At the ASBA Annual Conference, Chris Chism, a school superintendent at the Pearl Public School District in Mississippi, said his district embraces artificial intelligence in its instruction and in its operations. While not ignoring AI’s dangers, he told attendees that the technology is too powerful and too inevitable to be avoided. “This is the new industrial revolution,” he said. “It is. It’s going to change everything that we know and do.”
Arkansas lawmakers and Gov. Sarah Huckabee Sanders have passed laws that will limit student cell phone use, provide free breakfasts to all public school students, and require districts to post school board meeting agendas on their websites.
Act 122 by Sen. Tyler Dees, RSiloam Springs, prevents students from using cell phones and other personal electronic devices during the school day. Sanders listed the bill as a priority in her State of the State address at the beginning of the legislative session.
It initially passed the Senate, 28-1, but then was amended in the House to clarify that school-issued devices would not be included in the ban. The amended version passed the House, 97-1, and the Senate, 27-1, with one not voting and four voting present.
Act 123 by Sen. Jonathan Dismang, R-Searcy, will use medical marijuana
proceeds to pay for free school breakfasts for all public school students, regardless of their eligibility for a free or reduced-price meal.
The act, which Sanders also mentioned in her State of the State address, passed in the Senate, 24-1, with nine
8 Will artificial intelligence replace humans? According to Chris Chism, superintendent of the Pearl Public School District in Mississippi, “That depends. People who use AI are going to replace people that don’t.” Chism was a keynote speaker at the ASBA Annual Conference.
Arkansas lawmakers and Gov. Sarah Huckabee Sanders have passed laws that will limit student cell phone use, provide free breakfasts to all public school students, and require districts to post school board meeting agendas on their websites.
Schools cannot prevent students from using artificial intelligence. Instead, they should take advantage of its capabilities, teach them to use it correctly and ethically, and prepare them for a future that AI will certainly disrupt. That was the message of Chris Chism, superintendent of the Pearl Public School District in Pearl, Mississippi, in a keynote address at the ASBA Annual Conference.
Oliva: State building educational house
Secretary of Education Jacob Oliva said standards are the foundation, instructional materials and professional development are the walls, and the state’s new ATLAS exam is the roof.
The Arkansas Teacher of the Year doesn’t just teach broadcast journalism at De Queen High School. Beau McCastlain – known in school as “Coach Mac” – teaches students how to fail.
offer school redo thoughts
Winners of ASBA’s student speaker contest told Annual Confer ence attendees that schools of the future should adapt to a changing world, meet each student’s individual needs, and provide support for mental health.
Continued from page 2
senators voting “present.” It had earlier passed in the House, 88-4, with two members not voting and six voting present.
Act 120 by Sen. Jane English, R-North Little Rock, requires school districts to post on their websites their school board meeting agendas no later than 24 hours before a regular meeting and two hours before special or emergency meetings. The law also requires districts to post board members’ names, email addresses, positions and terms. It also requires districts to post meeting minutes no later than 24 hours after they are approved.
It passed the Senate, 34-0, and the House, 95-1, with four not voting.
Act 53 by Rep. Joey Carr, RBlytheville, will allow public school
employees to be released from their contracts if they submit a signed, written document before the end of the business day on May 15.
Act 116 by Sen. Dan Sullivan, RJonesboro, ends affirmative action and racial preference policies among public entities. All public school districts will be required to provide assurance of compliance with the Division of Elementary and Secondary Education’s Equality Assistance Center. The law will end the requirement that public schools prepare a three-year teacher and administrator recruitment and retention plan meant to increase diversity.
Act 118 by Rep. Sonia Eubanks Barker, R-Smackover, repeals the prohibition against school boards granting student transfers when either the resident or receiving district is under a desegregation court order.
It passed the House, 95-4, and the Senate, 31-1.
by Jeff Lisenbey
When I graduated from Sheridan High School in 1987, I was fortunate to have had some great teachers, and I loved science. My biology teacher, Pat Knighten, was wonderful, and I saw the difference she made in her students’ lives. It was then that I decided to pursue a biology degree and teach at the high school level. I finished my undergraduate degree and master’s degree at the University of Arkansas at Little Rock and received a job offer from the Poyen School District the day after I sent out my resume.
I enjoyed teaching and loved the kids. However, I had started my own family and had a young daughter and a son on the way as I began my fifth year of teaching. It became apparent that my salary was not going to be adequate for me to support my family.
Even though I have had a successful career since leaving the classroom, I still often ask, “What if?” I ran for a school board position my first year out of teaching and have served for 25 years trying to make a difference in my community. It has been a rewarding experience at times, but also has been very difficult and demanding the past few years.
We can all agree that change can be hard. However, we must look at our situations and the data and ask ourselves if change is necessary.
Arkansas has found itself in this very situation. I applaud the governor for implementing change. Doing nothing was not an option. The LEARNS Act implemented several changes for us to embrace. I look back to my own career and ask “What if?” What if someone had been bold enough to get starting teacher salaries to $50,000? I may still be teaching in the public school system. The research shows that the ones who most influence our kids’ educations are the teachers in the classroom. Change is inevitable. It may be hard or uncomfortable, but oftentimes it is
good and necessary. As board members, we are to provide our school districts with policies and support to effect the change we need. We should focus on achievement and the methods that actually move the needle for each child. Teaching methods and technology have changed drastically over the last 30 years, and we must focus on the data to drive our literacy, math, and science scores higher. There is no room for participation trophies in our children’s academic careers. Going through the motions does not produce success.
I enjoyed listening to Secretary Jacob Oliva when he spoke at the ASBA Annual Conference in December. I appreciate his passion for education, and how he was using data to drive his decisions. Board members approached me after his speech and indicated that they had been afraid of the changes he was discussing, but now were ready to work in their local communities to get the achievement results for their kids.
As board members, we are in a leadership position in our community. We must ask ourselves how we can get everyone in our district moving in the same direction to produce results. Strong leadership produces loyalty, and I believe that loyalty from the stakeholders will produce success.
We must choose if we see change as being difficult or as an opportunity. We certainly did not take on our role for the financial gain. We did it for the kids. I want to see all of them succeed.
In my short five years at Poyen Public Schools, I made friendships that will last a lifetime. I believe I made a difference in my students’ lives. Many still keep in touch until this day and thank me for what I did for them as a teacher. I am proud to say that of Poyen’s five current board members, three are “my kids.” Brad Austin, Rachel Wallis and Josh Carder, thank you for being leaders in your district!
Vol. 19, Number 1 March 2025
P.O. Box 165460 Little Rock, AR 72216
Telephone: 501-372-1415 800-482-1212
Fax: 501-375-2454
E-mail: arsba@arsba.org / www.arsba.org
Board of Directors
President: Jeff Lisenbey, Sheridan
President-elect: Doris Parham, Bearden
Vice President: Nikki King, Pangburn
Secretary-Treasurer: Travis Warren, Farmington
Region 1: Vacant
Region 2: Jason Jones, Yellville-Summit
Region 3: Joe Sheppard, Jonesboro
Region 4: Beth Ulrich, Paris
Region 5: John Gibson, South Conway County
Region 6: Keith Baker, Riverview
Region 7: Shane Bell, Cross County
Region 8: Graham Peterson, Mt. Vernon-Enola
Region 9: Donna Dunlap, Barton-Lexa
Region 10: Lonell Lenox, Hot Springs
Region 11: Carl “Buddy” Puckett, Poyen
Region 12: Laura Clark, Blevins
Region 13: Renee Skinner, El Dorado
Region 14: Debra Barnes, Crossett
Staff
Executive Director: Shannon Moore
Deputy Executive Director/Board Development Director: Tammie Reitenger
Finance Director: Diana Woodward
Policy Director/Staff Attorney: Lucas Harder
Database Administrator: Kathy Ivy
Commercial Affiliates/Board Liaison Manager:
Angela Ellis
Communications and Technology
Director: Jessica Prothro
Programs Coordinator: Robyn Keene
Receptionist: Kimberly Strom
TIPS-TAPS Project Manager: Stacey McPherson
General Counsel: Jay Bequette
Risk Management Program & Workers’ Comp:
Krista Glover
Dwayne McAnally
Misty Thompson
Melody Tipton
Linda Collins
Lisa Wigginton
Kara Quinton
Julianne Dobson
Tamra Polk
TO CONTACT THE MAGAZINE
Please contact Steve Brawner, Editor 501.847.7743; brawnersteve@mac.com
Report Card is published quarterly by the Arkansas School Boards Association. Copyright 2025 by the Arkansas School Boards Association and Steve Brawner Communications. All rights reserved.
by Robyn Keene
The deadline for the 2023-24 financial audit report is quickly approaching – March 31, 2025.
To ensure you’re prepared, here are a few key reminders:
• Know the Deadline. The audit report is due no later than nine months after the close of the fiscal year (by the end of March).
• Board Review Required. The Board of Directors must review the audit report at the first regular board meeting after the audit report is received if the audit report is received 10 days before the regularly scheduled meeting.
• Action is Needed. The Board of Directors must take appropriate action related to the findings.
• Minutes Matter. Board meeting minutes must document the Board of Directors’ action in response to the audit report.
Have questions or need finance or audit training? Robyn Keene, ASBA Programs Coordinator & School Finance Trainer, is here to assist you. Reach out at 501.372.1415 or rkeene@arsba.org for guidance or to schedule training for your school board.
Continued from page 5
The highest profile education-related legislation is Senate Bill 246, the Arkansas ACCESS Act, which is sponsored by Dismang and Rep. Matthew Shepherd, R-El Dorado.
ACCESS stands for acceleration, common sense, cost, eligibility, scholarships and standardization.
The 122-page bill, which is Sanders’ top priority, primarily is aimed at postsecondary education. Among its many provisions are those that would change the higher education funding formula to provide money for technical certificates. It also would create one statewide college application for all public colleges and universities. It also would end the use of diversity/equity/inclusion (DEI) metrics in accreditation standards and would prohibit requiring students and others from affirming or adopting political, philosophical, religious or other viewpoints.
The bill contains provisions related to K-12 education, including:
– Creating a statewide system of grading school districts in addition to the state’s system of grading schools;
– Shortening waivers from five years to one year for K-12 schools that are noncompliant in areas such as teacher licensing and class size;
– Funding concurrent credits for high school students using state foundation funding;
– Increasing the first-year Academic Challenge scholarship awards from $1,000 to $2,000.
