TO SEE IF THEY ARE MEETING A STANDARD OF SUFFICIENCY.

THOSE THINGS NOW, THAT MEASURE WAS DEVELOPED BY INPUT FROM OUR STAKEHOLDERS.

THEY TOLD US WHAT THEY WOULD WANT IN THAT SO THAT GIVES SCHOOLS MORE TO WORK WITH, MORE TO SHOW HOW WE ARE MEETING THE NEEDS OF OUR KIDS OTHER THAN THAT ONE TEST SCORE.

>> BUT UNDER ESSA, YOU ARE SAYING YOU HAVE RENTS EDUCATORS IN THE COMMUNITY, STILL HAS AN OBJECTIVE MEASURE OF THE STUDENT PROGRESS WHETHER JOHNNY OR SALLY KNOWS MORE THAN HE OR SHE DID.

ABSOLUTELY, THAT'S A CRITICAL COMPONENT BECAUSE WE HAVE STUDENTS TO SUCCEED ACADEMICALLY.

WE ALSO WANT THEM TO NOT ONLY TESTED UP, READY TO TAKE THE TEST AND THAT'S THE JOURNEY FOR THE WHOLE YEAR IS GETTING READY TOTAKE THE TEST .

THERE'S MORE TO SCHOOL AND GETTING READY TO TAKETHE TEST .

NOW SCHOOLS ARE STILL UNDER DEMAND FOR EXCELLENCE, BUT THEY ARE NOT AS MUCH UNDER THE PRESSURE OF HITTING THAT MARK EVERY YEARLIKE THEY WERE WITH NO CHILD LEFT BEHIND .

>> YOUR HANDS ON IN THAT PROCESS WEARE, I AM.

>> WHAT DO YOU MAKE OF THIS?

GENERALLY THE REPORTS I HAVE READ ACROSS THE STATE ARE ENCOURAGED BY THIS .

>> THAT'S THE FEEDBACK WE'VE RECEIVED.

AS I STATED EARLIER, WE HAVE A LOT OF OPPORTUNITY TO REALLY TALK WITH THE EDUCATORS AND THEY HAVE BEEN, WE RECEIVED POSITIVE FEEDBACK FROM ESSA IN OUR STATE FINANCE AS WELL AS THE OPPORTUNITY TO HAVE SOMETHING TO SAY ABOUT NEEDING SOME DATA AND THE SUPPORTS THAT GO ALONG WITH THAT SO MY DIVISION REALLY, WE HAD THE OPPORTUNITY TO REALLY GO IN THE FIELD AND PROVIDE SUPPORT THROUGH LOOKING AT THE MEANS OF DATA, HOW IT IMPACTS OUR STUDENTS, EDUCATORS AND THEIR DEVELOPMENT AS WELL AS OUR LEADERS.

ONE THING WE HAVE ALWAYS SAID IS THAT IN ORDER TO ENSURE ALL OF OUR STUDENTS AS EDUCATORS, WE HAVE TO MAKE SURE WE ARE EFFECTIVE LEADERS AND NOT ONLY DO WE NEED TO SUPPORT OUR STUDENTS AND TEACHERS, WE HAVE TO PROVIDE THE SUPPORT FOR OUR LEADERS AS WELL THOUGH THAT'S THE BULK OF THE WORK THAT WE HAVE BEEN FOCUSED ON SINCE THE STATE PLAN HAS BEEN APPROVED.

>> HOW TO BRING THAT UP?

NOW THAT BEING IMPLEMENTED?

>> IT STARTED WITH OBTAINING A LIVE FEEDBACK, STAKEHOLDER FEEDBACK SO WE CONTINUE TO MEET WITH A LOT OF OUR ADVISORY GROUPS AND TO REALLY GET THERE INPUT ON WHAT KIND OF SUPPORT BASED ON THE DATA, BASED ON WHAT WE SEE AS IT PERTAINS TO TESTS AND LEADS, TEST IS OUR SUPPORT SYSTEM FOR OUR EDUCATORS WHICH SETS THE TEACHER EXCELLENCE SUPPORT SYSTEM AND WEEDS, THE SUPPORT SYSTEM FOR BUILDING ADMINISTRATORS AS WELL AS DISTRICT ADMINISTRATORS AND THAT'S FOR LEADERS EXCELLENCE IN DEVELOPMENT SO THROUGH THOSE, THOSE MOST IMPORTANT SYSTEMS, WE REALLY ARE ABLE TO HAVE CONVERSATIONS WITH BOTH TEACHERS AND LEADERS ABOUT WHAT IT TAKES TO DEVELOP THEIR CAPACITY AND ENSURE THEY PROVIDE THE MOST EFFECTIVE EDUCATION FOR OUR STUDENTS ON A DAILY BASIS SO IT'S AN ONGOING PROCESS, IT'S THE REASON WE CONTINUE TO MEET WITH OUR ADVISORY GROUPS TO EVALUATE THE SUPPORT SYSTEMS WE PROVIDE OUR DISTRICT SO THAT THEY PERCEIVE THE IMPORTANCE OF EVALUATING THEIR SUPPORT SYSTEMS AT THE DISTRICT LEVEL THEY PROVIDE IN THE BUILDING IF IT RECOGNIZES EXCELLENCE OR DOES THAT ALSO EXPOSED, DOES IT ALSO IDENTIFY DEFICIENCIES AND IF SO, HOW DO YOU APPROACH IT THEN?

>> IT DOES, OUR SUPPORT SYSTEMS BOTH FOR THE TEACHERS AND THE ADMINISTRATORS HAVE AT DELOREAN, INEFFECTIVE TEACHERS, WE DEFINE INEFFECTIVE TEACHERS AS WELL AS INEFFECTIVE LEADERS BUT ALSO EFFECTIVE LEADERS AND EFFECTIVE TEACHERS BASED ON THE INEFFECTIVE RATINGS WE DEVELOPED A WORKFORCE STATE ABILITY INDEX AND REALLY, THE WORKFORCE STATE ABILITY INDEX IS ONE OF THE MOST IMPORTANT CONVERSATIONAL PIECES WE HAVE WITH OUR DISTRICT BECAUSE WHAT WE WOULD HOPE THE DISTRICTS AND SCHOOLS WOULD HOPE AT THEIR WORKFORCE STATE ABILITY INDEX IS HIGHER AND NOT LOWER WHAT IF THEY HAVE A HIGH PERCENTAGE OF INEFFECTIVE EDUCATORS, THEN THEIR WORKFORCE ABILITY INDEX WOULD DECREASE.

TWO OTHER COMPONENTS THAT WORK FOR STATE ONLY INDEXES ARE THE NUMBER OF OUT OF FIELD EDUCATORS AS WELL AS INEXPERIENCED EDUCATORS SO THOSE ARE THE COMPONENTS THAT WE TRY TO PROVIDE SUPPORT FOR OUR DISTRICTS TO ENSURE THAT STUDENTS HAVE, ALL STUDENTS HAVE ACCESS TO EFFECTIVE EDUCATORS.

>> ONE THING THAT I DEFINITELY WANT TO STRESS IS THE PARTNERSHIP WITH OUR HIGHER EDUCATION PARTNERS.

WE WORK EXTENSIVELY INSTITUTIONS OF HIGHER EDUCATION, OUR TEACHER PREP PROGRAM SO TO IDENTIFY WHERE THE DEFICIENCIES ARE AND PROVIDE FEEDBACK TO THE TEACHER PREP PROGRAM THOUGH THEY CAN MAKE WHATEVER ADJUSTMENTS THEY NEED TO MAKE TO PREPARE THOSE NEW TEACHERS COMING INTO THE FIELD AND THEN THE TEACHERS THAT ARE IDENTIFIED AS INEFFECTIVE OR HAVE SOME DEFICIENCIES, REALLY FOCUSING ON WHAT SPECIFIC PROFESSIONAL DEVELOPMENT NEEDS DO THEY HAVE IN HELPING THE DISTRICTS IDENTIFY OUT TO MEET THOSE NEEDS AND THAT COULD BE THROUGH OUR EDUCATION SERVICE CO-OPS, EDUCATION SESSIONS AND THE GOAL IS NOT, WE DON'T WANT TO GET RID OF TEACHERS.

