Education Committee - Senate and House
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- October 2, 2026
Speaker 2
20:17
project we just weren't able to get the district state chair and maybe that's a conversation as we move forward and look at the futures projects how do you help those districts because they obviously needed to get that project done. thank you thank you walker you're
Representative Steven Walker
Unverified
20:36
recognized for a question thank you Mr Chair and thank you guys for being here today. so on the school district partnership funding does that cover like the roof replacements for our school districts too it it can and I think that's
Speaker 2
20:48
where you get into that definition of the warm safe and dry. it it may not cover like maintenance of a roof like maybe they're just patching some holes but when you get into like replacing entire school roof because it's30 or40 years old or maybe their insurance requires it sometimes you see that as well they can apply for that project because it would be it's not considered maintenance it would be a renovation to help keep warm safe and dry. OK great. so that's what my I have
Representative Steven Walker
Unverified
21:13
a few questions regarding that and I just wanted to make sure I was
on topic. so what does that process look like for a school to apply for it and be approved as being able to apply for it I just trying to figure out what that process
Speaker 2
21:32
would look like well ar part of their request is they work with our agency and submit that request and they're there's there's some conditions and some factors and there there's actually a number where it says it has to be over65% of the criteria meant
to be eligible and and I don't umgreg I don't know if you want to speak more about kind of that that rubric process but it it's it's pretty established
Speaker 18
21:59
yeah it would we'd look at the facility's conditional index and see if it was at65% and end of life also we would look at
Speaker 20
22:05
underations hero which is what Secretary I talked about earlier with the the maintenance system have they been trying to do maintenance on the s on the roof has a has it been taken care of so to speak if it hasn't been taken care of then we'd have a a different conversation about why
hasn't it been there what what are the different factors that led to this roof needing to be replaced. so all those conversations go in there to determine if it would be something eligible for the partnership program but it but it think what he said on that before is that where we try to to assist the districts in making sure they are doing that preventative maintenance before they just come through needing anti roof replacement where did they just let the roof fall apart before or was it something that's just at the end of lifetime replace that roof so those are the the questions that we have to ask.
Representative Steven Walker
Unverified
22:51
so so basically like on slide 17 where you talk about the work order creation and closure so if they don't submit we'll say tickets if they don't submit in a a certain amount of tickets then they're asked to patch or whatever a roof that may not be repairable. not necessarily, but that would be one of
Speaker 20
23:08
the things that we'd come back and ask him was that why didn't you ever submit any tickets or any maintenance into the operations hero website what's going on with that if they had something outside of that or if there was something that happened recently quickly
that they just weren't able to that's the conversations that our agency would have back and forth with that school district to make sure that there was some kind of maintenance going on there before it happened but
Speaker 18
23:33
it wouldn't necessarily just have to rely on those tickets
Speaker 2
23:38
we'd have a conversation with that with that district and and and allad there there's actually been some circumstances where there may be hail damage that wasn't planned on that got factored into the life of the roof because even though they may have had some insurance
or sometimes there's been tornado damage they may have to do an insurance claim but they were already on the list to get or the roof redone? do we want to spend time repairing it? do we want to go back and just say can we expedite this process let's just do the replace ment now even though that was gonna be done two years ago because that would make more sense so I think to that question
Speaker 5
24:11
there's there's a there's a lot of other factors that get put into that as well
Speaker 26
24:16
I'll get back in the queue I know there's other questions thank you.
Representative Julie Mayberry
Unverified
24:22
Ripson Mayberry you recognized for a question you and over here I just wanted
to just publicly think again Tim Kaine for his work back in 2019 we passed a bill the ADA complianceittee and this was a a group that worked to make sure that we are educating our school districts and that in let's see February 1st of 2024, that each school district had to turn into their master plan
an ADA kind of checklist of things that they are going to fix. We recognize that this needs to be done and so I'm just kind of following up on all that because that was I guess due February 1st of 2024 and I know it's in you know just because you've said this is going to be fixed doesn't mean it gets fixed right away. If you could give some type of update you know and how if there's someone who wants to see in their own school district what things were
determined by that person at the school district that needs to be fixed how they can stay on top of that person to make sure that it does get fixed.
Speaker 34
25:40
does that make sense? representative mayberry that's a good question we took all this from the master plan like you said last year two years ago coming up and there was a lot of them that did have several items that needed to be updated so we have that in the master plan and
as they submit in 2026 we hope to see some progress there so there will be our folks will be able to follow up on those and as you know some of them are high priority and some of them are lower priority and and dealing with cost and feasibility and all those things but I thought overall it was successful. I mean we got districts submitting kind of a punch list of of items that need to they need to look at and address.
Representative Julie Mayberry
Unverified
26:25
So so is that punch list available? Can someone
request for their school district how how we can see what that is yes
Speaker 34
26:34
ma'am they master plan is is that's public public records so but I guess is it set aside to be very clear this is ADA
Representative Julie Mayberry
Unverified
26:41
compliance or is it just kind of in there with everything else? No ma'am there's a separate tab just
Speaker 34
26:46
for the ADA section. OK, so someone could go to their school district
Representative Julie Mayberry
Unverified
26:50
and find that yes ma'am they could request but maybe some dollars
to help fix some of those things would not
be available until 2026 if they it just kind
Speaker 34
27:03
of helped me out well it depends it depends on what it is first of all to to see if it's eligible for partnership projects some of those items won't be but the ones that are I mean they they could do
Representative Julie Mayberry
Unverified
27:16
a partnership project for do you know of any school district that has sort of taken that punch list and has actually fixed those things. Is that do do we know of that because I think that was the hope that if we bring it to their attention,
that it needs to be fixed because we're not talking about brand new buildings brand new buildings usually are always ADA compliant. they have to follow certain rules. We're talking about buildings that were probably built before 2004 and we want to make sure that they're brought up into compliance so that people do have access to the bathroom so that they do have access into the building that's an appropriate ramp and all that. Do you know of a school district that has made some of those changes based on that. I'm just
Speaker 34
28:04
I'm curious would have to go and lookpresentative to be sure but I know that in 2026 we'll follow up and see how
Speaker 32
28:10
much progress they've made when they do their master plan and we'll know how much how much further down the road they've gotten thank you and thank
Representative Julie Mayberry
Unverified
28:16
you for working with me. I know that many people probably think that it's not a
very big deal but it is. Everybody needs the bathroom and there's still bathrooms that
Representative Hope Duke
Unverified
28:35
are not accessible. so thank you yes ma'am representative duke you're recognized for a question thank you Mr Chair.
thank you all for being here today and for your presentation my question goes back to when you were talking about the partnership funding and the districts who are not able to come up with the funds on their side of it I would like to see that list if you could send that out to the members I would appreciate it but I would also like to know
logic's dictating to me that if they're they went for a milliage increase likely and their voters voted it down and so that generally the people that district have a better pulse on what a school needs then we do down here in LittleRock often so I'm guess I'm curious do you when you get the information that they didn't get the partnership funding is it categorized of like ok they they failed the millage decrease failed or the increase failed which obviously sends a message
from the voters one way or the other which I think is important so is that categorized and is that taken I think into consideration I mean do you use that information when you're looking at some of this stuff in the future because that's sending a message excuse me I think at least in my experience sometimes districts bite off more than they can chew and they want maybe more than what they need and their voters are saying no you don't need that much and so you can get by with less bells and whistles than what you
are asking us for and so my question and in also along with wanting to have that information knowing if that information is compiled as far as the millage went down and then also do you guys use that as future information when you're looking at some of these projects to know are they I think we could all think of facilities that are quite extravagant I mean my son played Juco and college basketball and and there's many facilities in our state and go bless them if their voters pay for it right? But that high school
facilities are way nicer than they were. And so if if the voters say no and I thank you for you and since this why know this happened what do you guys do with that information does thats like send off a little alarm bells because people are sending messages that they're tired of their taxes right and so are we receiving that message and do we have a standard when we're looking at this that they're not building the Taj Mahal when they are coming and asking for partnership funding that they're building what they need not what they want
Speaker 2
31:12
great question for just first follow up question if I could ask really quick and and we can get you the list of districts that have rescinded project requests how far back do you want us to go like how many years I just wanna make sure we get you what
Speaker 52
31:27
you're looking for. Well that's a really good question let's go back let's go back three years. we can do
Speaker 57
31:33
that and maybe should may have other members no you're
Speaker 59
31:36
gonna go back further than that but we'll go back with three
Speaker 2
31:42
years to or so then go for it just want to make sure if you wanted to like the last 50 years I was like don't don't want don't want to have the archive some stuff just want to make sure we we do with OK so we'll look to see if we can do about5 to10 years and and then the the second part of that question is what what happens right like is is it be if if a referendum fails that we keep track of that information yes so we keep track of milllage rates as they change absolutely oftentimes just
because the referendum failed doesn't mean they automatically come off the list right? so the district may go back to the voters with a different proposal and we have seen that a lot of times where a community will vote for a different millage request and what was originally sent because maybe excuse me maybe they learned something throughout their process as well so it's I think it's an interesting question because the the concept are you building what you need
versus what you want, right? and that's why when we look at it it we try to look at that formula as far as are you growing is it anh facility is it not safe? is it not warm? is it not dry? those are the factors we look at and it's for educational space so I I think and I don't know if it's always been like that I'll have to ask the historians because I think a lot of times when you look at like gyms and athletic complexes maybe that qualified one time in the past I don't know but that's not an
eligible expense so this is for educational spaces for this request so if a district wanted to fund something to strivegant like that they would have to do that it wouldn't be part of the partnership project greg you may get the partnership money here
Representative Hope Duke
Unverified
33:28
obviously frees up more money over here right so it gives you the ability to build maybe more there but sometimes if you're smart right you could you combine the two and I'm not saying just in a day when we had a lot of complaints about taxes and I think they're fair particularly property taxes
I think it's questions that we need to kind of dig a little bit into and understand what what the impact is coming back from when this when the community says no we don't want the village increase. we don't feel strongly enough about this particular entity and to your point I do think that they sometimes revise and come back with a leaner meaner proposal I do if I may have one other question on these Hvacx and all of those pieces when they were applying for those if my memory serves me correctly a lot of those types
of upgrades were covered facilities they could use those with some of their arpa money and as all at that money so I was a
little surprised to see so many of those requests when I would have thought a lot of those
Speaker 2
34:33
would have met with that money can you speak to that a little bit? I think the answer to your question is could could you have used ourpraone to upgrade facilities as far as air filters social distancing absolutely but our kids didn't have access to school and couldn't
learn how to read and do math so we would always prioritize districts to use thosearA flexible dollars to not upgrade facilities but to put teachers in front of students and I hope as a state as we navigated through that that
Speaker 5
34:59
that was our priority as well it was our
Representative Hope Duke
Unverified
35:02
priority so like right we opened up pretty quickly compared to lots of other states and so we were but I also know that was part of the money piece. so is there some type of record as far as how they spent that money did they can and did they because there's lots of choices they could make with that money,
right? and so did they did they make the best use that money before they're coming here and
Speaker 2
35:26
asking for this money now too I guess that's my question do we know that and we we we actually even have ansser tracker that we can send you the link to that shows you what every district spent all of their federal dollars on so if they had upgraded their facilities using their covid funds they wouldn't need to they wouldn't qualify to upgrade their facilities with these funds because they wouldn't meet the threshold for needing an update it would be too new my question more is
Representative Hope Duke
Unverified
35:53
what did they use that money for versus the the HVacC because in that time period there was a lot of emphasis as well as we've got to make sure our schools are safe for the kids to be in and we've got to upgrade our Hvacx because we're not sure that they're going to have the right quality of air and all the stuff that was going on with that so I'm curious the schools that did not upgrade their Hvacx at that time what were they using that money for? you understand what I'm asking for versus why they're asking for the evac now what did they use it for in that time period as opposed to the H
ac c what did they deem as a higher priority and may well be the staffing and those different things.