Will artificial intelligence replace humans? According to Chris Chism, superintendent of the Pearl Public School District in Mississippi, “That depends. People who use AI are going to replace people that don’t.” Chism was a keynote speaker at the ASBA Annual Conference.
Schools cannot prevent students from using artificial intelligence. Instead, they should take advantage of its capabilities, teach them to use it correctly and ethically, and prepare them for a future that AI will certainly disrupt.
That was the message from Chris Chism, superintendent of the Pearl Public School District in Pearl, Mississippi, in a keynote address at the ASBA
Conference. The conference was held December 11-13 in Little Rock.
“Folks, it’s coming, and it’s coming like a train, so it’s incumbent upon us to give kids the skills they need to be able to use this when they walk into a very new job market,” he said.
Chism developed an interest in AI because he knew it would change the world if it did what experts said it would do. He said it has saved him enough time to allow him to travel the country and speak. His speech at the Annual Conference was his 113th presentation in 13 months. A school district that uses AI can keep an experienced English teacher on staff because she’ll save so
phone did it in 16 years. ChatGPT reached it in two months. Chism said AI will be more disruptive than the phone and even the internet itself.
“This is the new industrial revolution,” he said. “It is. It’s going to change everything we know and do. You’re going to see more automation, innovation. New industries are going to pop up. We don’t even know what those look like yet. You’re going to see productivity increases. … You’re going to see a huge economic impact across the world, job transformation, and again, there’s going to be a global reach like we’ve never seen before.”
Chism acknowledged concerns about AI’s disruptive and potentially disastrous effects. Could artificial intelligence “take over the world”? He quoted a line from the movie Jurassic Park: “Your scientists were so preoccupied with whether or not they could, they didn’t stop to think if they should.” But he said developers understand the risks.
The head of ChatGPT maker Open AI, Sam Altman, keeps nearby a bag that provides him the capability of shutting down the technology if necessary.
Furthermore, he said United States policymakers won’t limit the technology because other countries won’t. He noted that only two factors limit the technology’s spread: power and processors.
Taiwan Semiconductor Manufacturing is the only company producing a chip small enough for the processors. This reality may drive the United States and other countries to prevent China from annexing Taiwan.
Chism said artificial intelligence has existed since the late 1950s-early 1960s and has reached its fourth generation, cognitive computing, where it understands written and spoken language.
The next generation, artificial general intelligence, will allow computers not only to provide information but also to reason. ChatGPT’s o1 model, already released, is the beginning of that stage.
In the sixth generation, super intelligent artificial intelligence, computers will act by themselves without humans. The seventh generation will be self-aware and able to simulate human consciousness. The next generation will be even more advanced – able to create biological and digital life forms. Mustafa Suleyman, chief executive of Microsoft AI, said during a TED talk last year that AI might be thought of as “a new kind of digital species.” As the technology advances, robots will be able to communicate more and more like humans communicate, see what humans see, consume massive amounts of information, have a working memory, have personality, be creative, reason, and act autonomously. Similarly, Open AI lists five levels of artificial intelligence.
– Level 1 can engage in conversational language, such as a chatbot. – Level 2 reasoners can do humanlevel problem solving.
much time that she won’t want to leave it.
“I ask this all the time as well: Will AI replace humans?” he said. ”And I answer that carefully. That depends. People who use AI are going to replace people that don’t.”
Chism played a video describing the speed with which artificial intelligence platform ChatGPT has grown. It scrapes the internet to provide information using conversational language. It’s capable of quickly producing detailed documents, including well-written essays. Its use is growing very rapidly, including among students. The telephone took 75 years to reach 100 million users. The mobile
– Level 3 agents can take action.
– Level 4 innovators can aid in invention.
– Level 5 AI models can do the work of an organization.
Chism said that according to Harvard Business Review, Level 2 reasoners will take 30% of current jobs, which elicited a murmur from the audience. He displayed a list he’d copied from a website of the top 25 jobs in danger of being replaced. Those included entry-level technology jobs, writers and proofreaders, translators, graphic designers, data entry positions, telemarketers, drivers and accountants, among others.
“I think we need to ask a question: Are the things and the skills that we’re giving kids, do they match these or something else?” he said. “And if they’re matching these 24-7, then we have a problem. That’s something that we need to shift and adjust.”
Repetitive jobs such as factory production are among those at risk. Walking robots capable of performing manual labor are already being tested on BMW’s product line in South Carolina. He noted that robots don’t sleep, fail drug tests, or require insurance coverage. Humans will still do jobs where AI can be applied, but the increased efficiencies will mean fewer will be needed.
contributions to public schools. The ASBA Awards Committee reviews applications from across the state. Campbell has more than three decades of service to public education. In addition to his work with ASBA and the McGehee School Board, he was a founding member of the Consortium of State School Boards Associations (COSSBA), the national group to which ASBA belongs. The award is normally a surprise to the recipient, and this year was no different.
When an audience member asked what career paths instead should be taught, he responded by saying, “I’ll be honest with you. We’re not sure.”
Whatever it is, the curriculum should teach students the backbone of how AI works. That’s a challenge considering the speed with which the technology is changing. OpenAI, the creator of ChatGPT, is creating an education platform that will train teachers.
The growth of ChatGPT has other implications for schools. Students can use the platform to write their essays for them. It can be very difficult for educators to catch them because the program gives a different response each time it is asked a question.
How should schools respond? They can try to block ChatGPT on their network, which won’t work because they can’t block all of the other programs that interface with it. Regardless of what the district does, students and teachers will find a way to use it. They also can try to catch students using ChatGPT through other programs. That effort won’t succeed, either. Things change too quickly. The third choice is to do what the Pearl Public School District has done,
which is take advantage of the technology’s benefits in its operations while teaching students to use it the right way. Chism said ChatGPT saves 30% to 40% of his time, allowing him to travel and make presentations. He uses the more powerful and up-to-date paid version rather than the free one. It costs $20 a month; he said he would pay $250. It can help him create board policy. It has saved him hours by doing statistical testing for him. It lets him produce a request for proposal in less than 15 minutes – a process that once took three days. Letters of recommendation take less than five minutes to compose. He’s built a lesson plan creator for his district. He would like to see ChatGPT used for predictive analytics so that parents can be informed that their fifth grader likely will take career and technical education courses. The student wouldn’t be forced down that track, but the parents would be able to prepare for the likelihood that he or she will choose it.
ChatGPT also can be used in the classroom. A tech team once a month helps create GPTs (generative pretrained transformers) that solve problems and enhance teaching. Day to day, AI can serve as a search engine for project-based learning. (Chism said he had not used Google in two years.)
But students still need to learn writing and communication skills so they’re not completely dependent on AI. To teach them those skills, they can write personal essays or essays about subjects outside the news. Assignments can revolve around the local community. Students can show their work as they work, provide oral presentations to demonstrate they’ve learned the subject, and handwrite essays in class.
“The days of sending things home for kids to do are over,” he said. “They are over. If you think that kids are not going to use this, you’ve got your head buried in multiple places. They’re going to use it. Let’s teach them to use it right, and
most importantly, let’s control the eight hours that we have every day.”
Chism said that in almost every speech, the first question he is asked is what AI policies a district should have. His district doesn’t have any.
“I don’t need a policy,” he said. “What I don’t want to do is limit something that we could do with it. And I’ve been having that conversation with legislators as well. Don’t limit something yet. You put a policy in when you need a policy – not because you’re scared of something. Put a policy in when something happens, or it gets close to happening.”
Chism offered practical advice on how to use ChatGPT through the acronym “RISEN.”
– Role: Asisgn ChatGPT a role (e.g., a fifth grade teacher).
– Instructions: Provide specific instructions.
– Steps: Outline the necessary steps. Continued on next page
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Secretary of Education says standards are the foundation, instructional materials and professional development are the walls, and the state’s new ATLAS exam is the roof.
Arkansas has been “building our educational house” by creating a strong foundation of high-quality standards, adding walls of instructional materials and professional development, and topping it with a rooftop assessment aligned with what educators want students to know and learn.
That was the message delivered by Secretary of Education Jacob Oliva at the ASBA Annual Conference on Dec. 13. Oliva’s remarks were followed by a four-member legislative panel.
Joannie
– End goal: Define the desired out-
– Narrow: Focus on key points at the end.
A classroom example would be telling ChatGPT that it is a fifth-grade teacher teaching persuasive writing. Instruct it to use a familiar children’s story. The end goal would be a single, well-structured paragraph. The narrowing step would be to focus on one main argument in a five-sentence paragraph.
When seeking information through ChatGPT, users should describe themselves so it can provide answers based on what they might need. Give ChatGPT a task. Provide context. Provide an exemplar (an example such as document). Give it a persona. If you tell it it’s a board attorney, it will act like one. Provide a format and conditions. Describe the desired tone and emphasis. For example, a person could type, “I am a 200-lb male looking to put on 10
lbs of muscle over the next 3 months. I only have time to go to the gym twice a week for an hour each session. You are an award-winning fitness and nutrition expert. I have included a previous plan for reference. Give me a three-month training plan to follow that will accomplish my goals. Put this plan into a chart for me.”
Try it. It’s amazing. And scary. And, in good ways and bad, it’s coming like a train.
Oliva began his remarks by explaining why the state had moved so big so fast with its educational reforms through the LEARNS educational reform package. Oliva said when he arrived here, he visited with educators from across the state who agreed that Arkansas ranked low in education metrics. High school students participating in a teacher preparation program said the same thing. The numbers support that claim. In every metric, Arkansas ranks between 40th and 50th. The percentage of adults ages 25-62 who have attained a high
school diploma is 87.2%, which ranks 40th in the nation. Particularly concerning is the fact that 5% of the state’s eighth graders haven’t been making it to high school. Only 23.8% of adults age 25 and over have a bachelor’s degree.
Only Mississippi and West Virginia have lower percentages.
The state ranks below the national average in the National Assessment of Educational Progress’ (NAEP) “Nation’s Report Card,” which ranks states based on a sampling of test scores. The COVID pandemic made things worse both in Arkansas and nationally. The percentage of fourth-graders reading at or above grade level in 2022 was 32% nationally and 30% in Arkansas.
