Today is Tuesday, August 12th, 2025. Can we please stand? Stand for the pledge of allegiance. [Music] To the flag of the United States of America and to the republic for which it
stands, one nation under God, indivisible, with liberty and justice for all. >> You may be seated. [Music] >> I got your mic. I'm sorry. Our committee meetings are hereby called to order.
Board members, we'll start with board member Huitt Garcia and we'll go around and everyone introduce yourselves, please. >> Amber Hua Garcia, board member, District 8. >> Joyce Doris Coleman, District 9.
>> Roderick Richmond, interim superintendent. >> Stephanie Love, District 3. Natalie McKenna, District 2. Keith Williams, District 6, retired educator of 57 years in this district.
>> He's like ready. >> Johnson, head of communications. >> Gary Hannah, chief of staff. >> Michelle Stewart, facilities. >> Shante Broadway, chief of student support. >> Alicia Ker, uh, deputy chief of
academics. >> Deborah Stanford, regional superintendent. Terren Britham, regional superintendent, Northwest Region. >> Kimberly Chandler, Northeast Regional Superintendent.
>> Alicia Brooks, regional superintendent, Southwest Region. >> Kevin Malone, operations. Cedric Smith, director operations. >> Amy Maples, curriculum and instruction.
>> Rachel Asen, teaching and learning. Tyling Gordon, executive director of early childhood. >> Richard Boa, IT [Music] Justin Bailey, General Counsel, >> Orlando Parker, Charter Schools.
Bill White, research, evaluation, accountability and data strategy. >> Landa Brooks, human resources. Angela Waw, chief academic officer. Teen Business Operations.
We will begin with our community outreach and engagement committee. >> Hello. Um I'm going to begin with tennis Memphis, Mr. Trip Willis. Come to the microphone and you have his
presentation in the green folder. Yeah. [Music] Uh hello board members. Uh thank you for u having me today. Um I'm here on behalf of Tennis Memphis. We are a notfor-profit
um catering to the uh greater Memphis area. Um, if we could go to the next slide. Um, so our mission at Tennis Memphis is building a better community and enhancing lives through tennis and
education. Um, myself, I am the NJTL manager. Uh, that is the National Junior and Tenn National Junior Tennis and Learning. Uh, founded by Arthur Ash. Um, and education is very important to us at Tennis Memphis, and that's why I'm here
today. Um, but what does our mission really mean? If we could go to the, uh, next slide. So, as a sports-based youth community development organization, um, we strive to serve the health, tennis, and educational needs of the greater Memphis
area. Um and with caring adults who serve as coaches, teachers, mentors, we provide a place of support and belonging at a critical time in a young person's development. Um so based on that, what are the needs of Memphis? This has been
a question I've been um asking myself um since I took the role last year. If we could go to the next slide. So what issues does the Memphis community face? Um, so I started with tennis. Uh, less than 20% of public
middle schools have a tennis team. Less than 30% of public high schools have a tennis team. Um, these numbers all came from um the census. They're not recent. I believe they were 2023. Um, and that
is the um stats. 21% of uh students are overweight or obese. 68% of students uh families are on some kind of financial assistance. 17% of high school students tested at or above the proficient level for reading. 5% tested at or above that
for math uh and so on. So what can Tennis Memphis do to help with these issues? Next slide. So these are USA foundational stats. Uh 48% of players have an A average in
school. More than 70% of players go on to some form of higher education. More than 80% actively volunteer in their community. Less than 7% of players are overweight or obese. Less than 15% of players have ever had any disciplinary action in school. And tennis empowers
players with tools to make physically and psychologically healthy decisions moving forward in their life. Next, so our number one mission is to bring visibility and accessibility to tennis.
um our middle school pathway program uh that you'll find on the very last page on the other side. Um it's our red ball middle school pathway. And then uh we offer additional educational program. Our tennis and tutoring is geared towards middle school students. It's 1
hour uh with a certified teacher who has contact with parents and teachers uh followed by 1 hour of tennis instruction. We also provide a healthy snack during that time. Uh we just got access to IBM skills build uh which is a $160,000
of online IBM classes that are offered from everything from AI to um digital programming and many many other facets. Um which is amazing and we are going to offer that to anyone 13 and up since 13
is the uh age of internet consent in the state of Tennessee. Uh then our NJTL life skills packet. During the summer camps especially, we go over each week a different theme of life skills with social emotional learning. Um everything
from bullying to peer pressure and how to deal with those situations. We also have access to Winward Academy for free through USA and that is a college preparatory uh service. They do ACT SAT training classes, one-on-one tutoring in
some subjects. Um then our partnerships with other organizations, the USA Foundation, the NJTL, uh we partner with Le Moy Owen College, um at uh Belleview Tennis Center, CBU, and the MTA. We have a representative here uh supporting me
tonight as well or this afternoon, excuse me. Um, so the what I'm asking for is to have access for us to provide free programming in middle schools in Memphis starting in the White Haven
neighborhood. I've identified four schools and I've talked to either an athletic director or a somebody in the administration there. Um, but we have problems in the past of getting permission from a school showing up and it not being available that day or
something like that. So, I just wanted to get um permission from the board to go into these schools um at no cost and provide these programs um to the kids during either PE or um recess time.
Thank you. >> Any questions from my board members? I' I'd like to ask, have you >> you did state that you interviewed some in some schools these numbers seem to be way off from the numbers that the district uh
>> present and the state there's certainly not a high school in White Haven whose that data would represent this. So I'm curious as to where you got it from and who what what your purpose is here. >> Um those >> not correct data. >> Yes, sir. Um what which which numbers
are you referring to? >> All of them. >> Okay. Um I got these from the uh state website and I believe the date was 2023 on them. >> 2023. >> Yes sir. I I said that when I was >> two years ago. >> Yes sir. >> So that's not >> that was the most recent I could I could find.
>> Not the most recent date of the state has. >> He said that in his presentation. >> I'm telling you when you don't put stuff that's that old because it's not like you're coming here making a case for what's going on in the school. in tennis is going to change that. I see very little correlation between the game of
tennis and academic achievement. I mean all of it speaks together in in a circle but I do not en like the idea of imputing what is going on in the district as we speak because our data speaks for itself. It is not this data. >> Yes sir. I apologize for that. >> Thank you.
>> Uh thank you for your presentation. What uh I would advise have you spoken to Miss Weaver? >> No sir. Okay, Miss Weaver is the district uhwide athletic director uh for our athletic programming. Uh we have approximately 20 high schools now who
currently participate in tennis. Uh what I would just kind of tell you to do would be to speak to her because what we would like to do is if we have 20 high schools who currently participate in uh tennis, we can support the program by looking at what are those feeder middle
schools to those high schools. So the best place to start is Miss India Weaver. Uh I'll tell her I'll take your information. I'll tell her to reach out to you. Uh you can talk to her about those middle schools. Now what I will
say as a caveat is we can share that you provide this but the interest will have to be generated by you and or the students. So, so I don't want to
misrepresent if we say, "Hey, you can go to this school that students are going to be interested because they may or may not." But we will support you in uh if schools are interested and there's an adult there. Uh what we've got to look
at is is this going to be something that's going to be supported by an adult at the school or is this going to be something supported by you and your organization? And if that's what's going to happen, I don't see Dr. Stevenson, but it would require for us to uh look
at this as what you would call kind of like a a club team. And we would need you to get with our partnerships uh office for you or whomever is going to oversee this to go through the necessary background checks in order for you to provide this as a club team.