Speaker 72
36:32
I'm just excuse me curries you know what what does
Speaker 2
36:36
the number what does the data say on that we could go through and maybe pull out a snapshot of what the report says but I but I think what you'd find is extra staffing, extra bus routes online learning platforms hopefully summer programs high impact tutoring but we we can do it it's it's hard to make a generalization because every district took a different
approach and and even some of the districts that may have started with doing like maybe they're trying to get more buses to add more rides to have more distancing or students or upgrading their chiller plants the wait time the lead time and the construction costs during that time went up really quick so they they they may have been put on well we're gonna upgrade our chiller plant but by the time we get it like they're saying there was three year turnaround times like from day
one to order parts that those dollars had to be obligated and they may have had to pivot from what they originally started with that plan year one because they weren't going to be able to do the project to get it obligated and closed out before those dollar sunset and had to reprioritize other initiatives which is where I think you're going to see the staffing the sanitation equipment and those kinds of things. So can you get us that some information on that'd be happy
Speaker 73
37:48
to appreciate it thank you Representative Allen, you're recognized for a question
Representative Fred Allen
Unverified
38:02
thank you Mr Chairman. thank you all for being here today just a few minutes ago you had a list of random inspections and my question to you does those random inspections apply to private and charter schools too Yes they they would
Speaker 20
38:19
have taught so they're also in operations hero and we they cannot get their their charter school facilities funding without having those inspections done as well well thank you so much
Representative Bruce Cozart
Unverified
38:36
Representozar you recognize thank you miss chairir. just got a couple of questions like you stay on the facilities for just a minute
I know a while back we were talking about people that would qualify for a facility for a addition or building for what they could and especially during COVId time materials went so sky high and then they couldn't get the partnership money they needed I think we've kind of hit those points here today where do they fall when they have to turn that back so they go off the record and have to
start all new and applying when they get a chance to try to do this again they still they
Speaker 84
39:14
do not hold any position at all right? OK. that's
Representative Bruce Cozart
Unverified
39:17
that's all that's if you shake your head and say yes they fall off I agree that's what we always did before so all right then my next question is let's go back to security a little bit we talked about security a while ago how much does the department put out to the schools each year for security how much money do we send them and I'm just saying in general
Speaker 2
39:42
as far as I just want to clarify like to help with the hardening of facilities when you're when you're speaking security or are you talking about
Speaker 85
39:50
cauca securities are pretty broad umbrella I wanna make sure I answer your question right. Well
Representative Bruce Cozart
Unverified
39:55
I'm I'm asking a broad question how much do we generally spend out to the schools and the schools that you know that could be used for their buildings are for whatever they deem necessary we're not we're not paying for SOs or anything like that but how much do we spend out send
Speaker 67
40:12
out to the schools in general every year so I I may needgreg to to correct me because I I
Speaker 2
40:21
get my ears confused but the previous two school years we had a categorical appropriation supported by the legislature I want to say there's around50 million dollars each year that we went through specifically for hardening and threat mitigation I I think when you look at the day to day operations of a school. I I think that's where
they have their their foundation funding to look at staffing because it could be to add school resource officers maybe they want to add school counselors maybe they have dean'sha interventionist there there's a a wide variety of ways that schools would get money but when I'm thinking about a state appropriation I think to answer your question is is probably about that50 million dollars categorical because they have flexibility even with some of their federal grants like Title oart A that they could help
support a well rounded education that's part of school safety so
Representative Bruce Cozart
Unverified
41:18
there's a lot of flexibility there and I agree I thought that was what what it was. are we looking at doing anything different to upgrade security for schools in a way to help them in a better way through
Speaker 2
41:31
the through the department or through the state that you know about yeah you know when you when you talk about kind of those best practices right that you wanna see every campus adopt right I think we have some campuses that may be further
along than others and and it's just it's it's it's interesting when you get into some community especially like with old old schools and and smaller communities and and some of the challenges that they face right is there ever enough money to like really get them everything they need like I I've been on school campuses that have a road that go right through the middle of a high school and they're in the bells when they when they change classes they have people stand at each end of the road with the roads closed while kids are walking back and forth and it's it's just an open campus and I
mean the campuses that were designed in the50s,60s and sevent0s really had that mindset that it was part of a community and if you're looking at fencing around 100 acres because of an open campus and design those challenges are a lot different than maybe a school that was built four years ago that really thought about single point of access and really look at signage and and part of their construction budget included cameras and weapons detection systems and panic buttons and a lot of
that gets factored in and and I think as we plan new facilities and even like some of the requirements around safety with learns is when schools are planning and submitting blueprints they have to get and not forget the institution that signs it off but they what what's it called CJI looks at those plans to make sure that somebody's making recommendations or putting that lens around safety but I do think of a lot of our older campuses and our districts have been really creative on how
they're adding fencing and single point event access and I don't want to call out districts specifically by name because when you're talking about safety we want to make sure we keep those plants safe. Well I've always had a very deep interest in school safety
Representative Bruce Cozart
Unverified
43:34
and of course I don't have personal kids there but I do have grandkids there and I think everybody in this room knows someone that's in a school and we always care for our kids and as we watched across our nations it's not getting any better but we need to make ours a lot safer than we
have now and I think we I think we've made some good steps Mr Secretary
Speaker 2
43:57
I think we've got some more steps to go I I agree and and that's why we also do our drills right whether it's severe weather fire active shooter it's an important part of our DNA because as you go through that experience you may uncover things that you haven't thought of one of the the strategies that we're implementing this school year as we've been doing kind of because you have that hardening threat mitigation right and then you you have kind of that
ongoing day to day procedures is working now that every school district has an identified school safety specialist we've tasked our school safety team to work like with a co op in a region where we bring all let's say there's 15 school safety specialists together for training to ask those questions and then we all go to a school and walk to campus and everybody walks around with a different set of eyes and say what would you make as a recommendation for that school so one it would make good recommendations to that school but then everybody else can hear what everybody else is
thinking about cause that when we all walk into a room we're all looking for something different and the more that I that like you're saying that we can be explicit around our conversations and identifying vulnerabilities that's what we have to do and I say that all the time to superintendents when I say safety is our number one priority and if you can't tell me what you've done lately to make your campuses safer then let's have a conversation because every day we should be saying while these kids are in
Representative Rick Beck
Unverified
45:26
our care what can we do to keep them safer thank you I agree 100%. thank you Mr. Chairman. Representative Beck you're recognized for a question Thank you Mr Chair so my question was and I might have misunderstood but early on you were saying OK you're you're looking at systems that make sure that they're properly maintained and you kind of hung that as would that be part of the
Speaker 20
45:57
approval process for replacing that equipment so correct did one of the one of the things we'd look at was in the operations hero where isent Walker was talking about earlier whether tickets that we could go back and look at and see that that district was doing regular maintenance on that HAc where they're doing where they're doing a roof inspection where what were they doing were there tickets in there showing that that there were some kind of preventative maintenance or maintenance being done on that that HVacc or whatever they're requesting to be
replaced that's just the first threshold there like I said there's other circumstances we'd look at that and say you know we didn't see any maintenance on this tell us a bit more why you all of a sudden need this to happen now and then it could be something that you know like a a storm come through or something happened then or it could be you know there's whatever factors we're going into it then outside of the the ticket system the operations hero if there's still a need for that that replacement of HVacC then they could qualify for partnership funding so my question is appreciate
Representative Rick Beck
Unverified
46:59
that my my question is is this so if if a school district was deemed just not to be doing we'll use anhvA system so you have a majorhbA system it's not being properly maintained and you know that could have been like a previous administration or or something like that going on well now the school's kind of been they're in a situation here where you know this thing wasn't maintained or and and now it's got to be replaced and I don't have funds available to help me replace
that is there some type of a system where we would somehow could reset that or something and say
Speaker 20
47:36
yes I mean if the superintendent came and said the last guy wasn't maintaining it. I got this mess on my hand. I need to get it fixed. We would qualify them for partnership funding as long as they had their their their wealth index share whatever that was they would qualify. thank you Representment Ggarner you're recognized for a question thank you
Representative Denise Garner
Unverified
48:02
ner garnergarner no worries thank you Mr chair I'm down at this end I just wanted to clarify your answer frompresentative Allan he asked about charters and private schools it we don't have anything to do with safety for private schools or parochial schools or no it was just charter schools can't we don't have the