In math, the comparison was 35% to 28%. The percentages of fourth-graders reading proficiently was 29% nationally and 26% in Arkansas, while math proficiency scores were 26% nationally versus 19% in Arkansas.
“It’s not that we don’t have teachers working really hard,” Oliva said. “It’s not that we don’t have principals going above and beyond, superintendents doing what they’re doing, or school boards meeting to make sure all the conditions are right. Something’s not aligned.”
That misalignment, Oliva argued, was within the system itself. He said the state couldn’t afford to move slowly because students deserve an opportunity.
“Bad systems beat good people every time, and when we unpacked the system here in this state, it wasn’t aligned. So people were working hard, but the system was broken.”
Standards are the foundation Oliva said the state has spent the past two years “building our educational house,” including its foundation
aligned and wasn’t preparing students for the future. “Bad systems beat good people every time,” he said. Continued
WER Architects works with educational campuses across Arkansas to design athletic facilities of all types, including the new Billie Arena for the Monticello School District. Working together, we can provide tailored solutions to your district’s needs. GO BILLIES!
PINNACLE AWARD WINNERS. Receiving the Pinnacle Award for attaining 200 hours of professional development were, top photo, left to right, Nathan Gairhan, Rogers; Mitch Lockhart, Rogers; Dr. Charles Coleman, Jonesboro; Tracey Reinhart, Manila; Paige Sultemeier, Rogers; Dr. Michael Liles, Searcy; Joanie Raburn, Clarksville; Robin Lee, Yellville-Summit; Samantha Shull, Shirley; Beth Ulrich, Paris; Jeff Marvin, Mulberry/Pleasant View Bi-County; Bonnie Fish, Parkers Chapel; Donna Dunlap, Barton; Mike Hughes, Magnet Cove; Lisa Murray, Parkers Chapel; and Rochelle Redus, North Little Rock. Other Pinnacle Award winners were, insets from left, Vickie Robinson, Corning; Shane Bell, Cross County; and Laura Whitaker, Drew Central. Not pictured are Mark Belk, Nettleton; Laura Clark, Blevins; Nick Emerson, Springdale, Desmond Hammett, Blytheville; Curtis Hogan, Bay; Charles Knight, Star City; Robin Lee, Yellville-Summitt; Lexa McMickle, Dermott; Kevin Moore, Watson Chapel; Tracy Richey, Paris; Kim Sullivan, Danville; Sandra Taylor, Forrest City; Laren Vaught, Elkins; Travis Warren, Farmington; and Mike Waters, Magnolia.
MASTER BOARDS. School boards in which all board members have earned at least 50 hours of professional development credit were recognized as Master Boards. Left photo, Farmington Public Schools Superintendent Jon Laffoon accepted the award. Not pictured are school board members Travis Warren, Amy Hill, Mark Vaughn, Josh Petree and Lori Blew. Second photo, members of the Ashdown School Board accepting the award included, from left, Ashley Aylett, Chuck Davis, Dorothy Henderson, Ricky Ward, Rosa Bowman and Danny Hooks. Not pictured is Glenda Smedley. Third photo, accepting the award for the De Queen School District were Barry Reed and Skip Bell. Not pictured are Tony Soto, Sandy Huntsberger, and Dr. Kenneth Martin. Right photo, accepting the award on behalf of the Springdale School Board were board members Randy Hutchinson and Debbie Creek. Not pictured are Nick Emerson, Eddie Ramos and Michelle Cook.
MORE MASTER BOARDS. More Master Boards included, left photo, Lakeside-Lake Village. Pictured from left are Gwendolyn Smith, Superintendent Dr. Billy Adams, McClinton Lane, JoVerna Thompson, Leslie Sykes, and David Green. Not pictured is Richard Livingston. ASBA Past President Randy Hutchinson is pictured in back. Right photo, members of the North Little Rock School Board included Angela Person-West, Dr. Rochelle Redus,
of high-quality standards. He said the previous standards were confusing, especially in English language arts and math, leading teachers, buildings and districts to create their own versions.
The state’s standards were rewritten over six months in 2023 to be clearer and more concise, ensuring a common
understanding. This was done with the help of teachers from across the state, university partners, and national experts. High-quality instructional materials and professional development compose the educational house’s walls. The Department of Education is working with school districts to identify aligned
materials that support teachers. It also has been working with literacy coaches and tutors and has provided flexible professional development grants. As for the “rooftop” assessment system, the state is finalizing its ATLAS system. This unified, coordinated progress monitoring system provides
teachers with student performance data so they can make instructional pivots throughout the school year. Teachers can pull the data based on standards and build their own assessment to see if a student has learned the standards. No other states are doing this, he said. More than 3,200 teachers volunteered their time to improve the assessment so
that it measures what educators want students to know and learn. Oliva said the previous ACT Aspire was a college and career readiness exam that didn’t measure standards. It put teachers in a moral dilemma because it was based on grade level, not coursework.
Oliva said the reforms were comprehensive and robust.
“We had to move quick, we had to build out a big system, and we had to get this deployed. And I am confident as we start implementing this and seeing these results, we’re going to see better outcomes on student performance. And it’s not just to move the metric or the needle or the state ranking. It’s to make
Continued on next page
AROUND EXHIBIT HALL. Top left, Brad Chilcote with WDD Architects visits with a conference-goer. Top right, WER Architects’ Kate Dimitrova, Jerome Sorensen and Russell Fason visit with an attendee. Middle left, C.R. Crawford’s Matt McClarty, center, visits with a conference attendee as C.R. Crawford’s Scott Stokenbury, right, and Paris School Board member Dustin Schluterman look on. Middle right, Chris Lankford with Modus Studio visits with North Little Rock’s Dorothy Williams. Bottom left, Stacey McPherson with TIPS visits with ASBA’s former president, William Campbell of the McGehee School Board, and Katie Daniel from McGehee. Bottom right, Charles Maddox with Entegrity visits with a conference-goer.
sure our students are set up to be successful in life.”
Oliva said Arkansas should provide students opportunities for accelerated development. While the state tends to focus on the bottom quartile, its highest performing students are the most neglected population.
Oliva said passing algebra or its equivalent in college is a key predictor
for whether a student graduates in four years with their cohort of peers. He said that 65% of high school students with a 3.0 grade point average attending an in-state state college were in remedial math. That figure means math classrooms lack either rigor or proper expectations. In recent years, schools have shifted too far in the direction of conceptual understanding, with not
SCHOOL BOARD OF EXCELLENCE. The Pottsville School Board received the School Board of Excellence In Leadership Award at the ASBA Annual Conference. The award recognizes school boards whose districts have enrollments above and below 1,500 and whose dedication and ethical service have made a positive impact on their students. Pottsville’s five board members have more than 90 years of collective experience. The district has had only three superintendents in the last 46 years, with the current superintendent in his 19th year. The district’s K-3 math growth is among the top 5% in the state and region, and Pottsville High is ranked among the best high schools in Arkansas. Thirty-five percent of the district’s 1,800 students are school choice. The average employee has 12 years of district experience. Pictured from left are board members Clint Hull, David Potts, Jeff Akin, Tracy Taylor, and Superintendent Larry Dugger. Not pictured is board member Mike Webster.
He stressed the importance of grade level instruction, stating that students will rise to adult expectations.
“If there is any question that I would say to go back to your district and ask it is, ‘How are we defining Tier 1 instruction and making sure every student gets access to grade level instruction each and every single day?’” he said.
Oliva said one of the biggest indicators of post-secondary success is when students take algebra, but only 17% of eighth-graders are taking the course.
“When I asked districts why, they said, ‘Well, algebra’s a ninth grade course, and geometry’s a 10th grade (course),’” he said. “No, no, no, no. Algebra is when the students are ready. Our data said that 57% of our students were ready for algebra in the eighth grade, but we’re only giving it to 17%? So we’ve got to reimagine when we’re providing opportunities for students. Because if you’re not giving high school
Continued
enough focus on math facts. He argued that students should put away their calculators and master basic multiplication tables. The previous standards prioritized specific strategies, leading teachers to believe they were required to teach only those methods. Instead, schools should introduce multiple strategies and allow students to choose the ones that work best for them.
Rock, and Dan Sullivan, R-Jonesboro, and Reps. Julie Mayberry, R-Hensley, and Hope Duke, R-Gravette. Sullivan and Duke emphasized school boards getting involved in the legislative process. Sullivan said that in his 10 years in the Legislature, he had never been invited to a board meeting in any of the eight school districts he represents. Duke encouraged board members to stay engaged. In fact, she ran as a legislator because she was a school board member who was frustrated about the legislation being passed. She said board members can help stabilize a system where the pendulum can swing too far from one side to the other.
“We need to try really hard to not swing so much and to try to find that sweet spot, and that really comes in part by school board members being engaged in your district, being engaged with your parents, not waiting for them to come talk to you, but you go talk to them, and then come and talk to us,” she
said. “And we should be going to talk to you, too, but also you coming and letting us know, hey, this is what this looks like for us in career tech, or this is what it looks like for us in, whether it’s athletics, or whatever the pieces are. …
You would be surprised, I think – well, you shouldn’t be, you’re school board members – the impact of an email, the impact of several emails. They need to be polite. They need to be courteous, respectful and short so they’ll get read.”
credit in middle school, they’re never going to get to those higher-level maths in high school. There’s just not enough time. And if we’re going to set that bar to push acceleration and rigorous opportunities, we’ve got to look at that pathway.”
Another indicator of post-secondary success is whether seniors take a math class. Last year, 47% of Arkansas seniors didn’t have a full schedule. It’s too easy to let them go home at noon because they’ve met their requirements.
Oliva said the state is finalizing new diploma designations, which would require legislative approval. LEARNS tries to
recognize different pathways and create career-ready diploma designations. He said students are earning industry certifications. Students can do concurrent credit, but only 200 graduated last year with a high school diploma and an associate of arts degree. He singled out Hope for its high number.
Legislators say, ‘Talk to us’
Oliva’s remarks were followed by a panel discussion led by ASBA Policy Director and Staff Director Lucas Harder and featuring four legislators: Sens. Jane English, R-North Little
By Kevin Faught, a Senior Vice President with the Public Finance team at Stephens
Northwest Arkansas is thriving. Year after year, it remains one of the country’s fastest-growing regions, drawing new residents with its strong job market, appealing quality of life, and low taxes. In fact, the Milken Institute ranked Northwest Arkansas at number 7 on its list of the nation’s Best-Performing Cities in 2024.