NO CHILD LEFT BEHIND TOOK THE FOCUS ON TRYING TO GET RID OF BAD TEACHERS.

THERE ARE TEACHERS WHO JUST NEED HELP TO GET BETTER AND THAT'S REALLY WHAT OUR FOCUS IS AT THE DEPARTMENT, IDENTIFYING WAYS WECAN DO THAT .

>> I WOULD GATHER THAT MISS COCHRAN FIT THAT LATTER CATEGORY AS TEACHER OF THE YEAR.

LET'S GET A CLASSROOM PROSPECTIVE.

WITH THIS FOR MANY MONTHS.

YOU WAS YOUR PERSPECTIVE.

CAN YOU SEE A FINITE, QUALITATIVE DIFFERENCE BETWEEN ESSA AND NO CHILD LEFT BEHIND?

>> ABSOLUTELY.

I AM, LIKE ANY GOOD EDUCATOR AND A STUDENT ADVOCATE FIRST AND FOREMOST.

WHAT I LOVE ABOUT ESSA IS EVERY STUDENT SUCCEEDS MEANS EVERY SINGLE STUDENT.

WITH NO CHILD LEFT BEHIND, THE MEASURES FOR STUDENT PERFORMANCE AND ACHIEVEMENT COULD BE BASED ALL ON THE BACKS OF THE HIGHEST ACHIEVING STUDENTS IN THE SCHOOL AND WITH EVERY STUDENT SUCCEEDS, WE HAVE TO SHOW GROWTH FOR EVERY SINGLE STUDENT.

SO IRONICALLY, THERE WOULD NOT BE ANY CHILDREN LEFT BEHIND WHEN ESSA COMES TO FRUITION AND WE SEE THE ACHIEVEMENTS OF THE STUDENTS IMPLEMENTED.

>> THAT SOUNDS FANTASTIC BUT NO CHILD LEFT BEHIND WHETHER IT'S ESSA OR NO CHILD.

SOME YOUNGSTERS, YOUR DISCIPLINE IS SPANISH.

IT'S NOT MINE.

AT THE END OF NINE MONTHS EVEN UNDER THE MOST GIFTED TEACHER, I SUSPECT MY SPANISH WOULD BE MARGINALLY BETTER THAN ONDAY ONE .

>> BUT IT WOULD BE BETTER IT WOULD BE BETTER, YES.

>> THE GOAL IS TO GIVE EVERY CHILD ACCESS TO ECONOMIC OPPORTUNITY.

WE WANT TO MAKE SURE THAT, AND WITH ESSA WE ARE ENSURING THAT TEACHERS, SCHOOLS, ADMINISTRATORS, NO ONE IS GIVING UP ON THOSE CHILDREN ANYMORE.

WE'RE NOT FOCUSING OUR EFFORTS ON TAKING THESE PROFICIENT BUBBLE KIDS AND MOVING THEM TOO ADVANCED FOR BASIC KIDS THAT ARE ON THE BALL AND MOVING THEM TO PERFECT.

WE ARE FOCUSING ON EVERY SINGLE CHILD.

WE AS TEACHERS ARE BECOMING DATA ANALYSTS AND WE ARE LOOKING AT EACH INDIVIDUAL AND SEEING WHERE THEY NEED TO GO AND WHERE THE GAPS IN THEIR LEARNING AND WHAT ARE THE EVIDENCE-BASED STRATEGIES WE CAN IMPLEMENT WITH EACH CHILD?

>> IT MAY BE AN UNFAIR QUESTION TO ASK ON LIVE TELEVISION BUT WITH NO CHILD, DID YOU FEEL PRESSURE?

>> I AM ONE OF THOSE FORTUNATE TEACHERS, FIRST OF ALL AND THE SPANISH TEACHER SO I WAS LARGELY UNAFFECTED BY.

ALSO I WAS IN A SCHOOL DISTRICT THAT PUTS KIDS FIRST.

I'M STILL IN THAT SCHOOL DISTRICT.

THEY PUT KIDS FIRST AND NOT TEST SCORES SO I WAS VERY FORTUNATE IN THAT BUT I HAVE SEEN, I HAVE HEARD THE STORIES OF THE TEACHERS WHO FACED THOSE TRIALS.

>> MAMMALS AN UNFAIR QUESTION OR STUPID AND I DON'T THINK NO CHILD MEASURED LANGUAGE ARTS.

>> NOT FOREIGN LANGUAGES.

>> BUT YOU SAW COLLEAGUES, ANYWAY.

>> YES, ABSOLUTELY.

>> AND IS THAT PRESSURE NOW LESSENED ON ESSA?

>> YES, I THINK WITH ESSA WE HAVE THE OPPORTUNITY TO LOOK AT SO MANY DIFFERENT FACTORS AND WE GET TO LOOK AT THE WHOLE CHILD.

AT ALL OF THE FACTORS IN THE CHILD'S LIFE AND THAT MAKE THEM BRILLIANT THE WAY THEY ARE AND USE THEIR STRENGTHS TO THEIR ADVANTAGE AND TO OUR ADVANTAGE.

>> A SUPERINTENDENT'S PERSPECTIVE, AND ADMINISTRATORS PERSPECTIVE.

YOU'VE GOT HOW MANY TEACHERS?

>> 310, ROUGHLY.

ABOUT 25 ADMINISTRATORS.

AND THIS STATE IS DATA RICH WITH ALL KINDS OF FEEDBACK THAT WE GET FROM ASSESSMENTS, FROM OUR OWN ASSESSMENTS, STATE ASSESSMENTS, OTHER SOURCES AND THE REPORTS THAT HAVE JUST COME OUT GIVE US BETTER DATA AS MISS COCHRAN WAS SAYING ON MORE INFORMATION ABOUT A CHILD.

WE FACED A LOT OF TIME TRYING TO DO IT OURSELVES.

WE GENERATE OURSELVES, BUT PROVIDES US A BIGGER PICTURE SO WE CAN FOCUS ON OKAY, WHAT KIDS NEED TO GROW AND WHICH ONES ARE AT LEVEL BUT WE NEED TO FOCUS ON HELPING THEM GROW EVEN THOUGH SOME STUDENTS ACHIEVE HIGH, THEY STILL NEED TO GROW AND THAT'S HARD WORK.

IT'S HARD WORK ENOUGH AS FAR AS WHAT TEACHERS DO BUT WITH ALL THE DATA THAT'S SHARED AND ALL THE SUPPORT GIVEN BY THE STATE, WE HAVE ACCESS TO TRANSITION TEAMS IN OUR CO-OPS AND TRAININGS PROFESSIONAL DEVELOPMENT OPPORTUNITIES THAT WE HAVE TEACHERS IN THE PIPELINE NOW.

IT HELPS US BECOME A BETTER SYSTEM AND WE NEED TO EMBRACE IT AND WORK ON HARD TO BE A BETTER SYSTEM.

BETTER NOW THAN YOU WERE THE DAY BEFORE.

>> THE FEEDBACK FROM YOUR FACULTY AND YOU HAVE QUITE A BIT OF FACULTY, WITH THAT KIND OF AN INSTRUCTIONAL LOAD, WHAT'S IN THE FEEDBACK SO FAR?

>> WE'VE BEEN INVOLVED IN THE LAST YEAR AND A HALF AND WE, I'M SEEING MORE STAFF WITH A SENSE OF URGENCY AND WE'VE BEEN TALKING ABOUT THAT QUITE A BIT IN OUR SYSTEM.

THERE ARE ISSUES WE NEED TO FOLLOW AND THE PLANS WE NEED TO MAKE AND IF WE CAN'T JUST FLOAT ALONG AND DECIDE WHERE GOING TO WAIT TWO OR THREE YEARS AND THEN DO SOMETHING BIG, WE GOT TO START NOW AND WE GOT A LOT OF HARD-WORKING TEACHERS.

