there has to be a platform where everyone can meet. In the middle to keep the star teacher in the classroom I've had plenty of opportunities to relocate to other areas and what keeps me there is that the combat of kid or the angry kid or the kid who doesn't know with their meal is coming from next can identify with what I've been through I'm very transparent and in order for us to build relations with our students to get them where they need to be and for us to be the star teachers that you all want us to see that has to be something that the teacher brings to the table and they have to remember that what they're dealing with it has to stay outside of the classroom because that kid is top priority so in order for us to be the start is that we need to be we have to remember that the ultimate goal is to reach out child and to avoid. Causing more baggage on them that they've already received a remember that we don't know what they're coming in with before they get there and we don't know what they're going home to when they leave for. And it is I'm sorry to speak specifically assigned to math it's a stretch for me I'm an English teacher but talking with the students I do like to promote teaching as a career choice and most of them look at me and laughed like if I've got if I want to be a scientist or do something with masks that requires years of training years of college lots of money and I'll never make that back being a teacher I'll never make that back if I'm going to be a teacher in yes it would be for filling in yes I can contribute to my community but I want to make a living I don't want to live comfortably and I think especially in those fields those fields are much higher paid than teachers so I think that could be one of the barriers keeping great smart potential educators from entering our classroom. And I'll follow up with. Okay the more follow up to the the point that you have brought up one of the things one of the ways that we as lawmakers can maybe help it does the the state department provide resources to help teachers that are in that circumstance to try to be supportive or is that something that we as lawmakers need to look at to get the department of education to try to be more supportive of schools that are in the situation that you spoke of. And if we do how do we do that I mean a lot lot of questions there but it is supposed to be provided are we seeing it now okay so we are pretty much as having to work at the best way that we can to get through the day it's been a big concern of mine and not only do I harp on it quite a bit I have those conversations with my students because it's easy to just put a get out of school what we do want to avoid that right it's easy to label a kid well what we don't want to take the label off thank you and so with the support that is needed being provided that would kind of stalemate and cancel out what we're dealing with now in school settings as well as to help keep teachers in the classrooms because I am one that does not want to leave the classroom right as much of a ministry for years it is our job yes and I've been modeled and they are pushing for me to take over leadership but my love is the classroom and I want to stay in the classroom but again like you said how do we retain Sturch teachers that want to stay in the classrooms what we need to do and that is one big issue I sounds like for my colleagues in the room that that's something that we need to maybe explore a little bit more thank you. Thank you are there any other questions members of the committee all right we very much appreciate all of you that is driven such a long distance add to be with us and all of the difference Qualities that you bring to the table and and I just appreciate that and I know that every kid you know depending on where they are with their circumstance every single one of them is a unique case they just are you know it's not a one size fits all you know approach with kids and so I hear that and I appreciate that and appreciate you all being here today thank you very much. And maybe down the agenda is there any other business come before the committee have not seen nine we're insert thank.