Representative Johnny Rye
Unverified
48:33
Representative Ry you're recognized yes sir thank you Mr Chairman. Gentlemen let me ask you this let's just say it's $8000 per student for your maintenance and operation of 25 mills so in other words if you have a a poor school that's actually you know coming up with 2500 of the8,000 dollars that's to be spent on average is that same percentage used on the construction cost
Speaker 20
49:09
I don't know if I'm following your question right. So we'll I'll try and if I get it wrong just tell me I got it wrong that's what the wealth index comes in for so for the the poor the poor school districts that that do qualify for partnership pro their wealth index would be higher which means that they wouldn't have to come up with as much capital to get their financial part for the partnership program the richer the school district the more they have to bring in for that project and that's based off the
wealth index that we do calculate on for each
Representative Johnny Rye
Unverified
49:42
school district appreciate you thank you Mr Chairman for
Representative Steven Walker
Unverified
49:49
letting me in. Represon Walker you recognized so I appreciate y'all's answer from earlier. I'll be able to wrap it up pretty quick based off of it. So I've been hearing grumbling around the state and that was the reason for a lot of my questions that outside of a natural disaster it only depends by how many tickets that are submitted if you submitted zero tickets there was no other way around it
and that is a disservice to small schools if that was true because a lot of times the superintendent in a small school is also a facility facilitator manager and if they leave you have somebody new coming in there wasn't training going on around the state that I could find that was showing new people coming in that the ticket system was the only way to do it so it makes me feel better knowing that there is other methods out there than just the ticket system because I think if a facilitate one of your facilitator inspect or s or water facility
inspectors come out and deem that it is not replaceable that should be qualified and so anyway I just I feel better knowing it's not just a ticket system also outside of a natural disaster but I would like a list if it's possible of the schools that have been funded for the last three years that have been approved for a rof replacement that did not send any tickets in and what that approval was for or not for but the the
reason that they didn't submit a ticket. what avenue did you take to accept it for other reasons excluding a natural disaster. I know that's a different pot that's a whole different ballpark I'm just wanting to know for the facilities that whether it was the end of the end of life or whatever it was unrepairable not because of a natural disaster. I just want to know a list of schools that that did not send any tickets in it was still approved hm I thank you I appreciate it
seeing no additional questions from members thank you Mr.Rogers, Mr Kaine and Secretary
Oliva. we will move now to item E on the agenda. I believe that Sacy Smith is also going to join
you at the table to discuss teacher retention and recruitment chairs if it's ok
Speaker 2
52:13
I'd like to ask Do Brandy Benton to join me because Stacy Smith is not
available at this time that would be
Speaker 114
52:24
just introduce yourself for the record and you're recognized Brandy Benton,
Speaker 16
52:30
I'm the assistant commissioner of educator effectiveness and licenger. so what we'd like
Speaker 2
52:36
to do today for the members is just kind of give an overview on where we are with recruitment retention and recognition of educators and how that looks across the state and what
I'll do is just if it's ok with the chair just kind of give an overview like a state of the state and then talk specifically around each of these buckets and I think it'll help open up for a good dialogue. yes sir go ahead so the one of the first questions we always get is how many licensed teachers do we have across the the state of Arkansas and and here you can see these are probably the most licenses that we have this isn't an exhaustive list but you can kind of see in descending order where we see the majority
of our folks across the state that are licensed or there's a lot of educators that are in more than one bucket because you can have more than one license right you might be certified as a building administrator but also as a elementary education teacher so it's not that you just add all these numbers up to see how many licensed educators we have in the state but note that multiple people have multiple different licenses but all in all currently in the state we
have about 1000 teachers and administrators that carries some kind of license with the department of Education and about 34,000 of those active licenses are teachers and it's also I think in important to remember while some educators may have additional licenses there are a lot of a lot of educators that have a license but they may not be working or they may even be in another state that applied for a license and and or maybe they moved and they still kept their license active with Arkansas cause maybe they're going to move back one
day so when when you're kind of aggregating that entire bucket it's kind of an interesting snaps ho t and way to look at it. but one of the things that we do publish each and every year based on licensure needs is a critical shortage list of state subject shortage list by license and when you look at what's considered highkne that means annually we're gonna need to replace about 20% or more of the teachers in those identified
subject areas each year so you can see in the identified area the the three highest areas and I think any anybody that works in a school will tell you that they do have a challenge is attracting secondary science teachers foreign language teachers and secondary math teachers. So those tend to be a high priority for us that that we wanna see how we come up with some strategies to reduce those numbers when we talk about licenses one of the things that we did with the support of the
legislature last session is implement a strategy where we put every educator on a teacher licensing plan or an additional licensing plan because we believe that our students should have access to qualified educators so across the state you can see different challenges in different parts of the region but you can see that school districts that are high that are high need are kind of in that I'll say salmon shaded color
maybe pinkish color reddish color on my computer. and then gold is moderate and and and in the white non shaded areas it's considered adequate so you could see in those high need area that they need access to more certified teachers meaning in those red areas about 20% of the teachers annual are gonna need to be replaced and when we think about a teacher licensure plan that that is typically like someone that may come to the classroom on a nontraditional route that doesn't qualify for a license we work individually with that s
that educator and put them on a pathway to get to licenger the ALP the additional licensure plan means that they have a license but they may be teaching out of areas so we want to help get them certified I think you see a lot of especially in our secondary schools where a teacher may be asked to teach both math and science they may be licensed in math and need to do some additional work to get licensed in science as well so when we
Speaker 16
56:52
look at where our teachers come from how to how do we get the best of the best and
Speaker 2
56:58
this these committees have heard me present before that the number one indicator for student success is the teachers we put in front of those classrooms which is why we want to continually to invest in teacher quality we know that teachers come to us from different pathways and oftentimes they say about half of the teachers come from a traditional pathway half of our teachers come from an alternative path so you can see here in in this chart goes back to 2013 that the number of educators that come to
classrooms has increased over the last decade or so to where it's almost40% and about60% in a traditional class or traditional path I I don't think this is unique to Arkansas. I think you're going to find that this is pretty much standard across the United States that a lot of people may be career switchers right they've given a lifetime to one career and always had a passion to be in a classroom and may come to us through an alternative path which is wonderful because those educators bring their life experiences that they can share
with our students each and every single day. So how do we kind of build that pipeline maybe whether it's a traditional route or that alternative route there's a couple of programs that we've invested in as a state that I wanna highlight and share and one of the things that's starting to really gain momentum for educators on that traditional license path is the Arkansas Teaching Teacher academy scholarship which was established and learns and this is this is a great program because anybody graduating say from high school
and wants to go to college to become a teacher and commits to teaching back in Arkansas basically every year that you earn this scholarship if you can meet if you commit to teaching in an Arkansas classroom that repayment is forgiven and so anybody that wants to join what I consider to be the greatest profession of all profession s . there's a pathway to help you do that and the more we can share that and educate that with our young ones the better off we are but in 2024 our first year of that opportunity we had
about739 candidates excuse me in that program this past year 2025 it increased to 1,143 so we're seeing more people take advantage of this scholarship and try to go through our classrooms and'm I'm optimistic that next year it's gonna be even greater and the more we can celebrate and elevate the profession the better off we are we also have the SE program and that's a scholarship and it's for Arkansas residents that come and decide to teach and they may be on a nutritional path or an
alternate learning path in one of our areas that's identified as critical shortage area there's some loan forgiveness opportunities and then the top program is for educators that want to continue and pursue maybe they want to go to graduate school and deepen their profession maybe get an advanced degree in curriculum and assessment or educational leadership there's a scholarship for folks who want to stay in that profession even if they want to move through their career ladder into a different
role. we also do some teacher licensure events all throughout the state and we promote some programs that we have in place one we called the mats and the other one called ArppeP we we love great acronyms in education but maths is a master's in arts in teaching and that's for someone that has a bachelor's maybe in a content
area but wants to get a degree in education there's a program to helped them get a master's in education. we currently have about 800 people participating in that program and then ArEP is similar and that's through a program calledi Teach and it's a state supported program which has just over700 folks in it. so even when you get to the classroom or come to the profession they're still professional learning and growth opportunities that stay supported that we know will help keep the pipeline going and we also have a really active