ON IT, MAKING PLANS, DOING INTERVENTIONS, REVISING WHAT THEY ARE DOING FROM LAST YEAR TO THIS YEAR AND PLANNING FOR THE NEXT YEAR AND THERE IS MORE WILLINGNESS TO GO INTO THESE PROFESSIONAL DEVELOPMENT OPPORTUNITIES AND KNOW THAT OUR SYSTEM NEEDS TO PROGRESS.

>> I'M SORRY, GO AHEAD.

I WANT TO TAKE A MOMENT TO REMIND THE VIEWERS THIS IS THEIR PROGRAM AND WE WOULD LIKE TO HAVE YOUR QUESTIONS.

THE TELEPHONE NUMBER, 1-800-662-2386 .

AND EMAIL ADDRESS, PAFFAIRS@AETN.ORG.

AND YOU CAN REACH US THROUGH TWITTER AT AETN, #ARASK.

OUR VOLUNTEERS FROM THE STATE EMPLOYEES ASSOCIATION ARE HELPING OUT WITH EMAILS AND THE LIKE.

DIRECTOR, OR IS IT COMMISSIONER NOW?

AS WE WERE SPEAKING EARLIER WE TALKED ABOUT SOCIAL PROMOTION AND THE PRESSURES THAT WERE ON FACULTY AND TEACHING TO THE TEST WAS A CRITICISM THAT WAS FREQUENTLY HEARD IN POLICY ARENAS, AS WELL AS IN THE HOUSEHOLD AND THAT PRESSURE FOR A SCHOOL TO SUCCEED IN SOME INSTANCES LED TO, NOT ARKANSAS BUT IN SOME INSTANCES LED TO OUTSTRETCHED HANDS.

IS THERE ANYTHING IN ESSA, IS ESSA MORE, I DON'T WANT TO SAY LENIENT OR MORE FORGIVING BUT IS THERETHAT PRESSURE ON YOUR FACULTY ?

>> THERE IS STILL WHETHER WE CALL IT PRESSURE OR JUST THE URGENCY TO CHANGE AND IMPROVE , REGARDLESS OF THE LEVEL THAT A CHILD ACHIEVES, THERE'S ALWAYS ROOM FOR GROWTH.

SO AS A SYSTEM, WE HAVE TO MAKE IT A PRIORITY THAT WE ARE GOING TO DO AND A LOT OF DISTRICTS USE THE MANTRA WHATEVER IT TAKES.

WERE GOING TO DO WHATEVER IT TAKES TO OFFER THOSE OPPORTUNITIES AND OFFER TRAINING PROCEDURES TO ADVANCE KIDS TO THE HIGHEST LEVEL.

WE CAN'T MAKE EXCUSES ANYMORE AND WE'RE NOT GOING TO MAKE EXCUSES.

GOING TO DO THE RIGHT THING REGARDLESS OF POLITICAL EXPEDIENCY OR WHATEVER.

TO MAKE GAINS IN KIDS AND ALSO OUR FOCUS ON STAFF, TO ALSO HELP OUR ADULTS, HELP OUR TEACHERS, HELP OUR ADMINISTRATORS GROW PROFESSIONALLY AND WE CAN HAVE A POSITIVE IMPACT.

>> THERE WAS THAT SWORD DANGLING OVER PUBLIC EDUCATION UNDER NO CHILD.

IS THERE STILL ONE?

>> THERE HAVE TO BE.

>> TO SOME DEGREE, BUT BASICALLY IT'S MORE OF TEACHERS AND ADMINISTRATORS STILL, I THINK THEY ARE STILL NOT SURE IF THAT SWORD IS STILL OVER THERE HAD.

BECAUSE THE FEEDBACK WE GET, THEY ARE STILL SOMETIMES CAUGHT IN A COMPLIANCE MENTALITY AND THE REASON IT IS, UNDER NO CHILD LEFT BEHIND, THE FEDERAL GOVERNMENT SAID STATE, THIS IS WHAT YOU MUST DO AND WE TOLDDISTRICTS THIS IS WHAT YOU MUST DO .

THEY SPEND A LOT OF TIME HAVING TO MAKE SURE THE EYES WERE DOTTED AND THESE WERE CROSSED.

I THINK THEY HAD TO SUBMIT TEACHERS, SUPERINTENDENTS, FEDERAL PROGRAMS, PERSONNEL.

THERE WAS A LOT OF PRESSURE ON THAT IN ADDITION TO THE PRESSURE ON, WE HAVE TO HIT THE NUMBERS ON THE TEST.

ONE OF THE THINGS ABOUT NO CHILD LEFT BEHIND, ESSA REQUIRES THE STATES TO HAVE STANDARDS, THE FOUNDATION IS NUMBER ONE, THROWING STATE ACADEMIC STANDARDS.

LENIENCY FROM WHAT WE WANT KIDS TO KNOW.

WE STILL HAVE THOSE STANDARDS.

ARKANSAS HAS COMMON CORE STANDARDS IN 2015.

WE MOVED AWAY FROM THOSE.

WE ADOPTED NEW ENGLISH LANGUAGE ARTS STANDARDS, PNEUMATIC STANDARDS, NEW SCIENCE STANDARDS.

THEY ARE ARKANSAS STANDARDS SO THERE IS STILL A HIGH BAR IN OUR STATE OF ACADEMIC ACHIEVEMENT THAT WE EXPECT.

WHAT'S DIFFERENT NOW IS THE SUPPORT SYSTEMS FOR HOW DO WE GET OUR STUDENTS TO WHERE WE WANT THEM IN MEETING THOSE ACADEMIC STANDARDS.

IT INVOLVES RETHINKING HOW WE SPEND STATE DOLLARS, AND INVOLVES RETHINKING HOW WE SPEND LOCAL DOLLARS AND THE FEDERAL SYSTEMS DOLLARS.

SO REALLY, IT'S ABOUT MAKING SURE AS MISS COCHRAN SAID, IDENTIFYING BASED ON DATA WHERE THOSE STUDENTS ARE AND WHAT THEY NEED INDIVIDUALLY TO MEET THE STANDARDS, MEET THOSE LEARNING EXPECTATIONS.

IT'S NOT A BACKING AWAY AT ALL FROM A HIGH LEVEL OF EXPECTATION, BUT WHEN IT DOES IS RAISE UP EDUCATORS TO BE MORE CREATIVE.

EDUCATORS ARE THE MOST CREATIVE PEOPLE.

THEYHAVE TO COME UP WITH WAYS TO REACH THEIR KIDS .

MY MOM TAUGHT ELEMENTARY FOR 31 YEARS.

SHE WAS VERY CREATIVE AND TRY TO IDENTIFY, AND IT WAS DIFFERENT FOR EACH CLASS AND EACH YEAR WHAT SHE NEEDED TO DO.

TEACHERS ALL OVER THE STATE NOW HAVE MORE FLEXIBILITY TO IDENTIFY WHAT THOSE METHODS ARE TO REACH THOSE KIDS, BUT THEY ARE THE SAME STANDARDS.

>> ONE OF THE FLEXIBILITIES WITH ESSA AND WITHIN OUR NEW LICENSURE REGISTRATION IS THE EDUCATOR CONTINUUM AND IS PROMOTING TEACHER LEADERS.

ONE OF THE THINGS WEWANTED TO MAKE SURE TO REALLY SUPPORT AND ENHANCE THE TEACHER PROFESSION , AND SO MANY TIMES EDUCATORS FOR TEACHERS FEEL LIKE THEY HAVE TO LEAVE THE CLASSROOM TO GET LEADERSHIP OPPORTUNITIES BUT UNDER ESSA AND THE SUPPORTS WE ARE ABLE TO PROVIDE, WE CAN PROMOTE THOSE TEACHERS AND PROVIDE OPPORTUNITIES FOR THEM TO LEAD FROM THE CLASSROOM SO WE HAVE PILOT SCHOOLS LIKE NORTH LITTLE ROCK MIDDLE SCHOOL, WHERE THEY ARE REDESIGNING HOW THEY CONDUCT SCHOOLS AND THEY'VE SEEN POSITIVE RESULTS THIS PAST YEAR JUST BY CREATING THOSE TEACHER LEADER POSITIONS SO THE TEACHERS ARE ABLE TO STAY IN THE CLASSROOM HAVE A GREATER REACH WITH MORE STUDENTS AND THEN ALSO BE ABLE TO SUPPORT NOVICE TEACHERS, TEACHER INTERNS AND OTHER TEACHERS THROUGHOUT THE SCHOOL.