But as the area sees robust economic and population growth, our infrastructure must keep pace with the region’s continued success. Nowhere is this more imperative than in education.
While most readers of Report Card would be aware of the reliance on property taxes for public school funding in Arkansas, it is worth digging a little deeper into the millage system, in particular, millage rollbacks – a complex financial calculation that is becoming increasingly important in the state’s rapidly growing areas.
Put simply, a mill represents one-tenth of a cent, meaning that for every $1,000 of assessed property value, one mill generates $1 in tax revenue. To ensure adequate education funding, every school district in the state must levy at least 25 mills for maintenance and operations.
However, a unique challenge arises in rapidly expanding areas during a countywide reappraisal or reassessment, when a school district’s property assessments increase by more than 10% in a single year (taking into consideration newly discovered real property and
new construction and improvements to real property) as Arkansas law requires a millage rollback. This means the tax rate is reduced. While this might seem like a tax break for homeowners, it may significantly impact school budgets.
The challenge of millage rollbacks is particularly acute in places like Northwest Arkansas, where rapid economic and population growth pushes property values higher. In fact, according to the Northwest Arkansas Council, Northwest Arkansas has witnessed 31% population growth since 2010 – which equates to about 36 people moving to the area daily.
This growth does create challenges. For example, the Gentry School District is facing a rollback that wil lower its revenues by approximately $450,000 if the District’s millage rate is reduced. That is nearly half a million dollars that will not be available for teacher salaries, educational programs, or much-needed infrastructure improvements. The Farmington School District finds itself in a similar predicament. Like many others across the state, both districts must evaluate their options in light of the rollback.
At Stephens Public Finance, we work closely with local districts to get a complete picture of current revenue streams, debt capacities, and future financial needs. We can help communities determine how and when to issue debt for projects and the most advantageous way of structuring these financings.
We understand the pressure points our districts face because most of us have lived in these local areas all our lives. For example, I have been at Stephens for more than two decades and previously worked in the Springdale Mayor’s Office in 1994 as the Director of Administration and Finance.
Ensuring schools receive the funding they need is more than just a job to me. My mother was a teacher in Fort Smith for longer than I can remember, while my children are in the Fayetteville School District, and my nephew is in the Farmington Schoo District.
While rollbacks and millage elections are challenges facing some school districts this year, every area of the country is having to deal with the complexity of the current economic climate. During the COVID-19 pandemic, historically low interest rates made it easier and more affordable for districts to finance new projects. But today, with rates hovering around 4% or higher, securing long-term funding has become more expensive.
When borrowing millions of dollars, even small fluctuations in interest rates can have a significant impact on payments. This is where we work with our partners to develop robust long-term financial plans, which take into account population trends and economic projections. We are also realistic in terms of providing funding scenarios, as it is crucial to ensure districts are not faced with any negative surprises.
If we look out over 2025 and beyond, the importance of sound financial management for school districts will only increase as Arkansas continues to attract people from all corners of the country. The growth of Northwest Arkansas, in particular, is unlikely to subside as our major employers, which include three Fortune 500
companies in Walmart, Tyson, and J.B. Hunt, continue to prosper.
This growth will bring both opportunities and challenges for schools in the region. Currently, our schools are a source of pride for us here in Northwest Arkansas, with eight of our high schools ranking among the top 10% in the nation, according to U.S. News & World Report.
But while a growing population can mean more students and potentially more funding, it also necessitates new schools, expanded facilities, and improved infrastructure. As Arkansas evolves, we at Stephens will remain working side by side with districts to navigate the complexities of funding solutions, ensuring our part of the country can continue to provide quality education for generations to come.
After learning his craft in broadcast journalism, De Queen’s McCastlain now shares lessons learned with students
By Melissa Brawner Contributing writer
The Arkansas Teacher of the Year doesn’t just teach broadcast journalism at De Queen High School. Beau McCastlain – known in school as “Coach Mac” – teaches students how to fail.
“I’m a big believer in, you need to fail forward. True learning comes from failure,” he said at the ASBA Annual Conference on Dec. 11.
Recalling one of his failures that occurred during his broadcasting career, McCastlain said when he became KARK’s number three sportscaster, he was “terrible” and had what he called “a disaster of a live shot in Jonesboro.” It was so bad that his mother called him the next day to ask if he was sure he was in the right career.
“I was in a bad spot professionally, and I was at a bad spot mentally,” he said.
A few days later, McCastlain encountered beloved KATV sportscaster Paul Eels, who told him, “We all have those kinds of live shots. Keep going. You’re doing a great job.”
Eels’ words of encouragement, McCastlain said, “put me on a pivot. I reset, I was re-motivated, and my mindset was again to continue to get better.”
Years later, when he was at De Queen High School, Coach Mac’s students prepared thoroughly for the Ozark Media Arts Festival and were certain they were going to win. They didn’t. As they drove home in the bus, two of the girls held each other and cried. It grieved McCastlain’s heart, but he knew it could be used for the students’ good.
“We got back home, and they had reset their motivation as far as what they wanted to accomplish,” he said.
The same two students later were invited to the White House, where they and McCastlain visited the James S. Brady Press Briefing Room. He was so
moved by the experience that his wife, Dedra, whispered, “You’re going to have to get yourself together.”
As Arkansas Teacher of the Year, McCastlain is spending a year out of the classroom promoting the teaching profession and serving as a nonvoting member of the State Board of Education.
The school-based local television station he helped start, DQTV, is thriving. Recently, he returned to the school to find the students throwing a surprise party for a student who’d enlisted in the Arkansas National Guard. The productions hadn’t missed a beat.
“Our students are still putting out a daily show, they’re still putting out a sports update show, they still put out their monthly Leopard Mission news magazine show, and our Friday night productions this year were better than they’ve ever been,” McCastlain said. “And that’s a testament to what our kids are doing while I’ve been gone.”
McCastlain loves teaching, but he’s never regretted his career in broadcast journalism. He was inspired to go into the profession by childhood visits to the KARK studio and the White House. He interned at KTHV while he was a student at the University of Central Arkansas.
“Day one, they threw me in the fire,” he said. “I was in a live truck on the west side of Little Rock. All I knew was that I’d just signed a piece of paper, and
“We have a fantastic school board in De Queen. … They were asking us, ‘What do you need?’” he said.
The district started the station to strengthen students’ broadcasting skills and also their skills in collaboration, leadership, critical thinking and working under pressure. McCastlain held “pitch meetings” with the students, who decided what stories DQTV would cover.
“Every story that we include in our shows has been chosen by a student,” he said. “If you give them the space and a voice, you really start to see your students grow.”
Another reason the district started the program was to celebrate the De Queen School District.
ty. During COVID, students interviewed local health professionals. The station has partnered with the Chamber of Commerce to create local material for the channel. Students also cover Leopard football games and have expanded their reach by partnering with local radio station KDQN. Through funding from the Arkansas Broadcasters Association, this partnership now offers students opportunities for paid internships, giving them hands-on experience in the field.
The station partnered with local radio station KDQN. Students now have opportunities for paid internships at that station through funding from the Arkansas Broadcasters Association.
tional video. One student even assisted a team from Shreveport, Louisiana, in broadcasting a live morning show from De Queen. To further support educational initiatives, SWEPCO awarded the district a $1,000 grant for program enhancements.
“A partnership can start off something small, and that success just kind of snowballs,” McCastlain said.
within two hours I was helping run a live shot for the 5 o’clock newscast.”
He was having so much fun that when the internship was over, he just kept showing up. Eventually, the news producer called him into his office to ask, “Beau, how long is the internship at UCA?”
It had long since ended.
“You mean to tell me you’ve been coming here and working for free every day?” the producer asked.
“Well, yeah,” McCastlain recalled saying, shrugging at the memory. So they hired him.
During his three years at KTHV, newscaster Craig O’Neill stayed many nights after the 10 o’clock newscast had ended to help him develop his skills.
“It’s so important to have a mentor in your life,” McCastlain said. “Craig was that mentor to me.”
Ready for a more consistent schedule, he left broadcast journalism in 2009 to become a teacher in Foreman along with Dedra. He also began coaching.
“Guess what? I was terrible again,” McCastlain said.
He kept going. Two years later, he had an opportunity to return home to De Queen. With his background in broadcasting, he helped start DQTV with seven students in the middle of the COVID pandemic.
“It’s amazing, just in the last four years, how much the perception of our school district has changed within our community and within our region and across the state,” he said.
The station not only serves the students and district but also the communi-
During last year’s solar eclipse, the district collaborated with the Southwestern Electric Power Company (SWEPCO) and American Electric Power meteorologists to bring educational resources to the community. As part of this collaboration, students worked with SWEPCO to produce an informa-
One sophomore transfer student came to De Queen with a strong will and a sharp tongue. McCastlain quickly set high expectations and guided her growth. Through they occasionally butted heads, she took on leadership roles at DQTV. By her third year, she was bold enough to grab a mic and conduct an on-the-spot interview with Gov. Sarah Huckabee Sanders during an event at the State Capitol.
“I’m a firm believer that children will rise to expectations so long as you point them to the right place,” he said.
ASBA contest winner says project-based learning should prepare students for world that doesn’t yet exist
Winners of ASBA’s student speaker contest said schools of the future should adapt to a changing world, meet each student’s individual needs, and provide support for mental health.
The top three winners of the contest presented their five-minute remarks at the ASBA Annual Conference Dec. 12 and Dec. 13. They had submitted a 600750 word personal essay and a video presentation on the topic, “Schools of the future: If you could redesign education, what would it look like?”
The contest’s winner, Carter Whiley, a senior at Mansfield High School, received $1,000. The second place finisher, Bentonville High School junior Manvitha Narasimhan, received $750. Third place finisher Maria Barnett, a junior at Forrest City High School, received $500. The fourth place finisher, Autumn Weindel, a Vilonia High School junior, received $250.
Whiley began by saying that in 1903 the New York Times predicted mankind would not fly for the next million years. Nine weeks later, Orville and Wilbur Wright flew the first airplane.