grow your own initiative we know if we can invest in future candidates to come to the classroom that are already deeply rooted in a community they tend to stay and do longer and one of the things or stay longer one of the things that we're really proud of is some of our apprenticeship programs in fact Arkansas was I think the first state in one of the only states to do a full registered apprenticeship for special education but then we also have recognized through our partners at officeice ofkillsvelopment becoming a
classroom teacher as a register ed apprentice so you can be a working professional like like say for example on the special education registered apprentice like you you may be a parapro that wants to go back and become a teacher. this is an apprenticeship opportunity so that you can still be gainfully employed and then maybe take some courses at night or above and beyond to finish that bachelor's degree to earn a license to get a certification so I think it's wonderful that we have a full registered apprenticeship
program that many adults participate in and then our our certified teaching assistant program we've we've built out there's a lot of our schools that have career pathways kind of in thatcTE space programs for future educators and there's a there's a way that high school students can earn some of those industry national recognized certific certifications so that they can come into the classroom as well
when we're looking at retention we like to always kind of take a snapshot and see are we keeping teachers year after year are they moving? are they staying? are they going and you can see kind of that snapshot year over year and and I like to always look at things before COVID and after COVID as far as retention rates so when you look at a staer, the dark blue, that means that's an educator that stayed not even just in the classroom but just within the
same school and you can see that there's a little bit of an increase since 2223 and even over 2324 that more teachers are staying at their school but it's still below where we were pre pandemic level so we want to make sure that as we look at ways to celebrate our educators and our teachers we're providing opportunities for them to stay in their school but then you see in like the light blue those are called movers those are teachers that may have transferred to a different school within a district so staffing these change they're still in the
classroom they're still within their district and then the kind of peach color there like like pink is a switcher means that they were in a school but they are not in a classroom they may have switched to an administrative role or maybe they're an academic coach. they're still working in education profession but they may not be in a classroom in a traditional sense as we know it and then exiters are people that are no longer either in their profession or they're not teaching that percentage also
includes retireese so if if folks are retiring they would be factored into that exeter category one of the things that I just wanna go a little bit deeper on are are those switchers and those are the folks that we see moving to a nonteaching role whether they're staying in their district or maybe moving to a neighboring district you can see it's been a little bit of spike over time and in 2425 like
this past school year it it overall is about3.6% of our teachers left the classroom for an administrative or coaching job which is a 1% increase over the previous year so those are just some some of the trends that that we see happening throughout districts across the state but when you look at retention rates by district the the range is somewhere between55 and 95% meaning55 on the low end
would would mean about45% of the teachers would have to be replaced that means that's a district where55% of the teachers stayed back in that school and and within that retention rate and you can see like in the yellow a lot of those average around65% so if you're on the higher retention rate you're not seeing as much turnover in the darker colors some some districts are over 95% our schools are over 95% of this is by district retention right meaning they stayed in the district all the way down to yellow where it's somewhere
between55 and65 which is a little bit concerning we have some survey data on well-being and working conditions that's done through the University of Arkansas's collegelege ofducation and healthal professors put together and you can see overall that most teachers report being satisfied being an educator which I think is great is that we're proud of our educators and we want to see that they're proud to be a
teacher and when they look at what is their primary source of stress I don't think it comes as a surprise, but managing student behavior is probably the biggest indicator of frustration for teachers. I I am very curious after this school year to see what that survey looks like as we compare that data year after year especially with the cellphone band that we've implemented this school year because we've heard from a lot of teachers leading up to that that that was a big barrier of
their frustration and managing student behavior was the kids were always on their devices so hopefully that we see a difference in the feedback we get I just think that's something that we want to monitor because we want to support our teachers and we we need administrators to support those teachers when they're dealing with persistently disruptive students and then when you look at teachers kind of following up on the wellbeing and working
conditions about 13% of the teachers reported that they planned to leave their current school year overall and the the major reasons that were cited number one being lack of support whether it's it's maybe that's from their administrators or from the school district or from parents they they may not feel supported and appreciated so this is good data that we share with principles that we share with superintendents and district leaders to say hey we need to make sure we're listening to our teachers they feel supportive we're addressing student behavior we're giving them the resources they need
because we know that they make a difference in anything we can do to support our teachers is something that we want to support as well and then when you look at other kind of key policies for helping promote the teaching profession we know we did some s significant salary increases moving our starting teacher salary we went from kind of bottom in the nation the top five excuse me overnight we've established teacher meritpay programme which I'm gonna go into a little bit more detail. The teacher apprenticeship
programs and the residency programs Arkansas is been down this path for a few years and I really think is leading the nation and in fact we get asked to present to other states or share how we're doing what we're doing in this space and we're really proud of that team and then as we're getting in the classrooms and supporting teachers we need to give them feedback and in and access to a coach and make sure that we're help improving their profession we also have state supported teacher mentorships for all of
our new teachers have access to a mentor for up to the first three years everybody's assigned a mentor I I think about when I was a brand new teacher and had a mentor assigned to me Miss Babcock my first year teaching I was teaching third grade was my partner teacher and made my year go a lot better because whenever I needed ideas or strategies or wasn't getting the students or needed help talking to parents she was always that rock and support and our new teachers need to learn from our veteran
teachers they're they're they have the institutional knowledge in fact many of our mentors and veteran teachers have taught multiple generations of children within the same school and their wealth and expertise is something that is valued and much needed but we have about4,500 new teachers assigned a mentorurrently right now excuse me and we also have some professional growth opportunities for those teachers that wanted to deepen their knowledge and their practice and their tool kit and
we we have as a state designation's called a lead professional educator or master professional educator designation and that's something that we also recognize with teacheracher Meripay that I'll show you on the next slide and we're seeing enrollment increase year over year a lot of a lot of folks are going back and saying we we want to participate in these programs and we have a lot of research and evidence to support that the teachers that do go through these programs are having a greater impact on student outcomes so the more we can invest in this professional
opportunities, the better off we are. I'm not going to spend a lot of time on teacheracherer because we've done specific presentations on teacher merit but we're pretty excited that we were able to increase the number of teachers that we recognize over private previous years so we we had just over3,000 students in the or excuse me 1000 educators received teacher merit or ququa ify for teacher merit in the first year of implementation this past year was around4,200 and you can see by the chart
it it's impacted all of our school districts and and all of our communities and I still every day have to clarify every teacher's eligible and and when the committee established a conditions we wanted to make sure it included kindergarten teachers, art teachers, band teachers, chemistry teachers, everybody not just tested subject areas qualify for teacher merit. Anybody that spends more than se0% of their time with students has three years of highly effective evaluations and can
qualify whether it's through our apprenticeship programs our mentoring programs our lead teacher designations our student growth model there there's a pathway to qualify for teacher merit and Doctor benton and her team are always working with districts and educators to help them get signed up on that path because we want to recognize and celebrate all of the the rewarding designations that we can support we also have a great partnership with the milk and educator Family Foundation and we've been very fortunate over the past
couple years to to have years where we've had two and and sometimes even3 educators in a in a state like Arkansas qualify for which I think is one of the most prestigious education awards there is in the nation. we're lucky to get one every year and then for the past few years to get two or three is a big testament to the quality of teachers that we have and those teachers become part of learning networks and they get recognized with some compensation in fact they get a
bonus of about $25,000 and we're optimistic and hopeful that we'll be able to continue that that positive trend by having some teachers here qualify as well and then we also participate in our annual teacher of the year process which is a big professional learning growth opportunity in the and those teachers become ambassadors for educators and give us ideas on how we can recruit retain and recognize and and they they serve on our on our board and as as a liaison and make sure that we have
teacher voice represented very well throughout the agency so I wanted to share some data and give an overview and then open the dialogue tenny questions
Representative Denise Garner
Unverified
1:13:12
Representative garner you're recognized for a question Thank you, Mr Chair. Thank you Secretaryliba. I just have a couple of questions about some of these scholarships is there and I'm going back to the financial support for teachers
Speaker 67
1:13:24
I think that's in the beginning sorry page se or the slide
Representative Denise Garner
Unverified
1:13:30
slide but it really tell me what number it's really a general question so are the teachers that are are getting ready to teach in these subjects or that are willing to god are they given priority or do we know by then for those scholars or for the like when they apply to be eligible is there is there any qualification for I