Currently, we do not pay what's called a coaching stipen for tennis in middle schools. So, we would have to budget that. But, if you're wanting to do it as a club sport, we can support you in doing it at those middle schools that you can share with Mrs. Weaver. Then,
we'll do an introduction with the athletic director as well as the principal to see if there's an interest in >> Yeah. Yes, sir. Um I am fully funded for the next 2 and 1/2 years and so it would be at no cost. Yes sir. For uh parents
for family engagement for in the between the bells everything for coaches and we're all safe play certified uh and have background checks as well. >> Yes sir. Thank you. So when we conclude here you can speak with Miss Stevenson. She'll get your information and we'll share with Miss Weaver and we'll
coordinate a meeting uh for you to proceed. >> Yes sir. Thank you. >> Superintendent. I have a question for you. Yes, ma'am. >> Um 20 schools, are they spread across the districts? >> I'm sure they are. I'll get a list. Uh
but again, particularly with tennis, >> uh it would be about interest. Uh every school has a coaching stipen for tennis if there's interest across the district. But I'll get the list of 20 schools who
currently have a tennis team. >> Yes, sir. I wanted to Oh, >> yeah. >> Thank you so much for this. Um, this is my father tried to get me into tennis and I wouldn't go back and forth on a commit, but it's a great sport and so I
really appreciate you um doing what you're doing in terms of making sure that this is something that our students will have access to. Yes, ma'am. I think it's it's along the lines of um what I think board member Love and Dr. Richmond
said. I would love to see since we're going into our regions and we have a feeder um we have the feeder pattern strategy is if we could determine whether this is something we could offer and get see if
we have interest across the regions within our fe those uh middle school feeder patterns. So I don't I don't know. I'm just I just want to make sure that we are give we're dealing with equity of access at least offering it. >> Every every high school can field a
tennis team. Okay. >> Last year we had eight male teams and nine female teams. I think it's just generating the interest. I agree with you. Whenever we're trying to generate interest in something, the earlier we start uh the more we'll be able to build
program. And again, that's why we wanted to take the feeder pattern approach. So, what I would like for us to do would be to look at where were those eight boys teams, nine girls teams, and see if we could backmap that to a middle school team, which would then feed into those
school teams. >> So, let me ask a question, a next question. Are you willing to go across the district? Because you seem like you want you were focusing on White Haven. >> Well, um, I have five neighborhoods. I was going to start with White Haven and then expand to Belleview, then Raleigh,
then Frasier where we have tennis centers. >> Um, so the TNT or tennis and tutoring. Um, the in schools would be with a red ball net and decompressed balls. You'd be playing with tiny rackets on a 30 foot 36t court. It would just be the exposure. That's what we want to give. We want we want tennis to be an option,
okay, for kids first. And um then whoever's interested, we would feed in to our um our TNT program in the afternoons and then hopefully they would want to get in our junior development program full-time. And we would scholarship them all at no cost and then summer camps, which we operate 8 8 weeks
a year during the summer from 8:00 a.m. to 12:00 p.m. And then the hope would be that the next following fall, they would feel confident and have the skill set to go out there and compete because unfortunately tennis is a very complicated sport. So when people go out there, they don't have a good experience
the first time and then they quit. So I I was trying to build a pathway where everyone could have success based on your athleticism, whatever it it is. And um we we targeted Elden Ror first because I grew up playing at Elden Ror
in White Haven. Um and um we have a TNT program there already that's successful. And so that was going to be our first spot and then we were going to expand from one neighborhood to another where we have facilities at. We have six facilities across the um greater Memphis area. >> Okay. I was just wondering if you were
open to explor >> Yes, ma'am. We're very open. I'll go wherever I need to go. >> Okay. Thank you. >> Yes, ma'am. Thank you. >> I have a question. I have a question. >> Are you a part of the um community
center? >> We're connected to the community center. Um, unfortunately when they did the remodel, they ran out of money, so the tennis center kind of got left in the dust. >> I know. >> Um, we are we are currently considered unusable. We're not allowed to run power
or water to that building, but the folks at Ed Rice are nice enough to let our kids come in there, use the restroom. We get ice there during the summer. We still operate out of that facility. We're hoping parks and wreck um can find some money to to get that center operational and Wooddale as well.
How many kids do you have in the summertime? >> Um, our summer camp programs, I haven't seen the numbers from this past summer yet, but I can tell you last year we were over 1,200 at all of our facilities combined. >> Thank you. Um, I want to thank you for
the presentation and I um I know very little about tennis except for Serena and S uh her sister, a a great tennis player.
>> Yes, ma'am. Thank you. Thank you very much. Um and we will be recognized at the US Open this year um as one of 10 places to receive that grant I was telling you about that were fully funded. So, if y'all are watching on the 25th, >> anybody. >> Thank you so much.
>> Thank you for the presentation. >> We are moving right along. Everyone should have this print out. um community engagement meeting with the district. Read over it and comment. And
um Roslin is having a meeting with the organizers tomorrow. Read over it. And uh Roslin is having a meeting with the organizers tomorrow. If you want to give your input,
uh Danisha Clark is the point person and this con the email references that we voted during a committee which is not a voting meeting. Can you clarify where the official vote was on moving forward with
a plan developed by an external organization? >> I'm confused. >> That was a typo. We don't vote in a um um a committee meeting. That was a typo.
>> Well, they have a vote count. So, that's extra confusing to me as a dissenting voice on this. So, so we're doing this. There's no vote. >> Yeah, we are doing this if you want to
participate or not. Um there is a typo. We haven't had a vote because there isn't a vote in committee meeting and I will clarify that in my email. Does the district so if we don't engage
in this there will be no formal community engagement plan from the district communications team or family engagement team like is this is this the is the official structure? So I think board member Hu Garcia I
think that there is no um either or it can be both and this is something that we have agreed most of us have agreed to do in conjunction with community and so we want to do this with them and as opposed to just creating something and
and doing it and inviting them to it. So I think um we still have the opportunity to do district completely district planned community engagement sessions. So I think this is just these are two different things in two different ways.
Okay, we're using agreement again and there's been no vote, but okay, >> I will clarify that in an email uh today because there is no vote taken on committee meetings.
Any more questions? This committee meeting is adjourned. We'll move right on to policy, governance, and legislation committee meeting. Thank you, Chair Coleman. Does anyone have anything to add to the
agenda? All right. I think what we will do is begin the governance up update. If you all recall, we asked um we agreed to do governance training. And so the first
part of our grow governance training will be board relations, which we will be doing on Friday in Nashville with TSBA. The second part of this was to engage in governance training to um be trained on some to help us with a
governance plan but and also to help us with beginning to look at our vision, mission and goals as we proceed um into the next 3 to 5 years given that destination 2025 is here and about to be
fleeting and gone. So what we did is we requested information. We put out a RFI and we c we got information um back from I believe it's four organizations four organizations. But if
you recall during our February retreat meeting, we also got some information from Council for Great City Schools and also from um schoolboard partners. So, what I asked for our board office to do is to give us copies of those um
proposals for you to take a look at. And what I asked them to do is I went through them. There were some of them were like a 100 page and I tried to just get the um the cover letter and then the scope of work so you all could see what they were they were um going to they are
proposing to do. If you would do um if you would take a look through this and I would like to be able to put on board work session for discussion which ones we would like to go with um and discuss whichever ones you want to. There are
one there six of them so that we can then proceed to vote on the particular um organization or consultant that will help us with our governance and we can um begin that work. Does anybody have
any suggestions, revisions as we move forward with this? >> Just just to clarify, uh during our work session, we want to agree on a single proposal to discuss. So, should we email you feedback prior
to that or we want to discuss all of them? >> No, I think yeah, I don't need the feedback. I think we should discuss that at the board work session. But we're you don't want a consensus on which one goes on the work session agenda. We're going to talk about all of them. >> Okay. >> Is that is if
>> that's what you all want to do. >> No, that was my I'm clarifying. >> Yeah. Yeah. I am um because that is agreeing to something. I want us to talk about it in public and I don't know why. I want people to be able to say why they want this one or don't they want this
one. >> I agree. That's why I thought I'm >> Yeah. I don't want I'm not asking for feedback before the board work session. I think it's during the board work session where we do the feedback. What I am asking for people to do is to read it, read all of the proposals so you can make um your informed decisions about
why you want to go with a particular one. >> Yep. Thank you. >> Okay. No, no, >> no. We now have um board policies. I think that's next. Fine. >> Yep. Policy update.
Miss Stewart. >> Thank you. If if it's okay with you, Superintendent Richmond, I would like to introduce the board to Alicia Green. She's returning to the district and to our Department of the Policy Advisor.
[Applause] And for those of you on the board who do not remember Alicia Green, she was in the office before I became a policy advisor and she is a superstar. So I'm
so happy to have her back. >> So you will be seeing her at the podium more than me. [Applause] All right. So we have several policies tonight. Um but it should be a easy
lift. The first policy is number 100009 um non-discrimination statements and it begins on red page number one if anyone's controlling. Thank you. Um it's a general we're just providing general cleanup language to align with
applicable federal and state requirements that prohibit discrimination. Recently the Tennessee General Assembly um enacted a law that states that we cannot discriminate on any basis. While you know that federal law specifies that
we cannot discriminate based on race, color, religion, sex, national origin, disability, age, and genetic information. So that language is included in the draft. We've also included language regarding the prohibition against retaliation and
coercion as outlined in federal law. On red page two, we are proposing additional language to better align our policy with Title N requirements by prohibiting all forms of sexual harassment, sexual assault, and sexbased
discrimination in our educational programs and activities. This applies to all of us students as well as employees. Additionally, we have included the name of our Title 9 coordinator. This again is required by law as well as the list
of the coordinators um responsibilities and duties. On red page three, we're proposing to include language again that's aligned with federal requirements to to disseminate this policy each year to school employees, students, and
parents and guardians. Again, that's on red page three of the document. And we're also including language to require that a notice of non-discrimination be published at all of our schools. And if you scroll down to red page five of the
document, you will find that the contact information for reporting violations to the US Department of Education is also provided and a link is provided as well. Any questions?