SO THOSE ARE THE OPPORTUNITIES THAT WE ARE ABLE TO PROVIDE AND SUPPORT THROUGH TITLE FUNDS AND JUST BEING ABLE TO SHOW DISTRICTS WAYS TO REALLY ENHANCE THE EDUCATOR PROFESSION BY REDISTRIBUTING THE WAY THEY FUND POSITIONS AND HOW THEY UTILIZE THAT TITLE MONEY.

>> I'LL COMMENT ON THE SUPPORT TEAM.

THIS STARTED SEVERAL YEARS AGO BUT IT'S REALLY INVOLVED.

THERE ARE CERTAIN REGULATORY RESPONSIBILITIES THE DEPARTMENT OF EDUCATION HAS YET WE ALL UNDERSTAND.

HOWEVER, THE SERVICE AND SUPPORT PEACE IS HUGE FOR US.

EVERY TIME I SEE COMMISSIONER KEATS, YASMINE WHAT ARE WE DOING, WHAT DO WE NEED TO DO BETTER AND ANYTHING YOU NEED.

WE HEAR THAT FROM A LOT OF FOLKS IN THE DEPARTMENT THAT IF THEY WANT TO HELP US, WE HAVE ACCESS TO A VARIETY OF FOLKS THAT WILL HELP US WHETHER IT'S FINANCE OR TEACHER LEARNING, TEACHER TRAINING, ANY OF THE COMMISSIONER OR THE ASSISTANT COMMISSIONER OR GET HELP ON ANY ASPECT OF OUR SCHOOL OPERATION.

THAT IS A BLESSING OR ALL OF US.

>> WE HAD SOME OF THE VIEWERS QUESTIONS STARTING TO COME IN.

WHY DOES ATTENDANCE WAY 15 PERCENT AND IS THERE ANYTHING IN ESSA INTRINSICALLY THAT WOULD BE IMPROVED BY JUST SIMPLE ATTENDANCE OR IS IT EVEN DESIGNED TO ADDRESS THAT PARTICULAR ASPECT?

>> ATTENDANCE IS ONE COMPONENT OF A BROADER SET OF MEASURES THAT GO INTO THAT BLOCK OF 15 PERCENT.

SO ATTENDANCE IS, ATTENDANCE BY ITSELF IS NOT 15 PERCENT OF THAT SCORE.

IT IS AN INDICATOR.

IF STUDENTS ARE NOT IN SCHOOL, THEN THEY WILL NOT BE SEEING ACADEMIC GROWTH ON THE RATE WE WANTED TO AND THEY WILL HAVE A DIFFICULT TIME IN THOSEPERFORMANCE MEASURES .

SO SCHOOL CAN LOOK AT THEIR ATTENDANCE AND THEY CAN DETERMINE WHAT CAN WE DO TO MAKE SURE KIDS SHOW UP?

I'LL GIVE YOU AN EXAMPLE.

THIS WEEK I WAS IN RUSSELLVILLE AND ONE OF THE ELEMENTARY SCHOOLS WAS HAVING A CHALLENGE WITH ATTENDANCE.

THAT ELEMENTARY SCHOOL HAD SPECIAL CLASSES SO IT MIGHT BE A GARDENING CLASS OR AN ART CLASS, MAYBE A POTTERY, MAYBE COOKING AREA THINGS THEY WOULD DO, SOMETIME DURING THE DAY.

THEY FLIPPED THE SCHEDULE.

GUESS WHAT?

THEY HAD THOSE SPECIAL CLASSES EARLIER IN THE DAY.

THE KIDS WANTED TO BE THERE THOUGH THE KIDS WERE ON THEIR PARENTS SAYING I CAN'T BE LATE, I HAVE TO BE AT SCHOOL BECAUSE THE KID DIDN'T WANT TO MISS THAT SPECIAL CLASS.

IT WAS 25 MINUTES OF THE DAY BUT THAT WAS A WAY THAT ELEMENTARY SCHOOL FLIPPED THEIR ATTENDANCE ISSUE AND NOW THEY ARE WELL OVER 90 PERCENT ATTENDANCE.

>> BETTER DEBATE.

>> BETTER MAKE.

WE WANT KIDS TO WANT TO BE AT SCHOOL.

AS A DEPARTMENT I CAN'T TELL RUSSELLVILLE WHAT THEY NEED TO DO BECAUSE FROM LITTLE ROCK, I DON'T KNOW WHAT THEY'RE FOCUSES.

I DON'T KNOW WHAT WOULD DRAW THOSE KIDS.

AND IT'S GOING TO BE DIFFERENT IN JACKSONVILLE, NORTH PULASKI FROM RUSSELLVILLE WHICH IS DIFFERENT FROM LITTLE ROCK, COULD BE DIFFERENT FROM FAYETTEVILLE SO FLEXIBILITY OF ESSA IS COOLS DO HAVE THOSE CONVERSATIONS ABOUT WHAT CAN DRAW YOUR KIDS, WHAT CAN DRAW YOUR PARENTS, WHAT CAN RAISE YOUR LEVELS OF COMMUNICATION AND ENGAGEMENT AND PUT THAT IN YOUR PLAN AND DESIGN YOUR SCHOOL DAY, DESIGN YOUR SCHOOL DELIVERY SO THAT YOU TAKE AWAY REASONS FOR KIDS TO NOT BE AT SCHOOL.

SOME SCHOOLS DO IT THROUGH HEALTH CLINICS.

WE HAVE SCHOOLS IN ARKANSAS THAT HAVE VERY STRONG SCHOOL-BASED HEALTH CLINICS THAT THEY TAKE CARE OF, THEY PARTNER WITH THE LOCAL DOCTORS.

THEY TAKE CARE OF THE KIDS NEEDS THAT DO NOT HAVE TO MISS SCHOOL OR MISS A HAPPY AT SCHOOL OR WHOLEDAY AT SCHOOL.

THEY CAN GET THEIR NEEDS MET RIGHT THERE ON CAMPUS .

>> TO SIT IN THE CLASSROOM IF AT ALL AS OPPOSED TO AN ENTIRE DAY.

>> AND TEACHERS AS WELL.

IT HELPS CUT DOWN ON TEACHER ABSENTEEISM BECAUSE THE TEACHERS CAN HAVE NEEDS MET ON THE CAMPUS AS WELL AND IN EACH DISTRICT CAN EVALUATE WHAT THOSE NEEDS ARE AND BE ABLE TO PUT FUNDS IN PLACE.

>> TO ANYONE, TALK ABOUT STAKEHOLDERS THROUGHOUT THE PROGRAM.

OUR TAXPAYERS A STAKEHOLDER, THEY'RE THE BIGGEST CLASS OF STAKEHOLDERS IN THE MOST IMPORTANT I GUESS FOR THE KIDS.

>> THE DEPARTMENT OF EDUCATION HAS UNDERTAKEN A HUGE TASK, AND IN ORDER TASK, UNPRECEDENTED IN CREATING FAMILY COMMUNITY ENGAGEMENT.

TASK FORCE WITHIN, THAT WAS THE STATE BOARD OF EDUCATION BUT THE DEPARTMENT, COMMISSIONER KEY HAS NAMED A DIRECTOR OF COMMUNITY ENGAGEMENT AND THEY HAVE A CORE TEAM THAT HAS HELD STATEWIDE STAKEHOLDER MEETINGS.

EVERYONE IS A STAKEHOLDER IN EDUCATION.

EVERYONE HAS A STAKE IN WHAT'S GOING ON IN OUR SCHOOL .