Speaker 125
1:13:54
mean is gonna have to see if Doctor Bent knows that I'm
Speaker 126
1:13:57
that's a good question the Arkansas challenge scholarship what's our
scholarship system called that AdHE the lotterysamm's thank you. So Sam's is the statewide scholarship application and when a candidate completes that scholarship, it asks them a series of questions and one of those has to do do you intend to be a teacher and so it adom automatically is going to match them with that scholarship based on how they respond and then when they're form submission goes to AdHE they're able to verify that enrollment and then award that prospective teacher,
Speaker 114
1:14:33
future teacher that award amount. OK? and then the
Representative Denise Garner
Unverified
1:14:37
teacher academy scholarships and these those are the teacher academy scholarships that's that's what that is yeah that would be included in that as well and then loan repayment what about that one iss are there's a different
So I'm just trying to figure out what if if we're if we're incentivizing folks to to go into
Speaker 2
1:14:58
those professions beforehand think that's a great question and and it it and it's it's making those wheels turn
about how we can maybe be more explicit in that cause I don't know if folks not qualifying yet because there there wasn't enough dollars to support the program but I think what I'm hearing is if we get to that sport how do we prioritize people that are going into those hardest staff subject areas like secondary science and wanted to teach and a critical designated area of the state that we know has a shortage or has high turnover so that's good feedback I I kind of look at
it as different buckets like like the teacher academy scholarship are for people that are getting ready to go to school and they're and they're gonna they're gonna want to be a teacher and they're gonna commit now when we look at Teacher meritage some of the qualifying conditions is are you effective highly effective teaching in a critical shortage area in a geograph ical hard to staff location so there's an incentive for those folks maybe coming out of school to want to go there so but I think we can get more
sophisticated and then I think for the loan repayment those are for folks that may be coming to the profession from another degree that is carrying something but there's also some federal programs in loan forgiveness like if you teach at aitle I school and and some of those other qualifying factors but I I think that's a good question on how do we incorporate prioritizing those areas of need into these programs. I don't know if we've done that and um'd be happy to take that back to the team
Representative Denise Garner
Unverified
1:16:40
thank you and one follow up you reckon it's the other thing was the s supporting the teachers with mentorship not with mentorships but the mentor teachers so those teachers that have what what I've heard is that we've got a lot of folks that have been mentor teachers for years and now they have to jump through more hoops and what I want to know is what those hoops are and and if we're incentivizing them to do that
Speaker 2
1:17:12
and are you talking about incentivizing the teacher to want to be
Representative Denise Garner
Unverified
1:17:15
a mentor or the professional yes the lead professional teachers the master's level do
they understand what they need to do and how to do it and I don't I'm just you want well I'll
Speaker 2
1:17:28
start and then I'll let you go. I I think the short answer is yes. have we made it over a complicated? probably right because we tend to do that but a lot of those teacher mentoring programs we support through the educational
cooperatives and there are some financial dollars to support the cooperatives to do the training right and there may be some dollars to entice the mentor to participate in the training but as far as what is required to that training unless Do Bent knows that I may need to follow up and get a little bit deeper but that's something that we we really are trying to run through our educational cooperatives because they're there right they're there within the districts but there is some
Representative Denise Garner
Unverified
1:18:15
$23.4 million allocation that supports teacher mentorship. so the teachers get reimbursed and the cooperatives get reimbursed for some of that or could get pro I think every program is a little bit different and that's
Speaker 135
1:18:25
why it's hard for me to answer because what's happening on one region of state may look different and that that's that may be
Speaker 2
1:18:31
an opportunity to look at to do a deeper dive so for me to get that information is that on the website
Representative Denise Garner
Unverified
1:18:36
or through the cooperatives what's the best way for me to get that information it's on the website under the on the desi website on the educator
Speaker 63
1:18:45
effectiveness side great we'll send you a link we'll
Representative Hope Duke
Unverified
1:18:53
be happy to p re s ha deke you recognized thank you Mr Chair. thank
you guys for this information. always enjoy hearing the reviews that you guys have each year I've got a couple of quick questions my first one is on page 13 on the retention rates by district you just have here the 22425 year in previous years what did that look like? I mean are you seeing big changes or the
districts saying relatively the same and then to go along with that part of the question is what are you all doing with that information? I know that you said you send that out to the principals and so the superintendents I guess but from your standpoint if you've got a couple of districts that consistently have the high turnover. how are you are y'all digging into that to find out is it because of just having a difficulty getting them to go to that area or if there's maybe potentially an issue with administration that may be happening how deep do you dig?
Speaker 2
1:19:48
great question and we didn't put a comparison chart because we're just doing a high level overview but there there's a full report that we'll share with the committee that looks at the past few years that our partnership with officefice of Educational Policy pulls together that they do annual comparisons year over year so we can get that to you is there a trend that you
Representative Hope Duke
Unverified
1:20:10
see when you look at it think the
Speaker 2
1:20:13
the trend would pretty much be the ones that are struggling continue to struggle right?
let's have some honest conversations around why that is. I think when we look at this data one of the first things that we had to realize in the legislature took a big step is when we see jumpers and don't know it's a new term I just added instead of switchers or levers is people are given leniency on a waiver to teach in a school district that they weren't licensed for and when that time went up they would just go to another district and get a start a waiver over again and that
time was up they'd go to another district all within probably 2530 mile radius we have people jumping from district to district which shows up in this data like why can't I hang on everybody because everybody's getting a three year waiver and it's a snapshot which is why we were like we've got to get a little bit more soph istic ated and invest in those teachers if this is the profession for that teacher and they're gonna be in a district why are we forcing them to keep jumping from district to district why can't we get them licensed so part part of the
challenge we see especially in certain regions of the state is we created a system that forced people to jump and now that we've done the teacher our licensure plan it's gonna be like now the license is with that teacher not with a district so step one like kind of policy wise I think that's going to be a big step and to help stabilizing these districts because we've we've had teachers that didn't want to leave districts school administrators didn't want to lose teachers but their waiver time was up, right? Like why can't we get this license with a
teacher and not a waiver for the district and two to your question I I think when we look at that climate survey kind of questions on do they do teachers feel supported right? like why are they leaving? I think when we go in and start asking questions of superintendents and principals those are the types of conversations that we need to have and I I I say all the time a good teacher will follow a good principal anywhere. a good teacher will leave a bad
principal overnight and as we look at this data and help inform our principal pathways.art of that is creating those conditions for success so that educators can thrive and the there's still a lot of work to be
Speaker 141
1:22:39
done in that area so would assume that you
Representative Hope Duke
Unverified
1:22:42
would also see test correlation with these districts that have that the numbers of retention that's much much lower. Is that fair? or I mean
Speaker 143
1:22:54
would you say a theory I don't know if
Representative Hope Duke
Unverified
1:22:56
I would validate that without pulling the numbers you look to see if there's a correlation with this is the districts that are having and because that's an impact right if you have teachers that are continually moving you know that consistency there is you know you gain experience in doing that third grade classroom in that school with that program year after year rather than switching to a new school who does a different phonics program or whatever so so it'd be I was just curious on what you all do with some of
that also when you gather all this information and you talked about pushing it to the principals and superintendents do
Speaker 2
1:23:30
you push it to your school board? or do you rely on the a level typically we share it with the administrators and but I but I you you asked that question all the time and you always reshape my thinking about how are we getting information to school board members and this is this is a great a great question that as we we meet with the school boards in this community we need to have that they need to have a seat at this table as well because they they should be
approving those personnel decisions right at the school board level and they should be looking at their data on do they have a lot of switchers do they have a lot of
Speaker 5
1:24:04
movers are they retaining educators what is their satisfaction results as
Speaker 73
1:24:08
well I think that would be helpful to them especially to hold their superintendents accountable
Representative Hope Duke
Unverified
1:24:12
because you get those monthly, you know, resignations or whatever you have but it's a whole different thing when you see a snapshot like that you know just what that is for the year. my next question would be on when you did these surveys do do you have the numbers for
Speaker 2
1:24:28
us and how many responded to the surveys we can get that this survey was done through the University of Argasas healthal and education division but I'm sure they have all of that we can get hard numbers that would be great
Representative Hope Duke
Unverified
1:24:41
just because I know we had a survey last year I think that we had a teacher survey on when we were going through adds or whatever and it was such a small fraction of teachers that answered, I think this is reflective at least from the feedback that I receive I think it is reflective but I do think it helps to know the pool of people you're surveying whenever you're looking at data like that and I
have one final one on your right on the on the teachers and the different reasons why they were leaving.