>> How will this um information be um assiminated to the district employees? So the policy once it's approved by the board, we will as normal post it online. We will send out the links and the
information to the senior leaders and the superintendent and then from that level it will be disseminated down to the principles and the information will also be included um in the Monday memo.
>> What changed from the old policy to the new policy? That's um um state law >> that's based on state law. >> Yeah. Yeah.
>> So the language that's on red page one that says that we will not discriminate on any basis. That's state law. Everything else that you see that's in red and strike through is based on federal requirements.
>> Um I have another question. Do we still have the whistleblowers hotline? >> We do. >> Yes, ma'am. >> And that is being spearheaded by what department? >> I will have to defer. >> Internal audit. >> Internal.
>> Thank you. Thank you. >> Any other questions? >> How many students are you currently serving in this program? >> I'm sorry, I didn't hear. >> How many students do you currently service? How many students do we service >> in this program?
>> The special needs students. How many students are coming under this category as we speak? >> So this is a non-discrimination >> statement and I don't that should be for all of our students, all of our employees. >> You said something about parents having
access to making complaints or whatever it somewhere in here. So what >> how many how many complaints have we received? >> No, no. How many students are we serving in this capacity doing these things and how many are we not serving? Who who
would be there if we know that? >> Superintendent. >> Yes. Uh board member board member Williams to answer the question. All of the students fall under the nondiscriminatory uh federal policy. In regards to our
students with disabilities, we have approximately 17,000 six approximately 16 17,000 students with disabilities. >> And those students with those disabilities come with money, right? I mean, there's a fund that >> IDA. Yes, sir.
>> That takes How much is that? >> Is it still approximately 90 >> 34 million? Do we have employees in those areas that service students and is it staffed to that degree today? The current students that we have who have these needs, are they being serviced by
the district and by how many employees? >> Board member Williams, we do have uh teachers in our classes. However, we do have vacancies as well. So, but we do cover our special ed classrooms. I guess my question is how much of much of it is
outsourced? >> We don't outsource our speed teachers. We do outsource or we have contracts for OT, PT, speech and those are the contracts that we brought back I think earlier in the summer uh to get started
for the year. So we do have OTP speech uh am I missing one Dr. Ducket? >> Oh and sign language interpreters. Is there a difference, a huge difference in the disparity of the salary between those who work for the district and
those who are outsourced who do the same work? >> We can let me get you that information um board member Williams because I want to be exact on how much we pay the contractors compared to how much we pay people inside the district. >> Thank you. The reason I ask is because I've gotten several complaints from
people who work for the district who make substantially that they say less than those who are from outside sources who do the same work or similar work with these students who are funded by this uh grant. I'm proposing. I just wanted to make sure that
everything is level and fair. So, if you if I may, I think we had a conversation about this when we had those contracts that came before us, board member Williams, and we did ask them to try to look at that and that's about a sustainability issue. I know that we
talked about how if we bring them on as as um permanent employees as opposed to contracts. So, I believe they are working on that. Correct, Dr. Richmond? >> Okay. Thanks. Does that answer your question? >> Some of it. >> Some of it. Okay. They they'll get back to us.
Okay. Any more questions? Oh, there we go. >> Is the Lexia included in this policy? >> Is the >> Is the Lexia included in this policy? >> So, the policy that we're looking at is
just discrimination and that >> I think you may be on the next policy. We're on policy number one. beeping ahead. >> Okay. So, if there are no additional questions on that particular policy, we
can move to policy number 50002 on red page three and it's program for students with disabilities under IDA. Um, if you look at this particular draft, the definition of child with disabilities now align with applicable
state and federal law. The Individuals with Disability Education Act or IDA um also has what's called a least restrictive environment principle and that means that students with disabilities should be taught with their non-disabled peers as much as possible.
And we've included language around what's called again the least restrictive environment or LR on page seven to align with the IDA. Any questions? Now my question is the Lexia included in
this policy. I will defer to the superintendent or Dr. Whitaw. >> Thank you. Great question. I just leaned over to make sure that I talked to um the executive director so make sure we're on the same page. Yes. If a child
has been identified based on IDA with a disability of dyslexia, then they are covered. >> Um, thank you. >> Okay. All right. Keep going. Any more? Well,
let me first. Any more questions on this particular policy? All right. >> Okay. The next item is policy number 5019, early transition to college program. And that's on red, page 10 of your document. We are requesting that um
you repeal this particular policy because it's no longer an offered program by the state. The next item is 6019, student rights and due process, and that begins on red page 13. We're also requesting um to
repeal this policy. The language is actually duplicated in two of our other policies and that's um policy number 6026 appeals related to student discipline as well as policy number 6022
our student conduct policy. >> Any questions? All right. Thanks. Oh, I think you have one. >> How will this be communicated to the parents? Um, the reason I asked because um it's
because we didn't have a student handbook last year. And superintendent, >> we will have a student handbook this year. Uh, I think we sent it out. Uh, we've already sent it out electronically
and Dr. Malone and Mr. Smith I think have gotten with printing and we're printing. Am I correct, Mr. Smith? quote trying to do English. So to answer your question, I've asked
the team first of all, we've sent an electronic version to all other schools. >> We we're also looking at ways that parents can access it via uh a hyperlink, but we also want to provide hard copies in our schools. So we will
have communicated several >> several way. Well, we could look at also some type of app or again a link >> that uh we can share and parents can access it on their phone, but we also would like for each student to have a hard copy as well.
>> Thank you. Um I forgot my daughter graduated last year. That's why I haven't seen it in my email. >> Thank you. Any other questions? All right. Thank you. >> Okay. My last item is policy number
6043, healthc care management, beginning on red, page 14, proposed revisions again align with applicable state or federal laws or other state or federal guidance. And just to briefly mention some key points, any health care
procedure that a student cannot perform on their own must be done by a licensed health care professional. That aligns again with the state. Um the health care professional can only perform a procedure in a school if they have have both a physician's order and a written
parental authorization that aligns with the state. the written parental authorization must be kept in the students um school records for any health services provided by the district. Informed written consent from a parent is required. However, in an
emergency or for minor injuries, the law now allows um district staff to provide initial first aid to the student. That aligns with new state law. We've also aligned our definitions with state law.
Moving down to um red page 18, we are aligning training requirements for concussions with applicable state guidance. On red page 19, if a student has an accident that results in a significant injury um such as like a
broken limb or some type of severe head trauma, then those particular incidents have to be reported to the superintendent or the superintendent's designate. And I believe in this case it would be reported to the superintendent and risk management. The remainder of
the draft simply again aligns with applicable state um law or other guidance for individual health care plans administration or assistance with administration of medications as well as students with diabetes, pancreatic
insufficiency and adrenal insufficiency. Any questions? >> Go ahead. The questions on the first um uh revision requires healthc care procedures that a student cannot perform
themselves to be carried out by a licensed health care professional. What is the do we have what what's the process if a school does not have a licensed medical professional on staff full-time and we have somebody who has chronic medical
needs. What is the How are we remedying that? What is the penalty for violating a policy like that? How are we safeguarding that students have this? >> Whoever may >> I think that's probably a question for
Dr. Richmond. >> Dr. Dr. Rich, can I ask board member Amber, can you repeat your exact question? I was listening, so I wanted to just make sure. So the it requires health care procedures that a student cannot perform themselves to be carried out by a licensed health care
professional. What do we do in school situations where there is not a licensed health care professional to assist the student? >> So definitely we have our nurses on staff but also we provide training uh to a group of people each year around first
aid around CPR. So those individuals are trained at the site. So is that does that meet the definition of licensed? I read licensed as like a a nurse practitioner or you know some like a formal medical training versus a
certificate of >> what if somebody is I I >> they can't administer insulin. If I can interject, I'm thinking this is more specific to um maybe a child with a trait or some type of medical condition,
not an injury that you know you bring up, but for >> I understand that to be the case too. >> So, so thank you. So, if it is a medical condition and it is listed in the child's IEP, we provide nursing services. So if a student has a tra uh
if a student need has a feeding tube if students have to receive any type of medical procedure we actually have nurses who are assigned to those students. >> So we feel confident that we have licensed medical professionals for students that that it fitting that
description. >> We are confident that we have provided uh based on IEPs based on what students need. We have definitely tried to make sure that our uh nurses are trained and on deck. >> Okay. Thank you. >> And most of our nurses to that impact
would be at shrine and then we do have nurses I mean uh students throughout the district and and I think too board member Garcia if I'm looking at this right the district retains the discretion to reject a request for administration of medicine. So if it becomes something that we can't handle then that's something that I think the
district would make sure clear of. >> Okay. Thank you. Are there any other questions around this particular one? >> Okay. Thank you. >> Thank you. >> Are you done? >> I'm done. >> What? No. One more. >> One more. >> Okay. >> So, um well, maybe I don't know if we
need you up here for this, but if you all recall at our last board meeting, I did ask that we look at schoolboard meetings again um during since we were on the first reading for that to look at it again during board committees. And so I wanted to bring to our attention.