“It raises a critical question in education: What if your students are being
prepared for a future that is becoming obsolete? How do we teach our students to thrive in a world that we do not know yet, and solve problems that don’t even exist yet?” she said.
Whiley said schools should rethink how students interact with teachers, technology and each other. Rather than passively absorbing information, students should learn biology from a greenhouse, math by tracking energy usage through solar panels, history through virtual reality, and English by multimodal compositions. They should be engaged in project-based learning through partnerships with communities. Learning should be impactful and mean-
ingful and allow students to grow as the world changes. Schools also should embrace failure as part of the learning process. As students learn to navigate those situations, they will be empowered and become more compassionate and adaptable.
“Internships and hands-on learning outside of the classroom can produce what I call ‘productive struggle,’” she said. “By teaching our students that hardships are not the end, they’ll learn to use negative outcomes as stepping stones to deeper understanding.”
Whiley said that technology will play a role in schools of the future. One of
Her senior year, the same student was traveling with her mother and friends when a shooter riddled the car with bullets. Her mother’s body lay on the sidewalk. The student ran away, unaware she also had been shot. She returned to school two days later and broke down telling the story. Through tears, she looked up and said, “Coach Mac, I’m still going to graduate.” With bullets still inside her body, she walked on graduation day. She’s the first in her family to attend college.
President Theodore Roosevelt once said, “Far better it is to dare mighty things, to win glorious triumphs, even though checkered by failure, than to take rank with those poor spirits
who neither enjoy much nor suffer much, because they live in the gray twilight that knows not victory nor defeat.”
McCastlain is helping his students live out that truth.
“That’s why we do what we do,” he said. “That’s why we build these types of programs. We don’t build a television program in southwest Arkansas three hours from everywhere to become a pipeline to local news. Now, if they want to get there, we can get them there, because we have the contacts. But it’s about helping students … to transform them into a working adult, to help them take that first step into adulthood.”
Crawford.
her teachers told her that while technology won’t replace teachers, the teachers who use technology likely will replace those who don’t.
“We shouldn’t dismiss the incomprehensible like the New York Times did, but embrace it because ignoring technological advances in our society only delays the inevitable,” she said. “In my vision for schools of the future, students are thriving in a learning environment where the boundaries of the classroom dissolve.”
Narasimhan said students would have more choices in her schools of the future. She said that what excited her when she entered high school was the autonomy it offered her in deciding what classes she would take.
“Letting younger kids make some of those same decisions not only teaches important decision-making skills, but it also means that they get to explore their own interests instead of being forced to take classes that they don’t really enjoy and are probably never going to pursue further in the future,” she said.
Narasimhan said students would take the basic courses while learning how they translate into careers, helping them have direction.
She said there should be no one system. Instead, schools should be adapt-
able and customizable for each student’s interests and needs. In her vision, there would be no grade restrictions on Advanced Placement classes, more funding for nonathletic extracurriculars, and more support for a student to have a career in politics. But her fifth grade sister loves robotics.
“The point is that the best education system will never be one size fits all,” she said. “It’s adaptable to every student because every child has different needs, learning processes and dreams – dreams that need unique resources and attention to pursue.”
She said that because every student couldn’t be represented, attendees should talk to as many students as they could so they could understand their varying needs.
Barnett focused her remarks on mental health. She said peers tell her they feel stressed and overwhelmed by simple tasks. Her own school experience was much harder than she had expected, especially in her pre-teen years during COVID.
“My grief was so loud, it was hard to listen to anything else, let alone a lesson,” she said. “Oftentimes I found myself thinking, ‘Life is hard enough, and now I’ve got to learn algebra on top of it? Forget it.’ I didn’t know that
hundreds of other students had that same sentiment.
“When we think education in school, most of the time we think of the typical stuff like reading and writing, but I believe success depends just as much on your mental well-being. My vision is an education system that not only nurtures smart minds but healthy minds, too. We students spend most of our lives in school, and while core classes do matter, we’re still figuring out who we are, which isn’t an easy task.”
Barnett said her education system would provide self-help and mental health sessions led by professionals along with classes on overcoming challenges, a good work ethic, and developing healthy habits.
“After all, knowledge means little without the emotional maturity to use it,” she said.
Schools would offer a course in interpersonal skills where students would be allowed to vote on what they want to learn. Other subjects would include filing taxes, budgeting, changing a tire, hygiene and sexual consent.
“My education system wouldn’t be afraid to tackle the uncomfortable because truth is, life can get uncomfortable sometimes, but we can help prepare for it,” she said.
School, community responded to superintendent’s sudden and unexpected death
How does a school district respond when tragedy strikes? Dr. Kimberly Wolfe, the West Memphis School Board president, had to learn that answer last May 21.
Wolfe was waiting to meet with the superintendent, Dr. Terrence Brown, when she learned he had died suddenly at the age of 56. She was scheduled to lead her first board meeting as president that evening. Brown had been superintendent at his hometown district less than a year after serving as deputy superintendent in Forrest City.
Wolfe said during a breakout session at the ASBA Annual Conference on Dec. 12 that the two were becoming friends,
but she had to maintain control once she heard the news.
“I had to withhold the emotions that I was feeling, wanted to try to keep things calm in that environment where people were very much grieving openly,” she said. “And so just letting them go through their process, not saying a whole lot because what can you really say when somebody transitions on, right? There’s nothing you can really say that’s going to comfort another person that’s grieving. You just have to stand there and be present.”
Wolfe presented on the topic, “That Doesn’t Happen Here: Leadership and Governance Amid Unexpected Tragedy.” She was joined by her fellow presenters: new superintendent Eric Foister; Willie Harris, an assistant superintendent who served as interim superintendent;
and Paige Walkup with CAISSA Public Strategy, the district’s Memphis-based public relations consultant.
Wolfe said the district had to remain focused on its purpose and goals. She wanted to hold the scheduled meeting that night. Another board member didn’t believe that was appropriate. They agreed to meet that night only to honor Dr. Brown and then hold the board meeting the next day.
“We had to let the community know that we were still committed to moving forward at work, and send the message that the work is still the work, but we don’t have to choose grieving over work,” she said. “We can do both at the same time, and this is what it looks or feels like.”
Walkup arrived from her public relations office in Memphis the morning Brown passed to assist in the communications and media response. Despite the emotion in the room, she knew things would happen fast. The district needed
to draft a statement and assign a point of contact. That person became Wolfe, the board president who was inexperienced in dealing with the media. Walkup drafted talking points, prepped her about questions that would be asked, and screened media requests. Wolfe said her presence and relationships with media members were helpful.
The next step was to hire an interim superintendent. Harris was an obvious choice. He had spent more than 50 years in the district, serving as an administrator for more than 30 of those years. He had been planning to retire, but he saw the assignment as a calling from God. In fact, he and Dr. Brown had been members of the same Sunday school class. The board voted the next day to make him the interim superintendent.
“Some of this just feels so insensitive when you’re talking about the loss of life,” Wolfe said. “At the same time,
again, you have to move forward. You have a whole community dependent upon its educational system.”
After being named interim superintendent, Harris shared with staff members that the district had suffered a great loss, but they knew what their jobs were. They simply had to do what Dr. Brown would have had them do.
“It’s very important to get everybody together, calm the waters, remove those fears, those uncertainties, and get a clear message on the direction you want to continue,” he said.
Harris said that after he became superintendent, individuals approached him – the “new guy” – with demands and desires. He had to say no in a professional way and keep the focus on the things that mattered most.
“My favorite retort was, ‘I’m interim, and we’re going to have a superintendent in a few days,’” he said. He would ask them to write out their requests.
Please see TRAGEDY, page 29
WEST MEMPHIS SCHOOL BOARD President Dr. Kimberly Wolfe was waiting to meet with the superintendent, Dr. Terrence Brown, when she learned that he had died that morning. She and the board decided to meet that night to honor him and then hold the scheduled board meeting the next night.
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New presidential policy allows agents on campus, but it matters what kind of paperwork they have
Immigration is a controversial issue, and good people can disagree about specific policies.
When it comes to schools’ responsibilities regarding their students, however, the laws are clear. Knowing those laws, and creating procedures to follow them beforehand, can help schools work with government authorities and respect their students’ rights at the same time.
A directive from the Trump administration rescinds a 2021 Department of Homeland Security (DHS) memo that designated schools and other areas as “protected areas” for undocumented students. It’s unclear if Immigration and Customs Enforcement (ICE) activities will occur on school property, but it’s possible.
While national immigration policies have changed, school law hasn’t. Schools cannot inquire about a student’s immigration status. They cannot deny a child access to public education regardless of their status under a court ruling in the 1982 case Plyer vs. Doe. Furthermore, under the Family Educational Rights and Privacy Act (FERPA), schools cannot release students’ personally identifiable information absent parental consent. This includes records that may reveal a student’s status, with limited exceptions. For example, DHS can access records in order to monitor international students with visas.
Further, FERPA permits school districts to disclose student information in two circumstances. One is in compliance with a “judicial order” or “lawfully issued subpoena,” upon the condition that the parents and students are notified in advance of compliance. The other is in connection with an emergency when needed to protect the health or safety of the student, among other reasons.
Access to student records should, therefore, generally only be allowed if the requesting agency has a valid court
by Cody Kees Bequette,
Billingsley & Kees, PA
order or subpoena in compliance with FERPA or immigration laws or regulations. If agents seek access to student records, the district should request their legal basis.
If your district receives a subpoena or judicial order for education records, your attorney should review it to determine its sufficiency to implicate the FERPA exceptions, to determine whether notice must be given to the parents, and to ensure that the district adequately complies.
Judicial vs. admin warrants
While orders and subpoenas give agents access to records, warrants give access to individuals. There are two types: administrative and judicial.
Administrative warrants are issued by an ICE officer or another official at DHS; a judicial warrant is issued by a judge or magistrate in a federal or state court. School administrators must allow ICE officers with a judicial warrant access to the student. This should be done, however, in a manner that is discreet, private, and away from other students.
If ICE agents present only an administrative warrant, they cannot enter a school without the district providing explicit permission. Schools may choose to cooperate with an administrative warrant, but appropriate parental consent must be obtained before allowing the student to be questioned.
Schools stand in loco parentis, i.e., in the place of parents, whenever a student is on school grounds, even in public areas. If someone claiming to be ICE does not have a warrant, school staff should
escort the student to the district office and deny access.