Speaker 10
1:25:10
I'm trying to find that bar graph the sources of stress or the
Representative Hope Duke
Unverified
1:25:14
reported reasons to leave current schools it's I just noticed that the trend on those like you've got 9.2% on this on the exiters and you said that that also includes
your retirees ma'am can do you have the breakdown on what that's
Speaker 15
1:25:32
retirees and what people are just actually leaving I'm sure we can get I
Representative Hope Duke
Unverified
1:25:36
don't have that in front of me but I'm sure we can get that for you think that would be you know that that paints a different picture too of who's leaving and then who's exiting because because that that is higher as as you know I'm not telling you anything you don't know obviously but for us to understand why are they leaving? Again, I think we got a pretty good handle on you know, just most of us are our feedback from the teachers and people that we talked to said I think your surveys that survey's pretty reflective a lot of it has to do with student behavior
issues and discipline and lack thereof or lack of support from admin in dealing with discipline problems and stuff too but I would be like to know how many of them are the retirees sometimes our retirees are retiring earlier right for the
Speaker 2
1:26:14
same reasons I've heard that mean in in teaching is a tough job but it's a rewarding job and if if we can keep our best teachers in the classroom longer it's a win for everybody. thank you guys for this information I think it's fascinating you know I
Representative Hope Duke
Unverified
1:26:28
could talk this all day long but I'm going to get out of the queue. I
Speaker 21
1:26:33
don't even have another question can we have that in the minutes chair Bbrooks
it's on record Fair enough.p so Walker
Representative Steven Walker
Unverified
1:26:45
you're recognized. Thank you Mr Chair and congratulations to Doctor Minon on
your new position my question on page 14 with managing studentha I see that is also classroom management skills for teachers where it's more than double all the other fields that are in there and
I thought a lot of the managing student behavior classroom management skills were taught by our universities with the teaching program and so it's just concerning that that that's a a category that is more than double all the other ones so I guess my question how do we ever take a hard look at what our universities are doing with the teaching program how they're training our teachers as they come out into the field and we have a category that just stands out from all the others
that our university should be teaching just do we ever how hard of a look do we take to figure out if if they're train ing our kids well before they come out
Speaker 2
1:27:46
into the profession so I think that's a great question and I go back to we got to look at the two kind of pathways maybe initially like if you're going through a teacher like teacher prep programme versus that alternative route and what is
that support for an alternative route teacher because they may not have been getting like say deliberate practice and costroom management strategies which is why it's important for those mentors and and as I'm saying this out loud it makes me think too likeu we probably need to break down like even where those teachers are and I'll turn around because my theory is it's a higher percentage of secondary versus primary grades because I think more primary teachers go to the traditional route which is where they may see some classroom management behaviors it's a good question that's
making my wheel spin a little bit here but but the the the quick answer is do we evaluate these programs yes is there a reality that I hear from superintendents often is that I hire a teacher from a teacher program and they're not day 1 ready000% right you can ask any superintendent or any principal that so is there a disconnect between how we're preparing that candidate to be successful and being day
one ready I think so. one not even just from a classroom management perspective but a pedagogical perspective on making sure teachers know how to teach and design good lessons which impacts classroom management too right? like when the students are engaged properly so that's forced us to have different conversations in Drctor Benton can probably go in a little bit more deeper on that because when when you look at that historical model for that
teacher to the classroom experience and it being where you sit in a classroom and get taught theories is not preparing someone to be day one ready. so we've had to have some very honest conversations around our teacher programs and say these need to be redesigned and we we've made a little bit of steps but don't we're not all the way there because we need teacher candidates to get supported by our master teachers in a classroom through that teacher and residency or the
teacher apprenticeship process so that they are day one ready and stop sitting in a classroom looking about listening about theories that don't rely on practice to help kids that are in front of them each and every single day so we're currently doing which was a requirement of this legislature an audit on the science of reading where we're going to all the people because and I don't know if it's your office or higher ed but like in order to teach teaching programs we check off that there's a lot of the criteria
that's met. I I don't want to get too weedy into that but one is we're going into like the professor's classrooms in evaluating their ability to teach the science or reading and that report's coming out and it's gonna be alarming for a lot of our institutions that are going to get an unsatisfactory ranking right but we need to start having some honest conversations with these folks because they may not be day one ready and in fact I I share a story about one is when we first started doing this the
number of deans of schools and it's not all of them most of them have been very good, very cooperative. I'm doing a wonderful job but there's a handful that one said that we're not allowed to come and observe their professors and we have to get on the phone with the presidents of these institutions like no we're we're coming this this is a requirement but we had one that was scheduled where a group of folks like they knew we were coming and it was at a certain time and our agency working with some partnerships and co ops everybody's scheduled to go and
start calibrating this classroom and the professor showed up45 minutes late. for a reading class and then we wonder why our teachers aren't ready to teach reading right? So I think the first answer to your question is are we evaluating these programs? Yes. The second part is do we read do you need to redesign teacher education and preparation yeah yeah it's an antiquated model that is filled with theories that don't apply to practice when we know that if we can get the
practice to change in a classroom that that makes our future candidates better and you're you're doing a lot of work in this space I don't know if you wanna go a little bit deeper I hope
Speaker 126
1:32:25
I'm on the line of deer questioning so a couple of years ago my division educator effectiveness developed a framework and a system to evaluate our ed prep programs. Secretary Oliva talked about the science of reading audits but there's a second layer of that where we have trained site visitors
other educators across the state to visit those EP ps and to again observe the professors but also to go into the schools and observe their candidates and their completers and their teaching so it's actually kind of a two pronged approach to how we are evaluating our ed prep programs. One is just a general looking at the programs of study, seeing how well they prepare candidates across a wide number of metrics and then the other evaluation is focused on the science of reading and and you know how
they're teaching literacy and whether or not those completers are actually prepared to do that and do that well and that includes looking again at their student growth scores of their completers as well. and as the secretary said we're finishing up the evaluations of the remaining EPPs there are 22ed prep programs in Arkansas. There are5 programs that are being reviewed this fall in the spring we'll have a complete data set from both of those sets of evaluations and we'll be able to
share back our findings and then use that information in the data that we get from the data to make some informed decisions about what kind of guidance or what kind of requirements we want theseed prep programs to have moving forward and so again that will be released released in the spring at some point I'll I'll
Speaker 2
1:34:08
follow up but I I have ideas too I think about how we can go deeper I'd love to talk to you about that maybe for a future session I don't I don't
Representative Steven Walker
Unverified
1:34:18
want any spoiler alerts in this committee. I appreciate y'all's detailed explanation on it. and I am happy to hear that you guys are going into the universities because we need to know what's going on that way if we get a graph or a chart like this it shows that one specific thing outweighs all the other areas then we have the insight to know whether it's our institutions or or where the disconnect may be going on. but I I do agree that we we need
I I feel like that's an emphasis because I know when I go out into the school districts just talking or in the community talking to other teachers that are out there I would say a lot of the complaints or concerns that I hear would pretty much closely follow the percentages that are on this chart and one of the biggest complaints that I hear is they don't feel like they were prepared for classroom management skills when they go in they're just flying blind and hoping they can figure it out before they get ran out of the profession and and I've I've
been concerned with it for a while but this chart it may it pretty much is what I'm hearing out in the district so if we're able to figure out how to address that I I in my opinion that would
Speaker 2
1:35:34
help teachers across our state and maybe the retention rate well and and I think when we look at like the national research is if if a teacher can make it through their first3 to5 years they typically stay in their profession right like to your point if if they're just
getting thrown in there and they're not adequately supported and prepared they're probably not gonna make it through those first three years and when you look at the sustainability and longevity for teachers to stay in the classroom that's where we really need to double down our investment on those teachers is in that critical time frame I appreciate it thank you Representativebayberry are you recognized? thank you. I'm going to go back
Representative Julie Mayberry
Unverified
1:36:22
to page 11 where it has the pre pandemic rates beforeOVId afterOVID the stayers, the movers, the switchers, the exiters if you don't mind going back to that because I'm trying to see if I could do a little deeper dive into definitions here you have and the difference between a mover and an exeter. So my question is if a teacher leaves the public school or charter school
and goes to teach at a private school where are they
Speaker 2
1:37:03
listed in this that great question so they would be in the exiter button or bucket I should say
Representative Julie Mayberry
Unverified
1:37:09
not bun bucket so that and I guess that's
kind of my question because we're looking at you know passing the Learns Act that would be the 22, the23, the24,25, you know school years are we seeing a lot of are we
some of that increase is that because we have some teachers who are going to teach at private school because of course our private schools are having more students and I would think that mean s they need
Speaker 23
1:37:38
more teachers it could be right like I I think I think you're asking the right question I I don't know
Speaker 2
1:37:45
because we we ask these teachers to do an exit survey I don't know if we collect if they're leaving the the district to go to a private school and that may be
Representative Julie Mayberry
Unverified
1:37:56
an element we want to add if we don't because I think that's a trend that created a new bucket right to have
to see are they leaving the school system to continue teaching but teaching in private school or they just so fed up with the profession that they're getting out completely and I think that's a an interesting thing that you might want
to consider whoever does this next time to add that question there to get a little bit more
Speaker 2
1:38:21
qualifying. I I agree I think that's a fair question because it's they're not exiting the profession I think is what is
what you're trying to get down to so we we may need to update that survey and reflect like you may not be in your district or charter school but are you staying in a profession in another capacity I don't know if we collect that but we can look at that because I think that's
Representative Julie Mayberry
Unverified
1:38:41
a new trend so thank you very much p re s
Representative Rick Beck
Unverified
1:38:50
ent ment beck thank you Mr Chair. so you you've kind of danced around the question are real I guess it's more of a statement I was reading an article about
professionals and how long they stay you know it's it's a new thing now right that professionals do not stay at a job very long as a matter of fact like a couple of years and they're out or whatever so I was wondering on the retention I talk that is how have you guys looked at that to think are some of these professionals just like it's a normal thing that that you know professionals will leave a job and quite often I was surprised that quite often they will go to another profession a whole
another area of that profession that so how much of this retention because you're in some cases we're we're very close to
the to the overall numbers is that just actually per and and the interesting point that they made was the best the the the brightest were the ones that were jumping the mouse
Speaker 2
1:39:51