Do we have any of those? Do we have is it attached here or is it not? It's not. >> So I happen to have the old one. Let me try to explain the best that I can. The law changed what last year to reflect that
we have 48 hours. We have to post. >> I think it was in 2023 or 24, >> right? We have to post within 48 hours. So in our board meetings um policy we have a process for posting for our board
work session documents and we have a process for posting for our board meeting documents. Currently, we put in there that they shall be posted 5 days in advance of the meeting. And I think historically the reason why we did that
is to ensure that one when it we give us as board members enough time to review the documents and two that when we get anything we're going to take action on that we are also um posting it for the public to see as well so that we can get
any input feedback or otherwise. I wanted to ask the board to consider thinking about keeping what we have and merely putting in a asterisk that the law requires at a minimum of 48 hours understanding that
at some point in time there may be situations where we won't get things up for whatever reason. But I think we have historically done a really good job of keeping people informed about what we're doing by doing that 5 days in advance. So, I wanted to bring this back to the
board and um otherwise we will be um posting two days in advance. Is that right? Before the meeting. So, that would be >> 48 hours. >> 48 hours. So, that' be Sunday. >> That would be Sunday that we'd be posting our board agendas with documents. So, anyone um please
>> it's it's currently I think five days before I'm sorry. I think five days before a work session is appropriate because those are those are the you know the core documents we're going to be discussing. Are we concerned 5 days in advance of a business meeting that we
would be able to have revised documents based on that discussion for a vote uh when those are often only a week apart. >> I mean I guess for the whole board. I mean, I do agree with the spirit, though, and I like the idea that we we
state the minimum with the um as much time for the public to be informed and for board members to be informed as well. But I think are we are we concerned about >> we don't post on Sundays. We normally post our agenda on Thursday,
>> right? But with the current law, it would say that we have to have them we can't have it any le we have to have it by 48 hours in advance which would be a sun a Sunday for us. >> We we we cool with either Thursday or Friday. We don't ask them post an
agenda. So >> no, I understand that. That's what the policy says now. >> It says at least 48. So they could still post on a on a Friday be within that time frame. We normally do it Thursday afternoon. If something happens and we're late, we do it before
12 on Friday. >> Okay. And so my question to us is that currently in the policy it says shall we shall have it 5 days in advance? And I'm asking, do we want to keep it that way? All right. So, I think what I'm hearing
is we want to keep it May may I make a suggestion and and put it on the table that we keep it the way it is, but we put notate that we do have the the law allows us to do it within 48 hours. We have it. That's that's a minimum,
>> right? >> That's correct. >> Okay. So, All right. Do I hear any objection to that? Do we have any more discussion around that? >> Yeah, we're just dropping it in there to say that we we recognize what the law
says and we'll follow it. >> Okay. All right. >> All right. >> So, when we bring um the school board meetings policy back before the board for second reading, it will have that revision. >> Okay. Thank you. >> Thank you. >> Y
my Okay. Leave it on there. I do. Let's see. I think policy update was it. Um I think that is it. Anybody have anything else? Oh, I do have one other thing. Um last
board um committee meeting too we've um talked about business systems review and I would like um considering that we are getting ready to start on our governance training and one of the requirements for the business systems review is that we
have that governance training prior to um I'd like to um and we have to have a calendar of the systems that we're going to review for the next year done by December. I wanted to bring that to everyone's attention. I have asked I'
I've asked um Miss Stewart if you would um send everybody that particular policy so that we're clear on how we're going to move forward. And again, I wanted to make sure because part of that process is that we have that training, then we
get together and we talk about what systems we're going to review. we calendar it and then there's some very specific requirements for the superintendent in that. Yes, ma'am. >> Uh today we in audit budget and finance we will be presenting the budget calendar which has each system business
system review by uh focus area calendared so for the board to review today. >> Okay, thank you. Thank you for responding to that. Thank you. >> And Commissioner McKini, there are co copies in front of you for the board. >> Oh, where I'm sorry we got so many
pieces. Look at your papers all in front of you. And >> I think they're just in front of you. >> Oh, just in front of me. If not, we will email. >> Yeah, I don't have it. >> Well, that to to soothe my fellow board member souls, you will not get another
piece of paper. They'll send it to you in the email. All right. All right. So without further ado, if there's no further business, this meeting is adjourned. Thank you. >> We'll move right on. Audit, budget, finance committee.
>> Thank you, chair. Uh call to order the audit, budget, finance committee meeting. Um I do have one item to remove in our discussion items. I'm going to take uh item 2.01, literacy mids south, off. We are going to be talking about the strategic partners and literacy plan
which will will include generally tutoring. So we're going to include that as part of the discussion. So I'm going to remove that item. Are there any additions uh or add-ons from our from my colleagues? Okay. Uh we do have a FY26
uh budget amendment that Chief Langston will present and then the budget timeline. So just mentioned um our policy does have special requirements around this committee and the number of times that we meet. We are we are exceeding the minimum number. Um but we are also we've also calendar out
community meetings. So our members of the public do not get save the dates two weeks before um we hold a meeting. Um but we want your feedback. We want to make sure that uh these dates work for you too. But uh I'll this district
priorities are connected to our budget amendment or is this a separate item? Chief Langston. So, this presentation today is a more robust conversation of where we are financially that leads into the budget amendment um and also then leads into
the budget calendar. >> Okay. All right. I'm going to hand it over to you. >> Yes, ma'am. I appreciate it. All right. Board. So, board members, you've asked for a um robust discussion around um the budget and getting it earlier. So, uh,
we wanted to bring this today. So, first starting with district priorities, but board members, if you'll remember, our district priorities now have been set for last year. And there's a couple things, and we'll dive deeper when we look into the budget calendar, but I want to um point us to the district
priorities policy. We have to adopt district priorities by October. However, we're starting this process in August. And then when we talk about the budget calendar, you'll see we'll start much earlier. So, um I believe a retreat is set this um month um to talk about and
align us to strategic priorities. Board members, if you adopt the strategic priorities, whether it be in August or September, it'll get us um on schedule to start talking about uh business system review. So, I wanted to give you a little homework just like because you
always give us homework. Um so this month in August so I want to uh set the stage for August. August the 31st is when we close our books for prior year. So by TCA code our books for the year fiscal year 25 have to be
closed by August 31st. And then we we hand over what's called a tri balance to the auditors before they start. Um but before we close the books we have an opportunity to do fund balance assignments. And I'll get into some numbers and talk about what we do with fund balance assignment wise. But for
this the purposes of this amendment, um this amendment authorizes a net increase of 66,430,39. Um for the general fund, capital improvement fund, federal funds, and the like. First, I'll start with the general fund. Um the general fund is increasing
by 72,714,462. Before you jump out of your seats, I'll go into more details of why it's $72 million. Um um but primarily it's for plan use of fund balance if you agree is for um comprehensive coordinated early
intervening services for CCIS. Um onetime teacher bonuses. We're amending the budget for some tweaks to get us to 70 a little over $72 million for the general fund. Then our capital improvement funds. You'll often see us chewing up this fund. Just for context,
the capital improvement fund. Um, we essentially just align this fund to that of what the county commission gives us. So, by the time we adopt our budget and they still haven't adopted their budget, we don't know at that time one where we are in that spending for the capital
improvement fund and we don't know what they will give us. So, we're estimating the budget at the time of adoption and then you see us showing it up here. We're decreasing the capital improvement fund by $14,986,261 for again two reasons. One, the primary
reason is that we've spent more funding than even we estimated and we're tring up to what the county actually gave us for the capital improvement fund. Then I go to our nonfederal special revenue fund. That's our fund 8. Um we are
increasing it by $8,72,18. There's two primary reason. One, we get a state school improvement grant is kin to our priority school grants, but it's money that comes directly from the state to um do school to to do our some of our schools that's in a priority status. And
then next we're are chewing up to our public schools security grant. Um it's about one look closer to $2 million. It's 1,997,14. we have until um the end of October to respend the remaining of the public
school security grant. So board members, um one of the things that we include as a part of the budget amendment, um I wanted to be transparent in case you never get back into the final processes of the uh budget amendment, but one of the things about policy we have to do is uh bring you any
new u positions that's added outside of the budget. So these are the positions that are being added to this amendment. The majority of it you'll see is for CCIS. That's just a state mandate that we have to do. It's a separate part of funding that starts in the general fund,
but eventually it'll go over to IDA that we discussed earlier. Um we have a couple executive assistants that we've added for our regional superintendent. We'll talk about SPL in a moment, but we have a split project, a manager funded position for SPL. And then the last two
things you see, um you remember we got about $300,000 from the city of Memphis to do um um some homeless uh work. And what they uh what you see us doing is adding some part-time positions to be able to carry out their work.