SO WE'VE HAD A STATEWIDE TAKEOVER MEETING AND THEY ARE NOW HOLDING REGIONAL STAKEHOLDER MEETINGS REGARDING FAMILY, COMMUNITY ENGAGEMENT IN THE SCHOOLS SO THAT THOSE REGIONAL COMMITTEES CAN HELP INFORM THE SCHOOLS ON HOW THEY CAN INVEST, ENGAGE THEIR FAMILIES, ENGAGE THEIR COMMUNITIES AND GET THOSE KIDS TO SCHOOL BECAUSE RESEARCH SHOWS THAT FAMILY AND COMMUNITY ENGAGEMENT DIRECTLY IMPACT STUDENT LEARNING AND IT GETS KIDS TO SCHOOL WHICH IS THE FIRST STEP IN LEARNING .

>> THE STATE DEPARTMENT RELEASED THE FIRST LETTER GRADE ABOUT TWO WEEKS AGO.

APPROXIMATELY.

AND THERE WERE PRETTY GOOD A, PRETTY GOOD BE, A LOT OF SEES AND COMPARATIVELY FEW D'S AND ASK I GUESS MEASURED AGAINST THE MORE THAN 1000, SLIGHTLY MORE THAN 1000 CAMPUSES OF K-12 OR PRE-K-12 IN ARKANSAS.

BUT THOSE D'S AND S REPRESENT A LOT OF KIDS.

WHO ARE DOING VERY WELL SO YOU STILL HAVE, AND THERE WAS ALSO PLAINLY UNDISPUTEDLY I THINK, INDISPUTABLY A SORT OF RACIAL AND CLASS CONTEXT.

IS THERE ANYTHING ABOUT ESSA THAT WILL HELP THE STATES AT RISK, THOSE CULTURAL, SOCIAL, ECONOMIC DEFICIENCIES THAT SHOW UP TIME AND AGAIN WESTMARK.

>> THAT'S A GREAT QUESTION AND ONE OF THE CRITICISMS OF ESSA, AFTER CONGRESS PASSED IT, PRESIDENT OBAMA SIGNED INTO LAW, THERE WERE SOME WHO THOUGHT THAT IT MARKED THE END OF EQUITY, THAT STATES SHOULD BACK AWAY FROM THE EQUITY CONVERSATIONS, MEETING THE NEEDS OF MINORITY STUDENTS, LOW INCOME STUDENTS .

>> HISTORICALLY DEPRIVED COMMUNITIES .

>> IS CURRENTLY UNDERSERVED AND MY FELLOW CHIEF STATE SCHOOL OFFICERS, OTHER COMMISSIONERDIRECTORS , WE TOOK OFFENSE TO THAT AND WE SAID WE'RE GOING TO MAKE A CONCERTED EFFORT TO NOT LET THAT HAPPEN AND WE'RE NOT GOING TO LET THAT HAPPEN, THE DEPARTMENT SAID WE'RE NOT GOING TO LET THAT HAPPEN.

THAT'S NOT WHAT'S GOING TO HAPPEN IN ARKANSAS.

SO ALTHOUGH THERE ARE D'S AND ASK AND ALTHOUGH YOU CAN SEE MAYBE A RACIAL, A POVERTY CONNECTION, YOU ALSO SEE ON THE C, D, BAYSIDE, UC SCHOOLS FINDING WAYS TO OVERCOME.

I VISITED A SCHOOL IN PORTSMITH, 98 PERCENT POVERTY, 85 PERCENT HISPANIC LATINO.

ABOUT 20 PERCENT OR SO AFRICAN-AMERICAN AND THE REST WHITE AND THEY ARE AC SCHOOL, BUT THEIR GROWTH SCORE IS ONE OF THE HIGHEST GROWTH SCORES IN THE STATE MEANS IF THEY CONTINUE ON THAT TRACK, THEY WILL BE TO SEE SCHOOL IN THE FUTURE.

WHAT WE WANT TO DO IS CONNECT SCHOOLS THAT ARE SUCCEEDING WITH THOSE SCHOOL ON TRADITIONALLY UNDERSERVED POPULATIONS, FIND OUT WHAT ARE THEY DOING AND CAN WE BRING THAT BACK TO A DISTRICT THAT IS FACING THOSE CHALLENGES AND WHAT'S WORKING IN THOSE OTHER DISTRICTS TO MEET THE NEEDS OF THOSE STUDENTS?

THAT PART OF WHAT WE ARE GOING TO PROVIDE TO SUPPORT THOSE LOWER PERFORMING SCHOOLS THAT ARE REPRESENTED IN THOSE DNS DISTRICTS.

>> THE DEPARTMENT DOESN'T WRITE CHECKS, OR MANY.

THAT'S A HUGE POLICY QUESTION , IT WOULD APPEAR TO ME.

IS THE FUNDING GOING TO BE THERE AT THE STATE LEVEL?

>> IT'S GOING TO COST MONEY BUT I'D SAY THERE'S MONEY IN THE SYSTEM AND ONE OF THE REQUIREMENTS OF ESSA NEXT FALL, WE WILL IDENTIFY SCHOOLS THAT BASED ON THEIR PERFORMANCE ARE IN NEED OF VARIOUS LEVELS OF SUPPORT.

SO THEY WOULD BE SCHOOLS IN NEED OF COMPREHENSIVE SUPPORT OR SCHOOLS IN NEED OF TARGETED SUPPORT AND THERE ARE DIFFERENT CRITERIA ESTABLISHED HOW THOSE DETERMINATIONS ARE MADE.

ONE OF THE THINGS THAT WE ARE REQUIRED TO DO IS EVALUATE RESOURCE ALLOCATION OF DISTRICTS SO DISTRICTS, SCHOOLS MAY NOT HAVE ALLOCATIONS TO MEET THE NEEDS OF STUDENTS IN THOSE LOWER PERFORMING SCHOOLS, SO THE REQUIREMENTS OF FEDERAL LAW IS WE COME IN AND HELP THEM ASSESS WHERE THEY ARE, WHERE THEY'RE SPENDING THE DOLLARS, HOW THEY'RE SPENDING THE DOLLARS AND THERE'S EIGHT DOLLARS THAT ARE TARGETED TO THE CHALLENGES OF POVERTY.

THERE ARE FEDERAL DOLLARS ALLOCATED TO ATTACK THE CHALLENGES OF POVERTY.

WE HAVE TO MAKE SURE WE'RE USING THOSE DOLLARS IN THE MOST EFFECTIVE WAY AND THAT'S WHERE WE CAN LEARN FROM THESE HIGH-PERFORMING SCHOOLS TO REALLY BOOST THE PERFORMANCE, THE SUPPORT .

>> AND INEFFECTIVE WHETHER IT'S UNDER ESSA OR WHATEVER PARADIGM IS PUT INTO PLACE, IS THE STATE GOING TO HAVE TO SPEND MORE?

>> THE STATE WILL SPEND MORE EACH YEAR.

YES, SO I THINK IN THE ADEQUACY PROCESS, HISTORICALLY YOU LOOK AT WHERE ACTUAL RATES OF INFLATION HAVE BEEN OVER THE LAST DECADE OR SO, COMPARE THAT TO THE RATE OF INCREASE IN THE MATRIX.

THEY'RE PRETTY CLOSE.

FIRST FEW YEARS IT WAS HIGHER, LAST FEW YEARS THE INCREASES HAVE BEEN ONE PERCENT SO THAT'S A LEGISLATIVE AND AN EXECUTIVE BRANCH FUNCTION THAT WILL BE TACKLED OVER THE NEXT FEW MONTHS >> YOU ARE PART OF THE EXECUTIVE BRANCH .

>> I AM, AND PROVIDING FEEDBACK TO THEM AND INFORMATION AND WE WILL FULFILL THAT FUNCTION THAT QUESTION OF ADEQUACY GOES TO THE LEGISLATURE.

WE WILL GIVE THEM THE INFORMATION WE THINK THEY NEED, TO MAKE THE RIGHT DECISIONS THERE BUT IN THE MEANTIME WE ARE GOING TO HELP SCHOOLS READ BETTER PLANS FOR IMPROVING, REALLY IS ABOUT A CONTINUUM CYCLE.

IT'S NOT JUST SAYING OKAY, THIS IS THE TARGET.

WE MET THE TARGET OR WE DIDN'T MEET THE TARGET AND WE SCRAP EVERYTHING AND START OVER.