All students have the right against self-incrimination and cannot be required to provide any information that would establish their residency status. A student should be advised about their right to remain silent before any interview or questioning occurs.
Develop procedure now
School districts should develop a procedure for how to deal with ICE or any other governmental agency seeking access to a student. They should ensure that all school staff are aware of the procedure. A procedure is created by administration, whereas a policy requires board approval. The procedure should include the following:
• Welcome the agent(s).
• Ask for identification.
• Make a copy of their identification.
• Inform the building principal and district administration.
• Ask the agent(s) if they have any paperwork (i.e., subpoena, warrant, etc.).
• Ask to make copies of the paperwork for the district’s attorney to review.
• Ask the agent(s) to sit in the office while the principal or district administrator arrives. Alternatively, you can ask them to sit in a more private area such as a conference room.
• Contact the district’s attorney and provide the attorney with copies of all the paperwork.
• Contact the parent(s) or legal guardian(s) of the student if known and provide them with notice of the request by the agent(s). Note that in the case of investigating child maltreatment, notice is not provided to any parent or legal guardian who is an alleged offender.
• Keep notes of the date and time, the agents’ names and titles, who you contacted at the district office, and the student’s name they are inquiring about.
This column is meant to provide general information. We strongly encourage you to contact your attorney if any governmental agency seeks access to your students or their education records.
Continued from page 27
Wolfe noted that some of those demands came from board members. She emphasized that in such situations, board members must remember their authority comes from acting as a collective group, not as individuals. If a majority of the board has not voted on a request, the superintendent is not obligated to respond.
“If you’re providing support or insight or information that can support the superintendent in their role, that’s excellent,” she said. “If you’re placing demands on what you think should happen because you think it should happen, you’re out of line.”
Wolfe and Walkup also emphasized the importance of mental health and self care. Wolfe said leaders who don’t take care of themselves can give a frustrated
response to a question. Family and other important relationships should remain priorities. Walkup said board members and administrators worked many hours in the days following Brown’s death. She advised incorporating mental health accountability into board work so board members make better decisions. Student mental health is also important. In addition to Dr. Brown’s passing, a kindergarten student recently had died, and students were wondering why all this was happening.
New chief had own crisis training
Wolfe, Harris, and others in the district didn’t know it, but their future superintendent had been undergoing his own crisis training. Foister, who began serving as the West Memphis superintendent in December, was serving as an administrator at the Wynne School District at the time of Dr. Brown’s passing. In 2023, a tornado there destroyed most of Wynne High School. He
recalled administrators bringing the staff to the junior high and explaining what the district was trying to do. High school staff quickly developed a master schedule, and the district lost only five instructional days. Wolfe said school districts should leverage state and local resources when responding to an unexpected tragedy. They can collaborate with ASBA, the Arkansas Department of Education, their educational service cooperative, national agencies and neighboring school districts. Nearby Marion Superintendent Dr. Glen Fenter offered his district’s support at a West Memphis School Board meeting.
“There needs to be fun competition for sports events, but at the end of the day, we are all serving children,” Wolfe said. “We are all serving our future, so we need to be collaborating. We need to be supporting each other, sharpening each other because all we can do is learn from each other.”
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Chartwells K-12 Kellye Neal 615.443.4613 kellye.neal@compass-usa.com www.chartwellsk12.com
Complete Computing, Inc. Dan Harpool
501.804.8915 dan.harpool@complete.com www.complete.com
Coryell Roofing Chris Coryell 405.392.4800 sales@coryellroofing.com coryellroofing.com
Cromwell Architects Engineers, Inc. Jeff Overton 501.425.9656 joverton@cromwell.com www.cromwell.com
Dynamic Integrated Security Kris Jones 501-914-0123 kris@dynamicintegrated.net www.dynamicintegrated.net
Educational Benefits, Inc. Jon Collins 844.559.3521 jon.collins@ebiteam.com www.ebiteam.com
ESG Jonelle Booth 479.422.8302 jbooth@energysystemsgroup.com www.energysystemsgroup.com
HES Facilities Management Chas Harris
Hight Jackson Associates, P.A. Kaylee Hooper
J&J Flooring Group Brad Bunch
Johnson Controls Rob Branscum
901.378.6994 charris@hes.com hes.com
479.464.4965 khopper@hjarch.com www.hjarch.com
800.241.4586 brad.bunch@jjflooring.com www.jjflooringgroup.com
501.295.1050 rob.branscum@jci.com www.johnsoncontrols.com Kinco Constructors Clay Gordon 501.225.7606 cgordon@kinco.net www.kincoconstructors.com
KLC Video Security Bill King
Mammoth Sports Construction Blaise Bauer
903.792.7262 billking.klc@gmail.com klcvideosecurity.net
Good habits enable a person to perform at their “top 20” percent, rise above their “bottom 80,” and recognize whether they are above or below the line separating the two.
Keynote speaker Willow Sweeney with Top 20 Training explained those concepts at the ASBA Annual Conference on Dec. 12.
Sweeney, a former classroom teacher, said a person is in their “top 20” when their thoughts are healthy and serve their best interest.
“That’s when my thinking, learning and communicating skills are super cooking with oil, and I’m highly effective,” she said.
Sweeney said above- or below-theline thinking comes from mental habits and thought processes that form over time.
She used her grandmother and herself as examples. Her grandmother was such a chronically negative person that the people she loved most didn’t want to be around her by the time she died at age 63. At some point in life, she had fallen below the line and had stayed there.
“Nobody ever wishes to grow up to be the lady on the corner where you can’t kick your ball in her yard, and yet every kid I knew growing up had one,” she said. “What if we could start teaching people that they could control their
above-and-below-the-lineness and their habits at a much younger age?”
One day, Sweeney was joking with friends so sarcastically that her best friend told her to stop and said she had become so negative that people didn’t want to be around her. It hit her, she said, “like a bag of bricks.” She had become like her grandmother at age 26. It explained why she couldn’t keep a romantic relationship, why she was still fighting with her dad and stepmother, and why she was struggling with student behaviors in her classroom. She was using sarcasm as a classroom management tool.
She realized sarcasm was a habit she had to change by engaging in opposite behaviors. Learning new habits took time. She still slips up, but she catches herself, apologizes, and moves on.
“Here’s what I decided: I was going to, from above the line, value your feelings and our relationship more than getting a laugh,” she said.
Sweeney’s speaking career took root when she was a high school social studies teacher in Minnesota and her fellow teacher asked her to help develop a life skills class.
“This was a very simple idea 24 years ago in the middle of St. Paul, Minnesota,” she said. “We sat around and thought, ‘What do all the successful
WILLOW SWEENEY said individuals should strive to stay in their top 20 percent during her keynote address. adults we know have? What are the skill sets, the thinking skills, the learning skills, the communicating skills? What if
785.400.6136 info@mammothbuilt.com mammothbuilt.com McPherson & Jacobson, LLC Pam Gaare
Modus Studio Josh Siebert
National Safety Shelters Dennis Corrado
888.375.4814 mail@macnjake.com www.macnjake.com
479.455.5577 contact@modusstudio.com www.modusstudio.com
886.372.1530 info@nationalsafetyshelters.com nationalsafetyshelters.com One Room, Inc. Courtnie Mullen
708.341.8530 courtnie.m@oneroominc.com www.oneroominc.com
Paragon Architecture Brad Erwin 417.885.0002 erwin@paragonarchitecture.com www.paragonarchitecture.com
Piraino Security Solutions Robert Leach 501.504.6652 robert@pirainosecurity.com www.pirainosecurity.com
Progressive Technologies Rodney Jackson 501.833.9000 rjackson@thinkprogressive.com www.thinkprogressive.com
ServiceMaster Restoration by Advanced Justin White 501.943.7606 justin@smrbyadvanced.com www.smrbyadvanced.com
SFE Southwest Foodservice Excellence Diane Johannes 480.551.6550 diane.johannes@sfellc.org www.sfellc.com
Southern Bleacher Company Linc Darrow 940.549.0733 darrow@southernbleacher.com www.southernbleacher.com
Strategos International Steve Anderson 501.617.4718 sanderson@strategosintl.com www.strategosintl.com
SYNLawn Paul Held 816.886.2747 pheld@synlawn.com www.synlawn.com
The Playwell Group James Robertson 800.726.1816 james@playwellgroup.com www.playwellgroup.com
Tri-State Floors Alex Verseman 918.343.2553 akverse@tri-statefloors.com www.tri-statefloors.com
Van Horn Construction, Inc. Chad Weisler 479.968.2514 cweisler@vanhornconstruction.com vanhornconstruction.com
WER Architects Russell Fason 501.374.5300 rfason@werarch.com werarch.com
David H. Frieze Associates, Inc. Paul Frieze
501.922.9704 paul.frieze7@gmail.com
Milestone Leadership Curtis Cunningham 866.752.7180 milestone@milestoneleadership.com milestoneleadership.com
Raymond James David Fortenberry 877.447.6672 David.Fortenberry@RaymondJames.com www.raymondjames.com/corporations-and-institutions
By Steve Brawner Editor
Graham Peterson proudly displayed one of the pens that Mt. Vernon-Enola FFA students made for him and other school board members for School Board Recognition Month.
“I’m hoping this year to be able to use it to sign all of the diplomas as we go through, because I’m sure some of the kids that are going to be receiving those diplomas made this pen,” he said. Peterson serves as Mt. VernonEnola’s board president and as ASBA’s Region 8 director. His district, located in rural Faulkner County, is about half an hour from Conway. He’s a married father of three students, all educated in the district. His full-time job is Director of Facilities Management for the University of Arkansas Cooperative Extension Service.
Report Card caught up with him to discuss how his day job helps him with his school board service, and how a small district produces nationally competitive students in areas as diverse as FBLA and trap shooting.
I don’t usually start off interviews like this, but can you give me your elevator speech?
“Sure. We have students who compete in FFA nationally. We have students who compete in FBLA nationally. We have students who compete in FCCLA nationally. We’ve had national champions in high school rodeo. We have national champions in other shooting competitions throughout the state and
nation. We have several students who score well on the ACT. Last year was our highest graduating class. We had 55 students – by far the most we’ve ever
about the same number of students who score 32 or higher on their ACT. We’ve had two back-to-back state championships for our girls basketball team last year. We had an undefeated girls basketball team, so we’re definitely proud of that. We’re competitive in softball and baseball. We’ve got students who when they graduate here, whatever hobbies or interests they pursue, they’re good at those things because they’ve put in the time for it, and we’ve helped to create the environment where they can be successful.”