So that brings us to now uh when we adopted the budget, we was right at two uh billion dollars. So essentially that gets us to over $2 billion for this budget amendment. Um, again, I'll go in more detail in the next slides. Um, I will, um, tell you that right now this
$2 billion. What it doesn't consider right now is removing the $25 million for Head Start. And the reason why it's $25 million is because it's a net. We got $4.9 million to transition Head Start from the months of July through
the end of August 31st. $4.9 million. In totality, that grant was 29 close to $30 million. So, um, since we're still in the, um, closing out the grant, you still see it reflected here. The next budget amendment you'll see is us removing that grant. Now that we know
that we didn't get it, if that makes sense. I'll pause and take any questions related to this before I go into fund balance assignment. You mentioned in the last uh meeting that we were adding some positions um
sort of balance out the reduce the impact of Head Start um seats and we had to add assistant and we were spending about 3.3 million. Is that reflected in this now or will that also be in the next budget amendment? >> Yes ma'am. It's actually reflect
reflected down, but it'll you'll see us net it down in the next budget amendment. So, um it came out to be roughly about $2.9 million. So, again, what board member Garcia Hero Garcia is asking is that um we had roughly we have
94 VPK state funded classrooms that what we've been doing in the past is um blending Head Start with VPK. So, what that means is that VPK has been funding the teacher positions for our VPK classrooms and Head Start have been
funding the um ED assistant positions. So, now we need 87 positions to continue our VPK grant. So, the general fund is now taking on um those ED assistant positions so we can continue to be compliant with running the VPK grant.
>> Thank you. I have a question uh along the same lines as um uh Amber Commissioner Garcia. Um I want a list of the and um
the jobs you kept and eliminated. Um >> particularly for Head Start. Yes, ma'am. >> Yeah. Yeah. because I've been hearing rumors that um there was a job fair at the
Bayer building and then it was cancelled. >> You said it was cancelled. >> Yeah. >> Um the director Gordon would have to answer that. I'm pretty sure that it went on though. Um um good evening uh board commissioners
and superintendent uh Richmond. No ma'am we had the job fair on Friday and we had special ed pls nutritional services. So it was several departments that was there uh and we're working very closely with HR to direct place people in the
special education assistance positions, the specialized educational assistants and we've been working and direct placing teachers and teacher assistants across the vacancies within the schools. >> Was there a place for prek employees
only? So, um, working with, uh, Chief Langston and the finance team, we just got the finalized, uh, approved positions that we were keeping because we had to go through and see what was essential for us to maintain the department. Now that we have that list,
we reconciled it on yesterday. We're now waiting for the PCN's. As soon as we receive those PCNs, we will then post. We were going to do an internal posting, which means that only the early childhood employees that will be impacted will be able to apply for those
jobs. And hopefully we should get that done uh before the end of the week. >> Um, next question. How many jobs are you looking to keep? >> It's a total around 54 positions that we
were approved to keep. So what we did was looked at our general fund, our first aid, our VPK and we looked at what do we need to maintain and so we gave we eliminated and we kept just based upon
program services and we were trying to level set and still maintain all that we did under Head Start programmatically and so that teachers and and the parents shouldn't receive see a difference in what our program offerings will be. Um,
last question is behavior specialist on the list. >> We kept the health service advisor position which the behavior specialist and the health service advisor worked in tandem. I did send Chief Langston an email to negotiate to for one of those
positions. >> Um, I have a follow-up question. Why one of them? Well, right now, like Chief Langston said, we have a deficit. So, we were able to look at some of the positions that from the fiscal team that we did
not need and hopefully we'll be able to keep at least one because we will have the education team and then now with the district pushing in and allowing the K12 team to support the academic coordinators, the behavior specialists
that are in school will now service prek through 12 and just instead of leaving it to the c to the early childhood department. Thank you. >> So board member a little if I can ask some more a little more context to that as well. So what we did with the Head
Start employees first I just got to say and I said it on the call to the the Head Start department and I want to speak for Dr. Richmond. I think he said it too. First of all, they put us in a bad spot to tell us so late to be able to inform these employees.
But immediately when we knew which I believe was either the 22nd of July or the 29th we Dr. Richmond sent us quickly into action into kind of supporting these employees. So um I I feel strongly that we did everything that we could to
keep every employee that we can to do the essential functions of being able to keep early childhood running. Um that's an option. We also were able to transfer some employees into vacant positions that we had, even some teaching positions that we had. And then the final thing is that if for any reason
any employees um did not could not stay on with the district, Porter Leaf is still running the same um program that we're running. So they're doing job fairs as well. Um and we do have again until the end of August to kind of pay
these employees and keep them on. And one of the things that um I've uh talked to legal about and we'll be asking the um Head Start office about is that even extending it past August 31st because to me again that's even a quick window when
we were just notified July 22nd 29th to be able to tell employees um cuz we got $4.9 million um had we known that $4.9 million for transition instead of um an um interim period we wouldn't have been
able to set a budget that is different. Um, it's a difference when you talk about transition versus ending a a grant. So, I did want to put that on record. >> Thank you. I have a question about the capital improvement fund. Um, I know
that it is decreasing by 14.9 million because of the we didn't get the anticipated dollars from the county. So what does that impact in terms of our capital improvements? >> Uh great great question. So um for us
what that means is that um we'll have to determine um how we fund um a lot of our life safety projects which you'll see in a minute. Uh I'll go through kind of a fund balance assignment recommendation that we have that to kind of talk about some of those uh items. We did get about
$5 million um a little over $5 million from the county and what we have done with those $5 million is look at some of those life safety um events. I will be I will say um Michelle and I, Miss Stewart and I have been working closely to um
determine whether or not we wanted to do fund balance around a lot of the projects we have. And what I alluded to Dr. Richmond is that right now we have about 50 to 60 projects that we have working at the moment. that's uh that's kind kind of robust when you think about
ESER as well as some of the general fund projects that we're rolling over. So, we're in a good spot as we lead into tomorrow's conversation around facilities and what it looks like moving forward as a district and how we use funding to support facilities. >> Thank you.
>> Well, one other question. Are we going to do those life safety things? Are we going to figure out how to do do those? Uh, board member McKenna, thank you for your question, but I I will say I think tomorrow for the facilities ad
hoc uh committee meeting as we move forward with facilities, I think that's important. Uh but I had a meeting today where um with some business partners and we'll be looking at some other things where uh we're looking at uh asking our
business community as well as other businesses to help us with somewhat of a capital improvement campaign. Uh so so we are uh the team and I are working with some people to do that. So as we move forward with the facilities ad hoc
committee, as we move forward with rightsiz in our district, uh I think we have some things working uh toward some of these things that we know uh will be reoccurring uh but that we need to be more strategic in addressing
particularly if we're going to rightsize uh our district or repurpose uh some buildings and or take some buildings off of our our books. So we need to be looking at all of these things comprehensively. But but I appreciate the question. >> Yeah, I appreciate that that you are
thinking innovatively about how we can how we can strategize and capitalize on some of our business partners. So a private public partnership in terms of our buildings as we continue to push on our county commission to do what they're supposed to do in terms of our buildings
and getting our students into 21st century buildings. Thank you. I have a quick question. The budget amendment positions, have you gotten all these positions filled? And are any of these from the prek department?