WE WANT OUR SCHOOLS TO BE CONSTANTLY EVALUATED.

LET'S PLAN THIS.

LET'S DO IT AND WHAT HAPPENS?

THEN WE GO REPEAT THAT CYCLE AGAIN AND YOU KNOW, IT'S REALLY ABOUT HOW THOSE DOLLARS ARE SPENT IN AN EFFECTIVE WAY TO MAKE SURE THE GAINS ARE THERE.

THERE ARE FEDERAL DOLLARS THAT NOW ARE GOING TO BE PROVIDED IN A DIFFERENT WAY.

SOME OF THOSE FEDERAL STREAMS THROUGH, THEY HAVE NOT BEEN REDUCED.

AS WE THOUGHT THEY MIGHT BE.

OUR LAST BUDGET CONGRESS PASSED THE LAST FEW WEEKS ACTUALLY INCREASE SOME OF THE FUNDS SO SOME OF THOSE DOLLARS WILL BE HELPFUL IN MEETING THE NEEDS AS WELL DOCTOR DUFFY, ARE YOU CONCERNED THAT THERE COULD BE POLITICALWINNERS AND LOSERS AMONG DISTRICTS AFTER MARK .

>> YOU'VE GOT DIFFERENT PARTS OF THE STATE HAVE DIFFERENT ISSUES ANDDIFFERENT CHALLENGES TO FACE .

AND SOME FOLKS AROUND THE STATE WOULD SAY THERE ARE THE HAVES AND HAVE-NOTS.

JUST DEPENDS ON YOUR PERSPECTIVE.

WHAT I WOULD TEND TO SAY WE NEED TO FOCUS ON IS REGARDLESS OF YOUR SITUATION, WHAT ARE WE DOING ABOUT IT?

WHAT RESOURCES ARE WE USING?

WHAT ADDITIONAL SUPPORT ARE WE GETTING FROM THE DEPARTMENT OR ANY OTHER AGENCY OR OTHER ORGANIZATIONS ?

AND HOW ARE WE ALLOCATING OUR OWN RESOURCES TO SQUEEZE OUT EVERYTHING WE CAN TO BE THE MOSTEFFECTIVE WEEKEND .

AND I GUESS A LOT OF PEOPLE SAY THERE'S NEVER ENOUGH MONEY, BUT YET BASED ON WHAT YOU HAVE, IT'S HOW YOU USE IT, NOT NECESSARILY THE AMOUNT.

WE JUST HAVE TO USE IT WISELY AND USE IT EFFECTIVELY ON THINGS THAT WORK AND IF THERE'S SOME INITIATIVES NOT WORKING, WE HAVE TO BE WILLING TO GO ANOTHER DIRECTION AND THAT'S HARDFOR A LOT OF COMMUNITIES .

>> AT A VERY GOOD POINT BECAUSE UNDER ESSA, THE TERM IS EVIDENCE-BASED.

THE DOLLARS HAVE TO BE TIED TO EVIDENCE-BASED INTERVENTION, EVIDENCE-BASED MEASURES TO MOVE STUDENTS AND THE EVIDENCE, THERE'S FOUR TIERS OF EVIDENCE AND OVERTIME, WE WILL BE RESPONSIBLE AS A DEPARTMENT FOR APPROVING PLANS FROM THE DISTRICT THAT HAS TO TIE THEIR DOLLARS TO SOME EVIDENCE-BASED BASIS AND SAY YES, YOU CAN SPEND IT ON THAT OR NO YOU CAN'T, YOUR EVIDENCE DOESN'T MATCH UP.

THAT'S NOT SOMETHING THAT'S GOING TO HAPPEN IMMEDIATELY, THAT'S GOING TO BE DEVELOPED OVER TIME .

IN THE PAST, THERE WAS A LOT OF TALK ABOUT RESEARCH.

RESEARCH DOESN'T EQUATE TO EVIDENCE AND THE FEDERAL GOVERNMENT IS NOW SAYING WE HAVE TO TIE THESE THINGS TO THIS.

>> MISSED COCHRAN FOR EXAMPLE, YOUR GROUND ZERO IN COLLECTINGTHAT EVIDENCE .

>> IS CORRECT, WE TEACHERS HAVE TO COLLECT AND WE ARE CHARGED WITH,THIS IS SOMETHING GOOD TEACHERS DO ALREADY .

BUT WE ARE, IT STARTS WITH THE TASK OF COLLECTING DATA ON STUDENT LEARNING.

WHERE THEY ARE, WHERETHEY NEED TO GO, WHERE ARE THE GAPS AND HOW WE GET THEM TO BRIDGE THAT GAP .

THE TEACHERS THAT ARE TESTING TO THIS, THIS IS WHY THE CLC INITIATIVE IS SO ESSENTIAL TO THE SUCCESS OF ESSA.

IT'S ESSENTIAL FOR TEACHERS TO HAVE TIME TO COLLABORATE, ALL EYES ON THE DATA.

THE NEW TEACHER CAREER PATHWAYS TO LICENSURE.

THOSE ARE ESSENTIAL BECAUSE WE NEED OUR TEACHER LEADERS TO SHARE THEIR EXPERTISE AND GUIDE THOSE OTHER TEACHERS AND COACH THEM AND THEY IN THE MEANTIME TO PLAN FOR THEIR PEERS AND COLLEAGUES AND PLAN TO STAY IN THE CLASSROOM ANDCONTINUE TO BE GREAT TEACHERS TO THEIR STUDENTS .

>> AND FROM THAT POINT?

WHEN YOU SAID THAT THIS DATA OFF, HOW IS THAT TRANSLATED THEN?

DOES THAT INCREASE THE PRESSURE STILL ON A CLASSROOM INSTRUCTOR?

>> DOES IT INCREASE THE PRESSURE?

TEACHING.

I'M A NATIONAL BOARD CERTIFIED TEACHER SO I LIVE BY THE CORE PROMISES OF THE NATIONAL TEACHING STANDARDS AND NUMBER ONE IS TEACHERS ARE COMMITTED TO STUDENTS AND THEIR LEARNING.

WE HAVE TO BE AS MANY SCOTT SAYS, A STUDENT OF OUR STUDENTS.

IF WE WANT TO TEACH THEM AND MOVE EACH ONE OF THEM FORWARD WHICH IS OUR JOB, WE HAVE TO KNOW SOMETIMES MORE ABOUT THEM THAN THEY EVEN KNOW ABOUT THEMSELVES.

AND WE HAVE TO TAP INTO THEIR BRAINS AND LEARN HOW THEY THINK AND LEARN HOW THEIR BRAINS WORK AND WHAT THEY NEED SPECIFICALLY SO THAT THEY CAN MOVE UP WITH US.

>> YES, THE THING I WOULD ADD IS USING THAT DATA TO CHANGE PRACTICE.

NOT TO DO THE SAME PRACTICES, TEACHING PRACTICES, LEARNING PRACTICES, ACTIVITIES IF THE PROGRESSION OR LACK THEREOF OF IN CLASSROOM SETTINGS AND OTHER SETTINGS.

THAT MEANS INFORMED TEACHERS TO LEARN, WE GOT TO ADJUST.

SEE WHAT OTHER SUCCESSFUL SCHOOL DISTRICTS ARE DOING AND SEE IF THEY CAN WORK FOR US AND ADAPTED.

THE MINDSET WE HAVE GOT TO HAVE AS ONE OF MY ASSISTANT SUPERINTENDENTS A LOT, THE GROWTH MINDSET IS WHAT WE NEED IN ORDER TO MAKE LASTING CHANGE.

>> DOCTOR OWOH.

>> ONE OF THE MOST IMPORTANT THINGS FOR US IS WHEN WE SEE THAT DATA AND OBTAIN THAT DATA THAT WE PROVIDE THE OPPORTUNITY TO HAVE CONVERSATIONS AND ONE OF THE SUPPORT THAT WE PROVIDE IS EQUITY LAB THAT HAPPENING AT ALL LEVELS OF STAKEHOLDERS AT THE TABLE, LOOKING AT THE MEANINGFUL DATA AND TO REALLY ASCERTAIN IF THEIR POLICIES THAT SCHOOL BOARD MEMBERS ARE MAKING OR PROCEDURES THAT BUILDING ADMINISTRATORS HAVE IN PLACE OR LEGISLATION THAT LOCAL LEGISLATORS ARE SUPPORTING OR VOTING ON.