How do you do this?
“We understand that the community revolves around the school. There’s kind of a synergy between the school and the community. The school is the community. The community is the school. We have a lot of parents who are very involved. (We have a) 14:1 student-toteacher ratio, and a lot of the families that are here are generational families. We know the fathers, the grandfathers, and the kids, so we’re able to communicate with them.”
Is that community involvement and parental involvement the key to getting kids scoring 32 on their ACT exam?
“I would love to say that it’s all the teachers, and I think that they do an excellent job. But I know that the parents have to do their part as well,
and I think that the relationship that we encourage helps that. I think having a small student-to-teacher ratio is very helpful because there’s a lot of effort that teachers can make to help counsel if kids are having trouble. I can say, from personal experience, I’ve got a senior here this year. She’s in a calculus class with two other people, and there’s a lot of one-on-one involvement right now. There’s a competition between the three to see who can get the highest grade in the classroom because they’re all smart kids. They’re competing against each other, so it’s kind of that healthy rivalry between them, but they also want the other to be successful as well. I think we’ve got a good student body that encourages that sort of behavior as well.”
You’re not from here, right?
“Not originally, no.”
Where are you from?
“I grew up in west Little Rock and went to Joe T. Robinson until I was 14. I then moved to Perryville, which is about 40 miles north, and graduated high school from there. I moved to Conway to go to UCA and have been in Faulkner County ever since. And then I met a girl out here. My wife’s Tarah Peterson. About 25 years ago was the start of becoming involved in this community.”
She’s from here?
Did they welcome the outsider to the community?
“I guess I’ve been here long enough that people don’t really consider me an outsider, but my wife’s family has been in this area for generations. They know her, and I guess by association, they’ve just accepted me to come in. After this year, we’ll have had two children graduate from this school, and I’ve got one more that will graduate in 2029.”
What do you do for a living?
“I am the director of facilities management for the University of Arkansas Cooperative Extension Service. I work out of their state office in Little Rock.”
You manage all of the Extension Service’s facilities?
“We have a state office in Little Rock, which is where most of our employees work, and then we have county offices in every county of the state. My involvement with the county offices generally has to do with materials and resources.”
What does “facilities management” mean for your state office?
“‘Facilities management’ means I’m in charge of the facilities maintenance, grounds maintenance, custodial. I’m in charge of new construction, renovations. I also manage our vehicle fleet, our risk management, our insurance services. I’m involved with shipping
“She is. She graduated here in 1998.” Continued on next page
had – and four of those students scored 32 or higher on their ACT. This year, we’re going to graduate somewhere around 37, and we’re going to have
and receiving at our warehouse. Also campus safety.”
That sounds like good preparation to be a school board member.
“It is. There’s a lot of overlap in the involvement. The things that I do there, it’s helpful to understand how facilities age and what deferred maintenance is, and the needs that the facilities have. It’s helpful to understand state budgeting processes, which is a different funding source, but the state budgeting processes are similar. We have the same auditing. … It’s helpful to understand how a lot of that works.”
What about facilities management do school board members need to better understand?
“I think understanding the cost of a new building, the cost of running a facility, the lifetime of the facility, the soft costs that come along with it, which are usually maintenance costs. Sure, it might be more expensive to install an LED light in this area, but you’re also going to be saving costs over time. You’re not having to pay somebody to replace bulbs or chase issues. Things like that that you’ve got to weigh. I think understanding how the systems work, HVAC systems, electrical systems, it’s helpful. If you’re building a new building and you understand what’s the advantage of having a boiler and a loop, or what’s the advantage of using a split system. Which is the best over time? And then understanding the costs that are going to be associated with maintaining that building, I think that is helpful.”
When should you think about replacing a building?
“I guess you would have to look at what kind of costs you’re putting into it to be able to use the building still. We’ve got on our campus some buildings that are approaching a hundred years old. … You look at those, and you may have some concerns about things, but if it’s still functioning well, there’s no reason to get rid of it. But when year after year, you’re having to sink money into it to repair plumbing issues or roof leaks, at some point you just have to say, we’re either going to have to spend money to
do a complete building renovation, or we just need to look at moving away from this facility to another.
“The one that stands out the most because it’s the one that’s had the fewest renovations and upgrades is our gym (at Enola), and there’s some work that needs to be done to it. There are some opportunities to make some improvements to that building. I don’t think we’re at the point now where we say we need to demolish it and start over, but that’s probably one that we need to really look at and say it needs a little bit more attention from us.”
Is the gym 90 years old?
“Yeah, close to that. I think 1937 is when some of these were built.”
Wow. What’s it like to play basketball in a 1937-era gym?
“There’s not a lot of room off the court where the bleachers start and the court ends. There’s not a lot of room between it. Same way at the end of the court. If you’re running on a breakaway layup, you have to stop yourself against the pad on the end of the wall. But the great thing about those gyms is they have a lot of character to them. They’re obviously very loud because it’s all hard surfaces. It’s all wood surfaces. There’s some work that needs to be done to
“ We’ve got students who when they graduate here, whatever hobbies or interests they pursue, they’re good at those things because they’ve put in the time for it, and we’ve helped to create the environment where they can be successful. ”
update some accessibility there, but I like that gym. It’s got a nice feel to it. Especially for pee-wee games.”
Why did you decide to run for school board?
“A position in my district was available. Honestly, I don’t know that it had really ever been on my radar. I remember a friend of mine called me and said, ‘Hey, did you know that the school board position where you live is going to be available?’ I said no. He said, ‘Would you consider it?’ And I thought, ‘You know, I’ve got three kids that were in the school district. I think I should. I should be invested in what they’re doing.’
“I think that’s probably the way a lot of people start when it goes to school boards. Buddy Puckett, who’s on the ASBA board with me, had a great quote, and it’s one that I would steal if I didn’t know that he was going to be reading this. He said, ‘Oftentimes, you start out because of your kids, and you realize it’s about all the kids.’
“And you do. I mean, when I see the students do things that are great for them, it’s also great for the school. Last year, we have a school of 560, K through 12, that had a graduating class of 55. One of those kids placed seventh nationally in FBLA competition. That’s phenomenal. They’re competing against kids literally from around the world from huge districts, and she placed nationally. I don’t know if you’ve ever been to that FBLA competition, but it’s impressive. There are 15,000 kids from all over the nation, and then from different places around the world, too. They’ll have some kids from Africa and Europe and Asia that are also competing, and out of all those kids, we had one. We had last year a national champion trap shooter for the National High School
Rodeo Association. Top kid in the nation. He’s a national champion from this school with 560 kids. We see these accomplishments. If my kid were the one that did that, I’d probably be more proud, but I’m still extremely proud of what these kids are able to accomplish. Last year, we had an undefeated senior girls basketball team. That doesn’t happen very often. Maybe one school a year in the state will do that, and what was really unique is you had two undefeated teams facing off in the state championship game. And our girls came out on top, and that’s something that doesn’t happen very often. We’re just extremely proud of the things that they do. When stuff like that happens, it really reminds you, it’s about all the kids. It’s not about yours. It’s about everything that they’re doing. We want them all to feel that measure of success in some way.”
You have a really good relationship with ASU-Beebe, right? You do
a concurrent program. Can you talk about that?
“We offer a lot of concurrent programs at ASU-Beebe. A lot of our students that graduate here that are intending to go to college are able to graduate with several hours prior to stepping onto college campus. A lot of our kids graduate, and they are, by their credit hours, college sophomores. They already have the 30 hours required to be considered a sophomore, and they’re able to graduate their colleges in three, three-and-a-half years because of that. We had a student last year who had 45 hours when she graduated. It’s remarkable that they’re able to do that sort of thing.”
What do you see as being the future of the Mt. Vernon-Enola School District?
“Well, we’re hoping to continue to grow. One of the things that we used to say is that we were one of the best-kept secrets, and we’re trying to make sure
it’s not a secret anymore. We’re trying to make sure that this is a great option for kids to come to. We’ve made sure to expand our footprint on social media. That’s how you’re going to reach a lot of people anymore. We keep track of what is getting some traction online. We have had videos that have gotten thousands of views in our district. I don’t know what the population in our district is, but I’m sure that the views that we’ve received exceed what we have in our district in some cases, and so we just try to make sure that we’re doing what we can to gain that exposure outside of the district. It’s an attractive area in a lot of ways. A lot of people are looking for land, and this is a rural area. There’s not a lot of development in some places, so there’s opportunities here, and we hope to continue to grow to continue to offer the classes and the education that we’ve been able to for the last few years.” Editor’s Note: Executive Session is edited for style, length and clarity.
As severe weather events continue to pose a significant threat, many districts are prioritizing storm shelters in their construction plans. These shelters are no longer just concrete structures — they’re versatile spaces that provide both safety and value. Schools are transforming them into gyms, cafeterias, and auditoriums, ensuring year-round use and justifying the investment.
Nabholz has partnered with many districts to build these state-of-the-art shelters, including the hardened shelter at Greene County Tech K-1 Primary. It can accommodate up to 1,000 students and is built to withstand winds of up to 200 mph. Constructed with concrete and steel-enforced walls and ceilings, it ensures maximum protection.
Nabholz can work closely with districts and communities to guide them through various options to make the best decision for their structures, including transforming spaces into multi-purpose facilities and applying for funding. As severe weather threats persist, these resilient, multi-purpose shelters are becoming a standard for schools across the state, offering safety and utility for students and communities.
For more information about Nabholz, visit nabholz.com.
Horatio School District’s administration team members, built on trust and collaboration, partnered with Bailey Education Group’s Sandra Hurst to refine their approach to their high-quality instructional materials. Together, they
identified essential content and conducted districtwide walkthroughs to establish teaching and learning non-negotiables. This strategic approach strengthened instructional practices and improved student achievement. The district earned a financial reward through the Division of Elementary and Secondary Education’s School Recognition Program. The Bailey team offers similar customized support to all of the districts it serves. For more information, go to www.baileyeducationgroup.com or contact Dr. Ivy Pfeffer at 870.378.7098.