>> No, ma'am. I we're bringing them for your approval. Most of those are from for grant funded positions. Uh with your approval, then we'll start posting most of these positions and begin to fill them. So any So one of the things we did with
our prek team, the first thing I did um was ask our HR team to match uh the credentials of every prek employee that we have in the district to see what they were either licensed with their resumes, their credentials to be able to see
first any vacant positions that we have in the district that align aligns to their certification resume so on and so forth. The first thing we wanted to do again what I alluded to is looking at the larger buckets. First we looked at the ed assistance. We looked at the childcare educators to be able to do to
give them first right of refuses. That's the very first thing we did even before we had a job fair. The job fair was just for any lingering employees who may not had a true match to what we had open to allow them some opportunities. Again, the last option
that we gave them is that Porter Le had a uh job fair. So, um, again, I feel real strong that we explored every option that we could with our prek employees to be able to give them options around staying with the district. >> I have two questions to ask of you,
Tito. Do are the teachers will they can they still expect to get this money July 1, uh, whatever they've been getting from the state? >> You're talking about the teacher bonus? >> Yes, >> they've already received it. >> They have received it. >> Absolutely. Yes, sir. >> Very good. How many vacancies do we have
in the district as we speak? about you may not know. >> Yeah, I'm I'm not going to ask you. >> The uh final thing then when we get money from the city and from the county that comes whenever they send it, we don't have really a chance to use it. We
then have to find other ways to use that money to pay those things when we don't get reimbursed from them. We have to go back and redo our own budget. for example, with the city of Memphis gave us the million dollars. It came so late, the program was over. So that now you have to use it in a way. How do you
manage all of that? So this we're on a perfect slide. So this slide kind of outlines kind of where our funding comes in for. So um as a district we run I don't think a lot of people understand uh the heavy operations that we run as a
district. This this $2 billion is is gone quickly. And one of the things I like to outline is that we have what's called fixed and mandated cost. Uh, as you can see, the majority of our $2 billion goes straight to the classroom for instruction. So, um, when we do the budget, the first thing we want to
consider is paying for the things that we know we absolutely have to pay for, no matter where the funding comes from. So, then we go back and look at the things um, that is then good to have that can support student achievement. So, we don't necessarily align
any funding source to exactly um anything in particular unless a grant said that we needed to do so. We take the full bucket of money and then determine what the district needs are and do it as such. >> Can you speak to or anyone what are the
number of vacancies we have as we speak in classrooms? So this is estimated board member Williams from from the last I saw if it was around 275 uh 260 but again I always want to give the caveat. Let me give you this caveat.
I know we've been talking about it for a while. As a district we have roughly about 260 270 uh vacant positions. Um the the easy and I was explaining this to somebody today. I'll give you easy math. I have a first grader in her
class. um she has 20 students in her class because as a district we've said that the staffing ratio for a first grader is 20 students. However, the state only pays us for 25 students. So we can for lack of better words cram 25
first graders in a class but it wouldn't be as effective of a teaching model because you'll have one teacher and assistant to 25 students. If we went to the states 25 teacher ratio and just I'm only sticking with first grade we probably not
probably we wouldn't have any vacancies. So I always want to give that context and caveat to the re one of the main reason why we have vacancies is because we have a richer staffing formula than that that of the state. We pay in and upwards of over $350 million more than
the state gives us for this their staffing formula. I just want to get it context. >> So to the what happens when we start school next week or the week after next and we this classrooms are not filled. >> So great question Mr. Wman. So there's a couple there's a couple things that
happen. So one um we're we're trying to give a live body to every student. The first thing that's not considered it's a vacancy is that we don't count is we have a robust sub list. We have upwards of a thousand people who can sub. Uh
roughly 450 of those are certified subs who are teachers who have retired and come back and serve as long-term subs for us. So we don't count those numbers in our vacancies, but we do um have sub coverage as well to do u vacancies. And
then on top of that, what we ask of all of our principles and our educators that's in the school is to begin to combine classes when needed. So I think um um where's DM at? The news may be here. I want to talk about how we we
don't just allow 275 vacancies to stop us. We are those regional superintendents over there. They work hard with the instructional leadership coaches and the principles to ensure that every student is has a educator in the classroom. So while we have roughly
275 vacancies, we do have a plan to support those students in the classroom. I have a question. >> Oh, go ahead. Go. I have one. >> Yeah. Um, the first question is um
um public school security grant. What are we going to do with the extra money? >> So, it's >> I don't need to know it now, but I do need to know it when I vote. >> Yeah. But but I can tell you now if you want to know >> quickly.
>> So essentially uh we're doing a number of things but the primary thing is that we're showing up our safety. So using that grant what we're doing is buying a lot of security cameras. So remember we're outfitting our we talk about the real time safety center. We're outfitting our schools to have updated
cameras so they can u glean into the real-time safety center. >> What are you doing for the kids? So directly for the kids, well you seen we've over the couple over the last couple months, you've seen us bring um um contracts related to how we support
kids, what is for um the um the liaons for probation um where we have done last month we just did um gang intervention and things of that nature. We're still doing those things and the like, but this public safety money is one time
non-recurring money. So, we're looking at doing a lot of upgrades. So, we're it's not a recurring cost. >> Uh, the next question is I'm going to ask the superintendent to go back and talk to Tito and Davelin. We need
behavior specialists. Um those co babies are ba um uh >> so >> I apologize.
>> No, Miss Love you. You as >> they're in a class of their own. >> I have two of them. >> I got one myself, Miss Love. Uh and you're not you're not wrong. But what Miss Gordon was alluding to though, as a district, what we've done is vetted
behavior specialists. So in our model now, we have 40 behavior specialists as well as so as we look at Head Start going away, those behavior specialists that's now going to be regionalized. They're going to have to when they're in schools now, which is where these uh
babies are placed, they're going to go in and support not K12 now. They're going to go in and support preK through 12 now that we don't have Head Start. So we have behavior specialists as well as on this slide too what we've done with a lot of those behavior specialists that
you asked a couple months ago what happened to them after they weren't vetted we put them in behavior technician roles which is similar to behavior uh specialist because now they're going to be trained to be behavior specialist but they're going to support in the classrooms as well. So
they're going to look we're looking at um a prek through 12 model instead of a K through2 model. So, we're still trying to support u babies. >> Board member Murphy, did you have a question? >> Member Level, you finished? >> No, I getting ready to ask my question.
Um, Tito, we have too many vacancies. I asked in the spring um about ensuring that all classrooms were filled. Um, we remember that we was talking about proximity. So, I wanted to know what is the average time to fill the vacancies.
>> Great question. So that's a great question, but and I would probably like to I'm kind of a nerd, Miss Murphy. I would like to map it. And the reason why I say that is because it just depends. So um a part of I think HR gets a lot of flack and you guys may hear about it,
but a part of onboarding um candidate is they got to have everything they need to be able to on board them. Um then there's things like uh sometimes we have to do background check on employees. We have to double check, background check. So in that so I'll give you a scenario
when you've been Murphy. You're a model employee that's about to be on boarded. You got everything you need, your transcripts, um you got your um you've done your background check, your TB scan test a week, uh maximum and you can be
on onboarded, but it rarely happens like that because we're waiting on documentation from employees as well because they have to have everything before they can report to a location including background, TB skin test, transcripts to verify um their certifications and things of that
nature. Now, my follow-up question, because we voted on proximity, I think in May or June, somewhere around that line, um it do we have the funds to add extra time to proximity? Because I know that if we have proximity, every classroom will be filled.