IF THOSE ARE HAVING AN IMPACT ON THE SCHOOL OR DISTRICT LEVELS AND IF SO, WHATCAN WE DO TO BE PROACTIVE ?

THE CAUSE ONE OF THE CHALLENGES OR ONE OF THE EXPECTATIONS IN OUR STATE PLAN IS TO ENSURE THAT STUDENTS ARE NOT BEING SERVED AT A DISPROPORTIONATE RATE INEFFECTIVE EDUCATORS AND IN ORDER TO DO THAT WE SUPPORT THEM BY HAVING SUPPORT SYSTEMS LIKE EQUITY LAB WE CAN HAVE A MEANINGFUL CONVERSATION AND GO THROUGH THAT CYCLE OF INQUIRIES THAT IF IT'S NOT WORKING, WHAT DO WE NEED TO PUT IN PLACE TO ADDRESS THOSE EQUITY GAPS AND IN EACH SCHOOL OR DISTRICT SO HAVING ONGOING CONVERSATIONS SUCH AS THE EQUITY LABS PROVIDES SCHOOLS THAT OPPORTUNITY TO LOOK AT A LASER LOOK AT WHAT PRACTICES AND POLICIES WE HAVE IN PLACE .

>> JUST TO SAFETY, WHERE NOT ASKINGSCHOOL TO DO ANYTHING WHERE NOT ALREADY DOING AT THE DEPARTMENT .

THE RISE ARKANSAS INITIATIVE, CREATING AN INITIATIVE OR STUDENT EXCELLENCE.

WE TAKE THAT OFF AND WE CAN ASK THE LEGISLATURE FOR MORE MONEY.

WE DID ASK THE GOVERNOR TO SEND US MORE MONEY.

WE LOOK AT PROGRAMS WE WERE SUPPORTING THAT MAYBE WERE 10, 20 YEARS OLD THAT WE HAD NOT, WE JUST DIDN'T SEE RESULTS.

SO WE TOOK THE MONEY WE WERE USING THEIR, DID TO A PROGRAM THAT HAS RESEARCH BEHIND IT AND EVIDENCE BEHIND IT AND IS NOW SEEING RESULTS ACROSS OUR STATE OF IN K2, GETTING MORE KIDS A FOUNDATION TO READ SO DOCTOR DOCUMENTED, IT'S REFLECTING ON WHAT WE ARE DOING, PRACTICES AND THE FUNDS.

MISTER COCHRAN MENTIONED THE PROFESSIONAL LEARNING COMMUNITIES, PILOTS THAT WE ARE DOING.

WE SPENT SINCE 2000 FOR ABOUT $2.3 BILLION AND THAT'S JUST IN AN SL, THAT THE CATEGORICAL FUNDS TO HELP ATTACK THE CHALLENGES OF POVERTY.

$2.3 BILLION.

WE HAVE NOT SEEN THE ACHIEVEMENT GAP, WE SAW A CLOSE A LITTLE BIT AND WE SEEN IT LOVE A LOT AND NOWWE ARE SEEING IT CREEP BACK UP .

BUT $2.3 BILLION, THAT'S A LOT OF MONEY.

WE HAVE TO COME BACK AND SAY WHAT CAN WE PUT IN EFFECT THAT IS GOING TO TAKE THAT MONEY AND USE IT BETTER, PILATE IS ONE OF THOSE WAYS, ONE OF THOSE WAYS OF COMMUNITY CULTURE, CULTURALLY RESPONSIVE TEACHING.

MRS.

COCHRAN IS VERY INVOLVED IN, THOSE ARE ALL THINGS THAT MAKE REAL CHANGES TO WHAT THE DELIVERY MODEL THAT KIDS ARE EXPERIENCING AND I THINK OVER TIME THEY ARE GOING TO SEE HUGE GAINS FROM THAT.

WHAT EFFECT ON K-12 UNDER ESSA OR ANY OTHER PROGRAM THAT COULD BE DESIGNED, WHAT IMPACT IS THE RISE OF THE CHARTER SCHOOL HAVING ON THAT PROCESS?

>> THAT CAN BE A CONTROVERSIAL ISSUE.

IN ARKANSAS WE DON'T HAVE CHARTER SCHOOLS WITHOUT TWO STATES, THEY'RE VERY CONCENTRATED.

SO IT BECOMES AN ISSUE IN LITTLE ROCK.

IT'S A GROWING SEGMENT OF CHARTER SCHOOLS IN NORTHWEST ARKANSAS.

IT'S AN OPTION.

IT'S AN OPTION PARENTS CAN CHOOSE.

BUT THEY ARE, THOSE CHARTER SCHOOLS ARE UNDER THE SAME REQUIREMENTS OF ESSA AS TRADITIONAL SCHOOLS.

IT'S A CHOICE THAT THEY MAKE.

I THINK DOCTOR DUFFY HAS A CHARTERSCHOOL THERE IN JACKSONVILLE , JACKSONVILLE WHITE HOUSE, IT'S BEEN THERE A FEWYEARS .

SO I THINK IT TAKES A LOT OF POLITICAL ATTENTION, BUT IN REALITY, I DON'T SEE IT AS TAKING AWAY FROM THE OPPORTUNITY FOR SCHOOLS, TRADITIONAL PUBLIC SCHOOLS TO MEET THE NEEDS OF STUDENTS.

>> DOES IT NOT MAKE THE TASK HARDER, THOUGH?

>> FROM MY SEAT, I DON'T THINK IT DOES.

DOCTOR DOCTOR DUFFY MAY HAVE A DIFFERENT OPINION BUT THERE ARE A LOT OF CHARTER SCHOOLS THAT OCCUR IN THE TRADITIONAL PUBLIC SCHOOL AS WELL.

THAT'S AN AVENUE FOR TRADITIONAL PUBLIC SCHOOLS TO BE INNOVATIVE, CREATIVE.

IN MY HOME WE HAD A CONVERSION CHARTER SCHOOL AND THEY USED THATTO CREATE CAREER ACADEMIES.

IT WAS A MALL WHERE STUDENTS , THEY GOT TO EXPERIENCE DIFFERENT LEARNING OPPORTUNITIES ON A PATH OF WHICHEVER ONE THEY CHOSE, BUT THE CHARTER MODEL WAS THE MODEL THAT THEY CHOSE.

JONESBORO IS VERY SIMILAR.

WITH CONVERSION CHARTER, CAREER ACADEMIES SO IT DOES GET A LOT OF POLITICAL ATTENTION BUT I THINK OVERALL , IT'S A WAY THAT WE CAN MEET THE NEEDS OF STUDENTS THAT MAY NOT HAVE HAD THEIR NEEDS MET IN THE TRADITIONALMODEL .

>> AND THAT'S WHAT YOU'RE TRYING TO IMPLEMENT, ANYWAY.

>> DEFINITELY BY DOING SO IT'S DEVELOPING THE SUPPORT SYSTEMS THAT REALLY ENHANCE OUR EDUCATORS CAPACITY SO THEY MEET THE NEEDS OF OUR STUDENTS.

INDIVIDUAL STUDENTS.

AND WE LOOK AT IT, IN ORDER FOR US TO BE STUDENT FOCUSED AND INDIVIDUALIZED SUPPORT AND EDUCATION TO MEET THE NEEDS OF THOSE INDIVIDUAL STUDENTS, WE HAVE TO DO THE SAME THING FOR OUR EDUCATORS AND REALLY DIVIDE THE PROFESSIONAL LEARNING THAT MEETS THE NEEDS FOR THOSE PARTICULAR EDUCATORS INDIVIDUALLY THAT THEY ARE BETTER EDUCATORS AND THEIR CAPACITY IS ENHANCED AND THEY ARE NOT JUST GETTING THE SAME SPECIAL LEARNING ON AN ONGOING BASIS SO WE ARE DEFINITELY LIKE COMMISSIONER T SAYS, MODELING THE CYCLE OF INQUIRY ON OUR LEVEL.