I thought that was kind of think there's some research on different generations when they look at kind of career investments I I
wanna say I read summer recently probably some of Sat articles you're reading that says like most of the generations that are in this workforce now over their lifetime we'll have 14 to16 different jobs in different fields, right? like it's not even bouncing around within a field that there are folks aren't afraid to just do something different but maybe that's but when I think and I I thinkpresentative mayyrry is kind of getting to this point like maybe folks are leaving but they're still working in education which is
why I I think this is the greatest profession cu even if you wanted to do something different and in a lot of our communities the school district's the largest employer they don't just hire teachers right? so maybe you are a teacher and you still want to work in schools but you may become a diesel mechanic or you may become an electrician or a computer network technician or a school administrator or a coach. so my I guess my wonder and it I think it's kind of along what you're saying is are you leaving
education altogether are you doing a different role in education maybe in a different capacity cause I know a lot of folks that might become the school finance director they're they're in finance now right like if you look at their job code but they started as a math teacher, you know what I mean? and is that considered a career change ? I don't, I don't know there's still an education but they're doing completely different work and so maybe there's ways we can get more sophisticated and capture that. it's a good question or statement
Representative Wade Andrews
Unverified
1:41:38
Represent Andre Thank Mr chair I just kind of want to bounce off Representative Walker's question about managing behavior and all that because I too hear from teachers say it's it can be challenging to address behaviors in the classroom and I just kind of want to know what what what are some solutions and what are y'all kind of looking at to fix those problems but also I really want to know in kind of backstory here I
know children students act out in the classroom for different reasons whether it's socioeconomic or bad home life or there's hungry they're bored or they want to cause mischief or whatever it may be how many schools are still using corporal punishment? how many are using detention? how many you say all right instead of whipping you or give youD haul we'll you know go make you pick up trash or mop the floor or what are what what schools are using for punishment
Speaker 2
1:42:42
that that's a good question with a lot of different answers and I I'm trying to wrap my head around how we could pull that because I think some of the examples that you cited for interventions we probably got a little bit of everything going across
Representative Wade Andrews
Unverified
1:42:58
the entire state for kids you know licks in the paddle and send them back in the classroom and they're taken care of some need to sit down with a therapist so how do we teach our teachers to be able to manage the whole spectrum
Speaker 67
1:43:14
properly without overwhelming them good question and I guess when you're looking atclu management
Speaker 2
1:43:23
is to to and you kind of alluded to you got to get to the antecedent of the behavior like why is the kid asking is acting up and when you look at kind of the student study team approach there could be a myriad of answers whether it's tied to home life whether it's tied
to cognitive issues whether it's tied to different parts of the environment within a school right like why why does some kids react to some teachers and not others like there there's a lot of there's a lot that goes into that plan but what we need to make sure is that one we got a hold parents accountable for their children's behavior and at some point we've lost our way and said that everything is the school's fault and I know schools have a lot of challenges we need administrators to know that
they're going to be supported. No student has the right to disrupt the learning of themselves and others while hurting people and when when I hear about the frustration from teachers not feeling supported we we've got teachers that are or students that are being violent against educators and there's no consequences and they're showing back up in the classroom. Well I think that's ridiculous and I think that anybody that's being violent in a school needs to have that student study team assembled and
that student be put in an environment where they're going to be supported and not hurt themselves or others and a and a and it really starts with that belief but we also have to hold parents accountable and make sure that they're doing their part to make sure that the student's being successful at school
Representative Justin Gonzales
Unverified
1:45:13
as well. presuming Gonzalezoring recognized thank you for taking our questions and and look forward
to to visiting with you on a couple of different topics related to teacher shortage areas one is p re s ent ative garner mentioned earlier about looking at incentivizing possibly or what are we doing in terms of trying to possibly incentivize teachers that might have the desire to become a science teacher one day, a math teacher I'm a former science teacher that was some and
I'll I'll go into that here in just a little bit but what one of the things that I've noticed in in teaching is and working with all grade levels is that we have we have a lot of elementary middle school junior high kids who absolutely love science or math and they're involved with or robotics or they're in a in a
in the chess club they're in the I mean they're in kind of math science driven that's kind of where they're thinking. but I wonder what we might do or if that might be a place early on for possible recruitment of those students and putting that seed in place have have you ever thought about becoming a teacher in the future you know you have some kids who have the propensity of they love helping another student learn math. The
teacher has explained it three times the student doesn't get it but their friend can give it to them like this and they've got it. I don't know it's just something that I'm that I'm thinking about I see it a lot there's kids that would be I mean that to me I think we're I don't know what what do you think about that in terms
Speaker 2
1:47:11
of love it I I think that's the innovation that we need to see happening in our schools and and we need to let folks know that we don't have to
maintain the status quo and if we can find innovative ways to tailor that personalized learning experience for those students then that's really what this is about and and what you're talking about is is relevancy right when when kids can see what they're learning relates to the world around them whether that leads to a future industry or career or whether it's back to the classroom that that's what gets kids excited that gives them hope that gives them curiosity and that's what is the spark behind learning
and I think too like where we want to be more innovative and creative when we talk about licensing and all of these different traditional pathways non traditional pathways but some of those specialized content areas like you're you're talking about like high school science like you know if you want to find an AP physics teacher in certain parts of the state that's really hard to do right so how do we maybe regionalize their support like a virtual options we haven't talked about AI in what geneative information and AI instruction
looks like but their schools across the nation that's talking about how do we incorporate that the tailor that experience and I don't know if we know all those answers yet but those are conversations that were that we're having I I think there's some school districts that are being creative and when they think of a teacher to teacher specialized contract they use like an adjunct model like like that you may have seen at a state college or a university where it's where you go to the local industry
that's in town that has a resident physics doing some kind of engineering product and say hey, I don't need you you know 178 days a year,7.5 hours a day, but if you can come two or three days a week for an hour would your company work with us to send you there and then we could send kids there and let's build a relationship so our kids are learning from the industry and the industry is also wants to give back to the pipeline because they want to
see their professions grow so I I think what you're talking about is how do we incentivize innovation and that's part of like why we're having this conversation because I I think there's just a lot of opportunities to to
Representative Justin Gonzales
Unverified
1:49:41
to do just that my follow my I have one follow up and and that's related to slide number 2. I was looking at the number of teachers in in
particular license areas and I do have a bit of a concern with one with an area English for speakers of other languages the ESL in this case it would be the endorsement we do have a lot of teachers 11,041 teachers who hold an ESL endorsement which is absolutely wonderful. how we have43,000 English learners statewide and70,000 language minority students and then you start adding you
add7500 English learners with disabilities and then 225 English learners who are also gifted and so I'm just umm that has me a little bit I don't think we have enough ESl endorsed teachers but at the same time I don't know what what could we do to help increase that because I think right now it's still pretty much voluntary to get an ESL endorsement. you know there's
a lot of teachers will receive one go to do the extra coursework and practice exam etc. when they see that half their kids are English learners, you know there's definitely a need but what can we do to help increase that with our numbers given you know, statewide
Speaker 67
1:51:17
I think that's a great question and I I think to kind of layer on top of the
Speaker 2
1:51:23
complexity of the point you make is that while they're made be 11,000
teachers endorsed or licensed to teach Esau that means it's on their license but they may not be working in that area as well right so like license doesn't it doesn't necessarily equate the job placement so we may have 11,000 licensed EA teachers but only500 of themx500 teachers working in Esaut right? So I I think the the first part of the answer to your question is how do we get a snapshot of who's teaching these programs and what are the
courses and then maybe we need to consider certain requirements for teachers to have specific training if they're working with different level of students in this program I I don't know if we've gotten that sophisticated yet but that that could be something that we'd love to have a conversation with you about because there there's some best practices in other states I don't know if we need to reinvent something new but there may be a
Speaker 183
1:52:22
way to build upon what we have and make it a little stronger.
no additional questions. Doctor Bentnon thank you for your time and Secretary Oliva thank you as well. secretary if
you would just hang there for just a moment, I think there's just a couple of additional questions from members members without objection we we have one more quick presentation from Miss Kenya Flores about a partnership with the school for the blind but I'm gonna jump over that and go to other business I believe there was maybe one question relative to any updates on our discussion last week about childcare vouchers so I don't know if there's a specific question or if maybe members just wanted to
see if there's additional information that can be provided
Speaker 2
1:53:07
at this time so since the last time we met we we talked about starting the sliding sca scale payment program with parents so we've been working with providers on that and pausing the reimbursement rates we all know that the federal government is shut down so there there's no there's not really a whole lot of updates about future your funding or extending current funding until we get
that continuum resolution across the finish line and we can work with our folks our representatives from the office of Health Services but we are we we have an early learning coalition or committee that meets I wanna say quarterly we're gonna ask them to do a meeting next week we're gonnapo in representatives across the stateext week we're pulling some data and information so that we can share with them everything that we have to see if they have any ideas for a long term
sustainability of this program. would you be able to take a couple of
Representative DeAnn Vaught
Unverified
1:54:09
questions p re s ent ative Vaughtugt thank you Mr Chair. do we know have we had facilities that's had to close down and if we have how many have we had to how many have already had to close
Speaker 135
1:54:18
their doors. I haven't heard of any so and I don't know if we're tracking that but I can find out for you'd be happy
Representative DeAnn Vaught
Unverified
1:54:24
to and then you're meeting next week will it be live meeting or will
Speaker 2
1:54:27
it be a Zoom it'll be a publicly notice meeting. I don't know if we've coordinated where in the logistics but it'll be a
Representative DeAnn Vaught
Unverified
1:54:34
publicly noticed meeting and is there a way that we can get an invitation to that so that
Representative Julie Mayberry
Unverified
1:54:44
we can come and listen. we're happy to thank you Ripson bay bear thank you. I had asked the question last week about a rule change in an official rule change or whatever and you had made the statement that it's federal dollars and I guess maybe I didn't ask the question well enough at the time but
when when we use federal dollars there is an approval process whether it's through us or someone else federally that would look at that and I was told that it it's at least you have to have some type of report federally
filed within60 days if you make changes to a program A am I understanding that right or just still help me help me gather because I can't imagine that the federal government would say here's all this money and do whatever you want with it