WER Architects, in association with Odom Architecture, recently celebrated the opening of the new Monticello High School 52,000-square-foot Billie Arena. The arena, which seats 1,880, contains senior and junior varsity basketball locker rooms, visitor locker rooms and coaches offices, as well as a hospitality suite with a team film room.
WER has worked with school districts across the state to design athletic facilities of all sizes for all needs. The WER team designs high school athletic facilities to collegiate standards, providing these athletes with not only stateof-the-art equipment but also filling the spaces with daylight and graphics.
For more information about WER Architects, go to www.werarch.com.
C.R. Crawford helps Hazen pass millage for facilities
C.R. Crawford Construction helped the Hazen School District pass a millage to fund much-needed facility improve-
ments. The district secured resources to build a new agriculture building, pre-K building, a high school addition, new athletic facilities, and a renovated cafeteria.
“Crawford Construction has been very helpful throughout the process of passing the millage in our district,” said Mason Sickel, Hazen School Board president. “I feel like we have made a good choice with this firm. They have worked hand in hand with our board and the architects. Although we haven’t broken ground yet, we are quite excited about the future!”
For questions about K-12 construction, contact Leigh Ann Showalter at lshowalter@crcrawford.com. For more information about C.R. Crawford, go to www.crcrawford.com.
Maumelle began competing this past fall on its expanded athletic campus that was designed by WDD Architects
The campus includes a collegiate track/soccer infield; 40,000-square-foot indoor facility with lockers/team spaces; and softball/baseball fields with dugouts/bleachers/canopies. The venues follow the campus masterplan and connect to the original 2011 football stadium and fieldhouse.
The final construction utilized a comprehensive master plan for academic expansions, playfields, traffic, parking, utilities and emergency support.
For more information, email Brad Chilcote at bradc@wddarchitects.com or visit www.wddarchitects.com.
The two-story De Queen High School designed by Architecture Plus is embedded into a hillside. The main entry is at the second level, with the majority of the first level below grade and constructed of cast-in-place concrete walls. The building sits between the current high school and competition gym and is the centerpiece on campus.
Multiple design/construction phases were planned for the original high school, which included demolishing the older facilities, extensive interior renovations, and an added outdoor pavilion.
Construction started in late 2018 and was completed in summer 2020 in time for the 2020-21 school year.
For more information about Architecture Plus, Inc.’s K-12 projects, contact Craig Boone at craig@archplusinc.net or go to archplusinc.net.
Construction is progressing on a new 8,500-square-foot cafeteria for the Eureka Springs School District.
Designed by Fayetteville architecture firm Modus Studio, the building will feature dining areas, kitchen, service rooms, office, washroom, dry food storage, restrooms, custodial space, and other essential resources. The design incorporates a 900-square-foot covered outdoor dining area and is strategically located within an underutilized space between the existing middle and elemen-
tary schools. Construction is scheduled to be completed this summer. For more information about Modus Studio, go www.modusstudio.com or call 479.455.5577.
In early January 2025, All-Clean USA was called to Carroll Smith Elementary School in the Osceola School District after a broken sprinkler head in the ceiling caused flooding in the lobby. The lobby and adjacent hallways were coated in water. Technicians extracted the excess water and dried the floors and baseboards with air movers. The ceiling tiles were replaced, the areas where water had reached were cleaned and disinfected, and the concrete in front of the building was power-washed to remove stains. Acting quickly in response to flooding is essential to prevent mold growth and further water damage.
For more information about AllClean USA, call 870.360.3473 or go to allcleanusa.com.
Three Strategos School Protection Specialists (SPS) received the Culture of Excellence in Service Award from North Kansas City Schools for their dedication to student and staff safety.
By fostering secure environments and building strong relationships, they ensure learning flourishes without fear, giving parents, educators, and the community peace of mind. Strategos is proud of its SPS officers in multiple states and school districts and loves to see their hard work and commitment recognized.
For more information about Strategos, contact Steve Anderson, retired superintendent, at sanderson@strategosintl.com or at 501.617.4718.
French Architects designs creative spaces in corridors
Hallways are necessary components, but sometimes they can be nonfunctional and at times small and compact. French Architects enjoys recreating uses from non-used spaces. Hallway designs can open up tight spaces for easier flow and function. The firm designed the pictured hallway for Hot Springs World Class High School to have visibility and more line of sight in lieu of nooks and corners, creating more openness and security.
The use of angles and color can help define the space as well as alter a “static” nook of doorways into openness and wayfinding.
For more information about French Architects, email David French at david@frencharchitects.net, or check out the firm’s Facebook page.
Stephens can assist board members with obtaining their required professional development hours. Arkansas law generally requires that school board members obtain up to six hours of certified professional development on topics related to school operations.
ASBA has deemed Stephens’ financial advisors as certified ASBA trainers who are able to provide up to four hours of school finance training annually towards ASBA’s Boardsmanship Awards Program. Normally held in the evening or on a weekend, this free training workshop will address topics ranging from state and local funding revenue sources to debt financing of capital projects. Stephens believes that this type of workshop can be particularly useful if a board is considering how to finance future capital projects.
To learn more about how Stephens can assist your district, contact Michael McBryde of Stephens Public Finance at 501.377.2641.
Hight Jackson Associates, in collaboration with Milestone Construction, is leading the renovation of Greer Lingle Middle School in Rogers after it was severely damaged by the May 2024 tornado. The school, which serves approximately 700 students, is on track to reopen for the 2025-26 school year.
The 133,234-square-foot renovation includes a 9,550-square-foot storm shelter. A new safe room will serve the expanded fine arts building. Hight Jackson has worked with insurance adjusters, FEMA, contractors, and the school district to address insurance claims and ensure the rebuild’s smooth progression. Mobile units currently house students at New Tech High School.
For more information about Hight Jackson, call 479.464.4965 or go to www.hjarch.com.
For more than 78 years, Baldwin & Shell Construction Company has maintained a prominent position in the construction industry through building relationships. Known for its commitment to excellence, it now offers a comprehensive range of services, including construction, construction management, facilities, and security services.
The recently completed Heber Springs High School secured vestibule, pictured above, is an example of its work.
Customers consistently choose Baldwin & Shell for projects distinguished by quality, timeliness, and fiscal responsibility. The team of experts delivers an unparalleled level of professionalism, integrity, and respect, providing a collaborative approach that meets evolving needs across construction, facilities management, and security solutions.
To learn more information about Baldwin & Shell, go to www.baldwinshell.com.
ARBuy Marketplace’s statewide contracts platform empowers schools and education agencies with informed, efficient, and budget-friendly procurement, benefiting students and staff. ARBuy’s contracts streamline processes, save time, and enhance accountability. Collaboration promotes community and resource sharing, while negotiated prices ensure cost-effectiveness. By joining forces statewide, school districts can secure favorable terms and discounts.
To learn more about improving your district’s procurement approach, go to arbuy.info.
American Fidelity is a service provider for retirement seminars for all ASBA member school districts. Topics include HSA/FSA education, 403b/457, compliance, state health plans and retirement.
Member districts can call 800.688. 4221 to schedule a professional development seminar.
Cromwell did the architecture and engineering design work for the Little Rock School District’s Dr. Marian G. Lacey K-8 Academy, which opened this past fall.
The school supports 1,500 students with 84 classrooms, four maker spaces, a music and art wing, and both a cafetorium and gymnasium capable of supporting the entire school population.
The building has numerous modern features including spaces for group learning, hands-on instruction, a tornado shelter, and a multitude of security enhancements.
Learn more at www.cromwell.com.
TIPS Purchasing Cooperative can help school districts with any purchases they may need. Districts can become a TIPS member today to save time and money in their procurement process. For more information about TIPS’ offerings, contact Stacey McPherson at stacey.mcpherson@tips-usa.com or at 870.565.6178.
Lumatech upgraded the McCrory School District’s football field lighting from old technology high-intensity discharge (HID) lamps and ballast to new LED color-changing technology before football season started. The lights have instant on and off capabilities with strobing and color changing and are maintenance-free for 10 years.
Lumatech also recently installed color-changing lights for the Izard County gym.
The company also recently signed a contract with the Lonoke School District to change its football field to LED technology. That project will provide white strobe lighting that will be maintenance free for 10 years. It will begin at the end of March or beginning of April.
For more information about Lumatech’s offerings, go to www.lumatechservice.com, or contact Chad Thornton at 501.414.2244 or at cthornton@lumatechservice.com.
Continued from page 31
we decided to teach that at school just as much as we decided to teach math and social studies and everything else? It’s got to be important for them.’”
Because curricula were lacking, they developed one themselves. Their first lesson for 14-year-olds about listening was inspired after they saw a Little League father yelling at his son to listen and focus. That skill doesn’t just happen; it must be taught using small pieces of information over time just like math skills must be taught.
The second lesson was on the brain’s prefrontal cortex, which distinguishes between healthy and unhealthy risks and isn’t fully developed until a person is in their 20s. Understanding that reality helped the students appreciate why their parents set curfews for them. Other subjects included conflict resolution, how to think more effectively, and how to work smarter. It became a 12-week class that led to a book and, eventually, their company.
Sweeney said highly effective people know whether they are above or below the line. When they are below, they’re able to bounce back because they are regulating their thinking. They build their day to avoid problems that come when they are below the line, rather than
waiting for the consequences that occur. When she catches herself being sarcastic, it’s an “indicator light” that she’s below the line.
“The most successful adults you know aren’t top 20 all the time,” she said. “They just know the difference between whether they’re operating top 20 or bottom 80, and when they’re bottom 80, they acknowledge it, and they try to make changes. … I think your potential is based on how much you’re operating out of your top 20 angle, and how much you’re limiting the bottom 80.”
Sweeney said people should make decisions from above the line. When they know they are below it, they should reach out to somebody who is above the line for help.
She said life continually sends invitations to go below the line. When she was a teacher, a slouching sophomore could make her feel disrespected. She then would have to make decisions about that student while in that mental state. At lunch, she might complain about the student to her fellow teachers. Then she might take her grumpiness home to her husband.
However, the student’s behavior was only an invitation. Her response was her choice. Invitations will come, but people should choose to stay above the line, despite small annoyances, rather than give their day away.
“We can all stay way more above the line than we had before,” she said.
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