PROVIDE A SUPPORT, WE MONITOR IT AND IF WE HAVE TO GO BACK TO THE TABLE, CAN WE DO SO BY REALLY FOCUSING ON WHAT DO WE NEED TO DO TO BEST MEET THE NEEDS OF THIS PARTICULAR SCHOOL, THIS PARTICULAR DISTRICT SO THAT THEY WOULD HAVE THE CAPACITY TO MEET THE NEEDS OFTHEIR EDUCATORS AND THEIR STUDENTS ?

>> A TEACHER OF THE YEAR YOU POSSIBLY OCCUR, SET THE STANDARD ANYWAY FOR SPANISH INSTRUCTION BUT IF YOU ARE HAVING A BAD YEAR OR YOU HAD FOR EXAMPLE A CLUSTER OF STUDENTS, THAT FOR WHATEVER REASON WERE NOT ACHIEVING WHERE YOU ARE AT MIDSEMESTER, WHERE YOUTHINK THEY SHOULD BE .

>> WHAT'S AVAILABLE TO YOU UNDER ESSA THAT WOULD NOT BE THERE OTHERWISE?

A PART OF EDUCATION ... >> FOR SCIENCE OR BIOLOGY OR ANY OTHER POSITION.

>> THAT'S WHAT HE WAS SAYING ABOUT ALL THE PROFESSIONAL DEVELOPMENT OPPORTUNITIES OFFERED THROUGH THE DEPARTMENT AND THEY HAVE DEVELOPED SOME INCREDIBLE MICRO CREDENTIALS AVAILABLE TO ALL EDUCATORS IS A PLATFORM THAT WE NEED FOR OUR SUPPORT AND DEPARTMENT, OUR TEST SYSTEM AND THOSE ARE AVAILABLE TO ME FOR FREE AT A TIME.

I CAN GO ONLINE WHEN I SEE A GAP IN MY INSTRUCTION, OBVIOUSLY IF MY STUDENTS ARE ACHIEVING, HOWEVER WANT THEM TO ACHIEVE, THERE'S NOTHING THAT I'M MISSING IN ORDER TO REACH THEM.

SO I CAN GO TO THE DEPARTMENT OF EDUCATION OR I CAN GO TO THE BOARD.

THERE'S MANY DIFFERENT LOCATIONS I CAN GO AND I CAN RECEIVE THAT PROFESSIONAL LEARNING.

>> ALL OF THIS, ALL OF THIS WHETHER IT'S ESSA OR ANOTHER INITIATIVE, IT'S ABOUT OUR SYSTEMS.

WE WANT TO MAKE OUR SYSTEMS BETTER.

WE FOCUS ON IMPROVING JACKSONVILLE, JONESBORO, LITTLE ROCK, ETC.

BUT IT'S THE BIGGERPICTURE ABOUT OUR STATE .

AND IF WE TAKE THE MINDSET THAT WE IMPROVE AS A SYSTEM, WE ARE HELPING OUR STATE, WE ARE IMPROVING OUR STATE, WE ARE IMPROVING OPPORTUNITY, ARE IMPROVING ACHIEVEMENTS.

WE ARE CONTRIBUTING TO A BIGGER CAUSE THAN JUST OUR ONE SYSTEM.

AND SO IF ALL OUR SYSTEMS IMPROVE AND WHEN THEY DO, IT'S A WIN FOR OUR STATE.

>> THOSE THAT AREN'T NECESSARILY WINNING, THESE SCHOOLS THAT PARTICULARLY THE SCHOOLS, DOES ESSA PROVIDE FOR A MECHANISM, THE STATE STILL HAVE THE OBLIGATION OR THE AUTHORITY TO ASSUME CONTROL OF DISTRICT.

HAS ANYTHING CHANGED UNDER ESSA?

>> MAYBE NOT UNDER ESSA SPECIFICALLY.

UNDER NO CHILD LEFT BEHIND THERE WERE SPECIFIC TURNAROUND MODELS THAT WERE BUILT IN TWO NO CHILD LEFT BEHIND ARE NOT IN ESSA.

THAT REALLY WAS LEFT TO THE STATE.

BUT WE CHANGED OUR ACCOUNTABILITY SYSTEMS AT THE STATE LEVEL UNDER ACT 930 OF 2017.

WE PUT THINGS IN PLACE TO TRY TO ENSURE THAT NO DISTRICT EVER GETS TO THAT POINT OF ACADEMICS SO THAT THE STATE HAVE TO TAKE IT OVER.

IT'S STILL AN OPTION, THE STATE BOARD COULD STILL DO THAT BUT IT WOULD ONLY BE AFTER MUCH SUPPORT, MUCH CONVERSATION BETWEEN THE STATE AND LOCAL ENTITY, THE LOCAL DISTRICT.

AND IT WOULD BE ON A BROADER SET OF MEASURES THAN JUST THAT ONE TEST SCORE AS WE HAD IN ESSA.

>> IT'S FAIR TO SAY YOU ARE OPTIMISTIC AT THIS POINT.

THEFRAMEWORK OF ESSA .

>> I'M AN OPTIMIST JUST GENERALLY SO WHEN I WAS IN THE LEGISLATURE, NOW AS COMMISSIONER, I'M OPTIMISTIC.

I SEE ARKANSAS AT A POINT WHERE OVER THE NEXT FIVE, 10, 20 YEARS, I'M GOING TO CALL IT THE ARKANSAS MIRACLE.. GOING TO LOOK BACK ON THIS TIME AND SAY ARKANSAS TURNED A CORNER.

AND WHAT WE CAN DO IN THIS STATE WITH OUR EDUCATORS, OUR STUDENTS, OUR COMMUNITIES IS GOING TO BE UNPRECEDENTED.

I THINK OUR PLAN GIVES US A TEST.

>> FOR THE DISTRICT LEVEL.

>> YES, WE ALL NEED TO GET BETTER, WE WANT TO GET BETTER AND THE SUPPORT THAT WE HAVE RECEIVED, WE ARE GOING TO RECEIVE OVER TIME, IT'S GOING TO MAKE US BETTER AND WE HAVE ACCESS TO MORE TOOLS, MORE PEOPLE , MORE PROGRAMS THEN MAYBE WE EVER HAD BEFORE.

SO TO ME, THERE SHOULD BE REALLY NO EXCUSE THAT WE HAVEN'T HAD ACCESS TO GET BETTER.

AND AS A STATE.

>> SOMEBODY MAY BE WATCHING THIS PROGRAM WHO SAYS I WONDER IF IWANT TO BE A TEACHER ?

>> ABSOLUTELY.

THEY'RE THE MOST AMAZING HUMANS ON EARTH AND GOING BACK TO YOUR PREVIOUS QUESTION ABOUT A TOUGH GROUP OF KIDS, IT'S NEVER THE KIDS FALL.

THERE ARE ALL KINDS OF FACTORS THAT ARE IN PLAY WHEN YOU HAVE A SITUATION LIKE THAT, WHEN YOU HAVE A D OR AN FSCHOOL.

IT'S NEVER THE KIDS FALL AND WE AS EDUCATORS , IT PLACES THE ONUS ON US TO SAY YOU KNOW WHAT?

WE SEE YOU FOR ALL YOUR AMAZING BRILLIANCE AND WE ARE GOING TO MEET YOU WHERE YOU ARE AND USE ALL THE GREAT SKILLS AND KNOWLEDGE THAT YOU HAVE AND MAKE THEM EVEN BETTER AND AS AN EDUCATOR, I KNOW THAT MY PROFESSION IS THE MOST IMPORTANT ONE IN THE WORLD AND I KNOW MY LEGACY WILL NEVER END BECAUSE I CHOSE TO BE A TEACHER SO YES ,, BE A TEACHER.

>> ROSSI IS.

THANKS EVERYBODY FOR BEING A PART OF THE PROGRAM TONIGHT.

AS ALWAYS, THANKS TO YOU FOR WATCHING.

SEE YOU NEXT TIME.

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