>> What? So, the way I understand proximity is a timing thing, right? So, really, it's not the number of teachers, right? So I wouldn't say even if we increase proximity that we still wouldn't have vacancies. Remember it's about core subjects that proximity has to have the
certified people to do so as well. And it's not a true teacher to vacancy model. They're covering sections particularly for EOC courses and things of that nature. So while I say we have roughly about 275 teacher vacancies and
a lot of them is elementary, a lot of it is elementary and sped and proximity can't do elementary. Well, let me say they we wouldn't want them to do elementary and sped. So even if we increase proximity, it wouldn't we wouldn't fill our void for 275 vacancies
if that makes sense. >> Makes sense. So So what is our plan to leverage that virtual uh for for the virtual certified teachers? So again, as I alluded to, we're doing everything. And again, one of the things um that might be beneficial is that um maybe in
work session or business meeting, we bring you all a full complement of how we're covering those vacancies because again, as I alluded to, what's not considered is when we give you a vacancy number, it's not discussing the sub coverage. So again, we have about a thousand subs um which over half of them
are certified that's covering classes and they can cover classes up to 120 days because these are retired teachers and those people are certified. So if we take those off really our vacancy number will come down as well. Um, one of the things we do even with proximity is we
keep those vacancies open because again if we uh we want a live body if we can fill the role we're going to take proximity out the class and close that vacancy. So again while I say 275 a truer number we can bring you is how we
cover those classes. >> Let me let me also add uh board member Murphy. I think we're still about two weeks out from really really knowing where we stand with staffing. After the first 20 days, we'll do what's called
20-day staff adjustment. When we do 20-day staff adjustment, Mr. Langston could have he could be 20 teachers short. I mean 20 students short and Dr. Whitaw could be 20 students over. We're going to adjust a staff to Dr. Whitaw
school. So even though you may see that there's a vacancy of 275 students, when we start to really shore things up in level classes, balance classes, staff adjust, we could possibly have an
overage of teachers because all things being equal, it's not a onetoone match. So, uh, again, before we start to talk about adding proximity sections, I think we still need to look at enrollment,
look at staff adjustment. There are still a lot of things that need to be considered uh before we start to uh talk about adding additional teachers either the proximity or feeling as though we have not hit the mark. We have about uh
70 about 70 recommendations that we're still vetting. Uh and that's not even including uh other additional people who could be applying for jobs as we as we speak. So given a few more weeks, uh we'll have a better perspective of where
we are with with staffing as well as enrollment. >> Thank you, Dr. Richmond. Thank you, Chief Langston. I just want to make sure we had clarity on that so we won't have any discrepancies. So, thank you so much. >> So, I have a I just want to make sure clarity for all of us and any listening
public. Vacancies mean that we have these positions out there. Vacancies does not mean that we don't have 275 stu teachers in 275 classes. So all can you assure the listening public and everyone
in this room that every classroom is covered by a teacher? >> Yes. Yes. Yes. Again you have a projected enrollment. Based on that projected enrollment we budget for
staffing. As of now, we have approximately 275 budgeted positions that there's not an official staff person in. But again, as Mr. Langston explained, we have a
thousand substitute teachers, but also on top of having a thousand substitute teachers. We also have where schools can really collapse classes. You could collapse a class cuz I may only have 10 in a class where I may not have a teacher. So those students that are in
this, there are a lot of things that go into staffing a school that are not again just looking at a a one to one uh ratio in regards to uh the vacancies that we may have. >> Thank you. I appreciate that. So we can
we what you're saying is we some of the classes that have 10, another class may have five. So we'll merge those classes just so they can have a live teacher. Thank you. >> Not tomorrow. Um I I had one uh come I discussed this
with Chief Langston and Miss Parker. You're here with our uh charter schools office. I just want to as we have a facilities committee ad hoc committee meeting tomorrow. We have a 264
million going out the door for charter schools every year. We are going to have to make adjustments to our footprint. I think it would be helpful for us to see the renewals of the 10-year renewal um enrollment, academic achievement over our footprint plan so we know what
decisions we'll be making as we make decisions around our district buildings. Um I know we did this a couple of years ago, but just seeing that renewal timeline. Um how are the I know we have an academic achievement sort of what what's the comparable?
>> Yes. So seeing that over whatever sort of heat map we create on our facilities will help us make more informed decisions about um you know who continues um who should scale, who should we invest in and and look at as a
model uh as a true portfolio district, but also um just the conditions of our buildings and knowing that if we do have a vacant building that they will get first right or refusal. I think we need to have all of that information and we're not going to do this entire plan
in one year. We're going to do it probably over 10 to 20 years. So, I think having that information alongside of it would be really helpful if that's something we could have next month as we if we could work with our facilities team to have that
all the information at once. So, thank you. >> I'd like to piggyback on that board member Garcia. One of the things that the policy contemplates is just that that we begin to think about how we um
partner and leverage the um the good the the good programs that we have the many good programs that we have in charter schools and asking them to sort of fill some gaps as we think about the feeder patterns and the academic programming that we're doing in the regions. So just
thinking creatively about that and innovatively in how we partner. The other question I have and I think I asked this last year is and I have a lot of people community people asking me that they see these big numbers but they don't know what's inside of those big
numbers. So for instance instruction instructional support are those all teachers? Are those teacher types? What does that mean? Where does central office lie in this? And so folks want to know where the money because I also want to be clear about central office because
there's a lot of things that people are saying about central office and how heavy it is, you know, and frankly I don't I don't know. I don't think any of us know but I think that would be a good exercise for us to let folks know and break it down almost itemization to that
and make it easy for them to see. >> Yes ma'am. And I took their feedback. I think not not that I think I know I started it in the last budget 101 session that we did at White Haven but as when we get to the next when we talk about this calendar that you that you
have I'll give a little more detail about how we'll look at that as well but I took always take your feedback >> I got one more one more question >> and this for Michelle I think Michelle can do this one I would like a list of All of my vacant buildings that's in my
district. What you wanting for? Yeah, my school buildings. >> Are there any school buildings? >> Are there any additional questions on this item? Otherwise, we'll move to the >> I don't think I have any more questions. >> Fund balance assignment, which I think is connected to what we've we've just
went in great detail about. >> Yes, ma'am. So, this is uh fund balance. So board members, as I alluded to before, on August the 31st, we'll close our books and what we'll um hand over to the our external auditors is a trial balance. And in that trial balance, one
of the things we'll have is fund balance assignment. Some of them we have to do by policy. Others you'll see a recommendation of what um we're recommending for fund balance assignments as one-time approvals. So I wanted to start with the fund balance policy. So about policy board members,
you'll see that um we have to have an unassigned general fund balance of approximately 8 to 15%. Um currently where we stand is about roughly 23 24%. But I'm going to go through some numbers and tell you where we'll be if uh we do
some things by policy and then based on some of the recommendations that we have. So I want to start with um when we talk about fund balance, I'll mostly stick with what's called unassigned fund balance. unassigned fund balance is where we have wiggle room and I like to
in layman's term refer to it as our savings if you will. Uh the the the budget I refer to as our checking account and this is kind of our savings account. Um and I the the analogy that I often like to use is that you never want to use your savings account to pay for
your mortgage. You wanted to use your checking account cuz if you have to use your savings account for your mortgage then you're probably in a little trouble. So, we really want to think about one-time things for our savings when we think about our fund balance. So, our unassigned fund balance before
we started FY20 um five was $282 million. Our revenues, again, we're speaking in two years, but I'm mostly referring to FY25 because remember, as I said, we still have to close out FY25. We brought in revenues for the general
fund of a little over $1.3 billion in just the general fund. our expenditures was 1.3 um02 in our expenditures which means that we at that time we roughly u had
about $3 million in savings if you will from our expenditures to our revenues. Then we did what's called some AP approvals. What that means essentially is that we took at the end of the year what happens is that invoices come in that are dated 6:30 and prior that we
have to book back to last year before we close the books. When we did those acruals, then that took us over our revenues of about that put us in a hole of about $2.3 million. And when I say theo a hole, I'll explain in a minute
what that means. So really what we did was we took all of our expenditures, did it against our revenues. So expenditures is money going out, revenues is money coming in, and we were short about two um $2 million. However, when you go down
to it, we pulled um over $50 million out of our fund balance. And now you'll see at the end of the year, we actually added 20,922, 1110, $110 back to our fund balance. So, essentially, u we didn't use as much
fund balance or savings as we um needed to. We use those as expenditures, which means that we're in a really good spot. So then that brought us to our unassign um unassigned fund balance of a little over $300 million which again is around
23 24%. Um so um that gets us down to what our recommended fund balance assignment is. I'm going to start at car for POS which is the largest number by policy. Anything that is $5,000 or greater and
has a contract uh related to it that crosses fiscal years, we have to carry them forward um by policies. Majority of that $28 million and board members, you should have in your packet that breaks down all of these in details, but the majority of that $20 million is that you
remember in FY25 to board member McKenny's question, we pulled a lot of fund balance out to do a lot of our construction projects. This is carrying forward a lot of those projects because they had contracts on them and we'll continue to finish those projects in this year which is why I made the
comment that a lot of what we're not going to do this year is have to take out a lot of fund balance because we're carrying over and we're maximizing the team to be able to care for and execute these projects. The next largest one is you'll see a textbook science textbook
adoption. That number is $16 million. this onetime fee for uh science textbook adoption that we're going to um pay for our fund balance. That $2.4 million that you see is what's called a warehouse fee. So our warehouse, which is a um um
self- sustaining fund, the way it get revenue is that it service schools. So our warehouse delivers the textbooks and by per policy they we we charge a 15% markup to be able to do the warehouse. That's what that 2.4 4 million is
they're $329,000. As you know, we have about $1,125,000 for each for board member allocations. These this $329,000 is unspent allocations that will roll forward and board members who had
additional roll forwards, we'll add it to your account on top of the the funding that you get for every year. Did you you probably spent all yours school closure, opening and repurposing.