and change it whenever you want and and all that and we we have significantly changed not obviously there's a dollar amount but just the way that the program is being funded instead of on these tiers of you know, level3,4,5,6 getting different amounts to a flat rate
Speaker 16
1:55:57
so I'm not sure what rule or process you're referring
Speaker 2
1:56:01
to I I can investigate or follow up with you but but what else'll
state again today what what I've stated before with the legislature is the current rate system is unsustainable. this program will not exist by Christmas. we we are using reserves right now making payments that we can't afford to do and if the government doesn't open up and we get a next quarter payment I'm gonna be back here in 2 to3 weeks to tell you there's no more program so what did we do as an agency when we looked at that rate span we knew that that wasn't gonna happen we we put together a strategy to slow this down to
sustain the program nobodybody likes that strategy.body's complaining about it we put a pause on that strategy say we're gonna work with stakeholders and maybe they can help give us a better strategy but it's an unsustainable program and if if we can come up with better ideas if the legislature wants to to help support we're we're willing to do that but what I'm telling you is we don't have6 to8 million dollars a month to maintain the status quo and that is unsustainable in every week that
goes by is $2 to3 million dollars that we don't have additionally coming
Representative Julie Mayberry
Unverified
1:57:14
into that pot of money. and and I understand that and that point has been made very clear. I I'm, I'm not arguing that point. I guess I'm just making sure that we're crossing ourt's and dotting our i's because I can't I'm just kind of baffled with how you could make such a substantial change in just the way it's being funded without some type of approval
a process I mean I I I've dealt a little bit more on the healthcare side and if we change Medicaid even though it may not be a state plan or whatever you have to go through Cms and you can't do it until you get that approval and I just I
I just want to make sure that we're not you know thank you think
Representative Denise Garner
Unverified
1:58:01
it's a fair question Representative garner thank you Mr Chair. Thank you Secretary I just have a question a little bit more wanting a little bit more detail on the coalition meeting who's
Speaker 2
1:58:11
on that coalition and I don't have the list in front of me but we can set up I mean I and I forget how all the appointees are happening but it's it's an established coalition so is the early childhood commission
Representative Denise Garner
Unverified
1:58:22
part is that what'm talking about a part of it might
Speaker 5
1:58:27
be calling it the wrong I'm sorry I'm calling it the wrong name the early childhood commission that's who we're gonna try to get to meet
Representative Denise Garner
Unverified
1:58:34
with us next week I apologize has that notice gone out and I dismissed it we
Speaker 2
1:58:38
haven't scheduled the meeting. I'm I'm you you ask what the
update is like I literally met with our team this morning said we need to pull these reports let's get the commission in next week. Well we we got not much probably find a bigger space if we're gonna invite all of our friends and and get that noticed and I'm hearing from like Representativevugtt that maybe we want to stream it I those are things that I we got to figure out but our intention is to pull that group
Speaker 5
1:59:00
together by next week the commission meetings are usually streamed I think so at least Zoom is available so we'll follow that process you
Senator Dan Sullivan
Unverified
1:59:15
Senatorulllivvan thank you as in general are you allowed to spend money that hasn't been appropriated? in other words if there's no money in the budget, you're limited in your ability to shift money around to pay
Speaker 166
1:59:27
for programs. Would that be true? within reason
Senator Dan Sullivan
Unverified
1:59:29
yes I would say that that's that's just it's within reason it's a reasonable answer. You can't spend the money that hasn't been appropriated if there's zero in the budget there's zero in the budget can you figure out ways to work around that yeah but generally speaking we didn't appropriate the money and right
now there's zero in the budget thank you see no additional questions thank you Secretary Alibo. members final thing on our agenda item presentation of pilo pilot program with Misss Kenya Flores . Miss Flores if you would please join us at the table and when you get here we can go ahead and introduce yourself and then you're recognized
thank you for being here with us Kenya
Speaker 198
2:00:39
and we look forward to hearing from you. thank you uhkenya Flores manager of government relations at Learning Lally can you all hear
Speaker 200
2:00:47
me ok? yes ma'am OK great good afternoon it's an honor to be here in littlettleRock this afternoon with all of you and I thank you in advance for your time and attention today. like all of you I am committed to helping improve literacy outcomes by way of introduction, I am Kenya Flores and I have the pleasure of serving as manager of government relations at
Learning Lally a nonprofit education technology organization.
Speaker 198
2:01:09
Learning Ly was founded right after World War II. Our founder Annemcdonald wanted blinded veterans to be able to
Speaker 200
2:01:15
take advantage of educational opportunities presented to them after the passage of the Gi Bill. she began recording books in the basement of the New York Publiclibrary what was once recording for the blind has evolved to become learning ally today. I will share more about our work in a moment but I'd like to
share a little bit of my lived experience with you before getting to that. My story exemplifies what is possible when students are provided with necessary support in the classroom. I grew up inarrlotte, North carolina and I had a fairly normal upbringing except for one characteristic I have been blind since birth and my parents did not know how to raise a blind child. I was and still am the only blind person in my family. I often tell people blindness itself is not the challenge. it
is the low expectations society has for people with disabilities as well as lack of accessibility. However, I am blessed to have had access to educational opportunities and the necessary accommodationsi needed as a blind person in order to level the playing field and allow me to participate in mainstream education just like my sighted peers in both K through 1el schools and at furman University While I had many incredible educators throughout my educational journey.
I had many who believed accessibility was optional. However, I had yet to encount I have had yet to encounter a challenge I did not face head on. as a result, I am now fortunate to have a meaningful job that allows me to make a positive impact in the lives of thousands of students and I am able to contribute to the US economy just like anyone else. However, my story could have turned out much differently without access to accommodations such as the Learning ally audiobook solution.
at Lening ally we believe that listening is vital to learning. from the youngest age children learn by listening and then by engaging in meaningful conversations by equipping early and struggling learners with our ebooks we allow them to access curriculum literature and popular titles that help them expand learning for millions of students the audiobook solution is an accommodation available to is
available on any device capable of connecting to theet or downloading the learning ally auddiobook application. However, internet access is not necessary once books are downloaded which is really critical for students located in rural areas. the auddiobook solution is an interactive solution that contains human narrated books highlighting capabilities in an embedded dictionary the educator is able to monitor the
books on student's bookshelves as well as follow their progress throughout the school year any student with a learning deficit such as dyslexia can benefit from the audiobook solution. It is not meant to substitute the focus on structured literacy instruction. However, it is meant to serve as a supplemental accommodation as students build their foundational reading skills found in Scarborough's reading ro. it is particularly useful in
enhancing students comprehension because reading is fundamental, lack of comprehension affects students in all academic content areas. Additionally, audioobooks help with vocabulary growth, fluency and comprehension of more complex syntax. today we continue Anne's legacy to break down the barriers that deny countless individuals the opportunity to learn to grow and to achieve their full potential. we are so incredibly grateful to be a partner to the Arkansas
Department of Education for the 2025-2026 school year, Secretary Oliva with the support of senator davis has committed to providing the auddiobook solution to blind and visually impaired students across Arkansas who attend mainstream schools as a way of honoring our founder, we continue to provide the audiobook solution to all US schools for the blind at no cost to them. Our North Star is that every student regardless of
learning difference is able to graduate and pursue higher education or a workforce pathway similarly to the Learns Act, our goals are to strengthen literacy outcomes increase educator access support teachers and empower families. I sincerely thank you for your time and attention today and I thank you for your efforts to lead the way in regards to literacy reform in arkansas. we look forward to continue to being an ally to the state of
arkansas thank you and I'm happy to answer any questions. Thank you M Flores wonderful to hear about the work that's taking place for visually impaired students all over the state and in you're working in that are there questions from
Representative Julie Mayberry
Unverified
2:06:32
members Represent Bayberry you're recognized. I'm sorry just a real quick question can you tell me what you are reading
Speaker 162
2:06:37
from how that was put together explain a little bit to us yeah so this is just a
Speaker 200
2:06:48
booklet it's it has hard copyrille and and I just wrote up a document last week and had it produced in rail just because that's my preferred way of reading and like instead of using electronic brille because you can only read like one line at a time typically so it's just a hard copy form of what you would see on a printed screen or if I
printed this out and I'm happy to like pass it around
Representative Julie Mayberry
Unverified
2:07:24
if anyone is interested did you type it or did you verbally say it and then it printed it.
Speaker 200
2:07:30
I'm just curious. No, so I I typed it on a regular laptop using a screen reader which is basically a robot that talks to me in my ear and reads out everything that I'm typing and then I read through it using a braill display which is
a machine that can connect to a laptop via a USB cable and then I can read the brill on it so I proofread that and then it's something called embossing so instead of printing just visualize the same process of printing a document but instead it's a very loud machine called an embosser and it produces raille on paper and it puts it in that spiral no you have to do that separately
Representative Julie Mayberry
Unverified
2:08:14
but I just like having it in a
booklet. yeah yeah ok well thank you. I I just I love learning and but you could tell us how you brought the information to us. thank you so
much and I believe Miss Floreres I would imagine that several members might be interested to to see that after the committee meeting adjourns it's fascinating and and love that again that there's so many options are available for for students to learn as well so seeing no additional questions thank you so much for your time and your presentation. we appreciate it very much.embers
as we close out a reminder tomorrow we'll be meeting at 10 a.m. in Marianna at Lee County High School the agenda is available online. sorry at the elementary school apologize and a strong elementary school in Marianna tomorrow morning at 10 a.m. and then several tours to follow and look forward to
a great day there and see no additional before initial additional business before the committee committee is adjourned
Agenda
A. Call to Order
B. Consideration of a Motion to Approve the September 2, 2025, and the September 3, 2025, Meeting Minutes [Exhibits B1-B2]
C. Consideration for Adoption of Interim Study Proposal (ISP) [Exhibit C1-C2]
D. Presentation of Partnership Program for Academic Facilities and Transportation
E. Presentation of Teacher Recruitment and Retention Efforts
F. Presentation of Pilot Program with ADE in Partnership with the Arkansas School for the Blind - Kenia Flores, Manager of Government Relations, Learning Ally
G. Other Business
H. Adjournment
Documents
Speakers
Speaker 2
Representative Steven Walker
Unverified
Speaker 18
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Speaker 5
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Representative Julie Mayberry
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Representative Hope Duke
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Representative Fred Allen
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Representative Bruce Cozart
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Representative Rick Beck
Unverified
Representative Denise Garner
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Speaker 104
Representative Johnny Rye
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Representative Keith Brooks Chair
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Representative Wade Andrews
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Representative Justin Gonzales
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Representative DeAnn Vaught
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Senator Dan Sullivan
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Speaker 166
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Speaker 162