It's about $1.8 million that we have. And this is what we affectionately call SCORP. And our SCORP projects, what we want to do is set aside funding to be able to bring schools online. So, as we have a facilities conversation and we make recommendations for consolidations
or anything like that, we want to set aside some funds to be able to support those schools moving and consolidating and andor closing. Then the last one you'll see here is student devices. So, board members, we had 25 we have roughly
about 25,000 high school students. Last year, we bought 10,000 devices for those high school students. Um, I'll take us back to pre to co when we bought um devices for high school students. Um, they were the first wave. Those all of those devices with the exception of
those 10,000 that we bought that was new are out of warranty now. So that means that we have roughly 15,000 students with out of warranty devices. So, if we want to bring those students online with new devices, we'll need to um to buy about $12 million or 15,000 devices so
that all of our students, particularly our high school students, have new devices now since it's they are four years out of date. Um elementary students, we've already we bought new devices for them a couple years ago. We still have about a two-year cycle for
elementary students. Um, also two years ago, we took advantage of um some federal grants to buy middle school devices. We're still in good shape with those, but I did want to be transparent that with our high school students, um, we do have roughly about 15,000 of them
without warranty devices um, and to bring them online to give them a true oneonone model, it'll take us about $12 million. >> That answer your question? >> Oneonone? Yes, ma'am. Oneonone model. Yes, ma'am. So board members, if these
if you would if you accept this re recommendation, that means that when I alluded to us increasing the general fund by $72 million, 65 of it uh is um geared towards this $65 million fund balance assignment. So what that means
is that we'll go from $31 million in our unassigned fund balance to $236 million. And that will roughly put us at a little over 18%. And if you remember, by policy, we're supposed to be between 8 and 15%. We'll still be 3% over um our
policy. So, I'll pause um and take any questions around the fund balance assignment. >> Budget is two billion. >> Yes ma'am. But remember this is only for general fund. The policy only relates to the general fund >> as your unassigned balance. So we don't look at any other funds other than the
general fund. >> So then you're not looking at the the two billion. What's >> No, man. We're looking at about 1.3 billion for >> That's what I wanted to make sure of what we were calculating. Okay, ma'am. Great. >> Well, you're going to be in good my math. You were going to be in good shape anyway.
>> Thank you. This is excellent. Thank you. All right. Uh this so this next one is uh budget timeline. So board members, we'll blow it up, but you you'll have it affectionately here. So board members, what we talked about here is that we
wanted to bring a um robust budget calendar that's normally due in October, but we wanted to be um we want to be um straight A students and bring in two two months in advance. Um so board members,
what you have before you is a robust calendar that gets us to an approved budget. In all seriousness, we wanted to start the budget process earlier to be able to bring our bring board members along earlier, bring community members along earlier, and also have um so I'll
hit some highlights here. So, first of all, um we'll go through as we always do, we'll go off go through with a central office departmental budget kickoff with our senior leaders. We have a new uh quite a few new senior leaders, so I'm looking forward to hazing them in
the budget process. Um um you'll also see we have four budget 101 sessions. So B McKenna, one of the things we'll highlight is we'll break down um line item details as you alluded to. And one of the things I think I want to do with
the second budget session if is give a robust have a robust conversation with how we um handle our grant funds because I don't think um in full transparency I've done a good enough job in explaining how we get grants into the
district and how we view you how we use them to support student achievement. So probably in budget 101 session two, I'll have a robust discussion to talk about how we use grants for professional development, student support, title one, so on and so forth. And then we'll have
two other budget sessions. And then you'll see uh as we Dr. Richmond alluded to, we have fall budget checkout. Fall budget checkout is where we do staff adjustments and looking at enrollment based on what was projected and now what the actual um enrollment is for students
to begin to um shift staffing based on what's formula. Then we'll have a lot of internal meetings. This is where I haze my fellow colleagues. I'm looking forward to it to be able to determine how we set the uh budgets for our internal departments. if you can keep
going down. Um then um I put here for September board members, this is where we'll need your help to be able to set strategic priorities. And as board member McKenna alluded to doing the uh governance training before we eventually get to what you'll see for our business
system reviews. So B McKenna um my recommendation is that with this year that we go through and do a business system review for every system that we have to get us back on target and then starting starting the following year we can do the cadence but to get us in line
and to be compliant we'll go through every business system review and I'm happy to be the first person to go and take the mail and go first. I want to say thank you um for being extremely responsive to us around being more transparent about our budget and
the process and how we're doing this. Dr. Richmond, at one point in time, and I'm Is that where we will and I see you've broken it down into the different um I guess departments. So that's where they will explain their budgets very
clearly what it is now and what they're expecting to um ask for. Perfect. Thank you. >> Long way out. >> I have a question. Since we divided into
regions, um you're going to do the budget presentation in regions instead of school districts. >> Uh we can do what whatever the board's will is. Uh we don't have to do them regionally. we can continue to do them
by board member district the way we have in the past even though we'll be in regions. I'll leave that up to the board. A couple other highlights, Rashan, if you can go down a little bit. A couple other highlights I want to um point out
here is that I think we've been doing roughly one, sometimes two board retreats. As you can see, we'll do at least two to three board retreats. So we'll be familiarizing ourselves a lot with each other. Um and then one of the other things we're going to do is um
engage the public earlier as well. So the public will have an invested entry interest in the budget and be able to provide us as well as board feedback around what the public wants to see in the budget. And then you also see where we're bringing in students um as well.
So to be responsive to uh what we heard from students last month um bringing them along the budget process and being able to make decisions as well. >> I have another question. Um what
percentage of uh surveys do you get back? >> That's a really good question for me love. So I would say roughly it's probably about in the neighborhood of maybe 20%. Um, but that's why we do surveys. We have uh public meetings as
well to give uh everybody an opportunity to have input. So, I'm hopeful this year that if we start earlier, we'll get more input um from um public surveys. So, what we do usually is we do community, we do parents as well as students. So,
I'm hopeful that um the earlier we start, we can increase that number this year. >> Thank you. as we look at our stakeholders, how are we incorporating our school leaders and our teachers into this process?
>> That's a really good question. Um again, um school leaders are um involved particularly around um budget checkout, but to your point um they probably should be so let let me take a step
back. uh our our teachers are normally um we meet with associations as kind of a teacher voice. Um one of the things I'm recommending this year, I want to put Dr. Richmond on the spot, is that we go
back to what's called a district teacher advisory committee. So outside of the associations, we get um teachers from each of the schools to be in to be in a form where they can ask us and they can bring things even if they're not a part
of association. So that's one of the things that we talked about in collaborative conferencing and to be honest with you, I got a text from my comrades and from the associations to hold me my foot to the fire on that. So I the reason why I'm asking that question because we we're invol we're
we're involving students and parents and community folks in this process and yet teachers are in the on the ground and school leaders and they actually know what their issues are in budget budget areas and could be creative and helpful in us thinking about how we are creating
our budget and what we're allocating funds to. I just was thinking we could be more intentional about including them in this process. We also surveyed now I think about it on top of we also survey all staff and um at the central office is at the school level cuz off the top
of my head the first thing that come to mind is that they uh want to see better facilities. Uh it's number one on most people list. So we do survey um school staff including teachers and then my colleague Dr. White law just reminded me
that principles are involved in leadership development week around um conversations around the budget. >> Any other questions? >> All right. Great job, Tito. That'll conclude the Audrey Budget Finance Committee.
All right. Great afternoon. All right. So, we're going to go over discussion items. 2.01 St.j Children's Research Hospital, Inc. Science, Technology, Engineering, Math, and Medicine Partnership. You want to Dr. White Law. >> Thank you. Thank you, board member Otay.
First of all, we want to highlight that we do have a representative from St. Jude in the audience today and we would definitely like her to stand uh to give a round of applause because this is our partnership. So, we do want to definitely thank her for attending and working in his work with us. So, thank
you. So, this is our St. Jude's Children's Research uh STEM partnership. It is recommended that the Shelby County Board of Education approves the memorandum of understanding with St. Jude uh children research hospital to support uh the development and implementation of science, technology,
engineering, math and medicine. Uh those learning opportunities across 10 elementary, two middle and three high schools. So if you jump down to the description and background, we give you the following schools and the following programs in partnership with MSCS. Uh
St. Jude will develop and support the following STEM programs. Uh kindergarten collaborative what humans need to survive. You see that's going to be at Brewster, Seal, Delano, German, Idaw, Cowwell Guthrie, uh Snowden, Granwood,
Hanley, and White Haven Elementary. And we are building up the feeder pattern to those high schools and middle schools who have uh STEM programs. The first grade collaborative pilot again you see that at groundwood and Brewster middle school collaborative pilot that's at
Snowden and Mount Pisca. And then we have the virtual STEM academy and this uh provides teachers access to a series of online STEM learning modules at Cordova Southwind and Medical District High. So again the gap analysis is across K
through2 experience uh but because we want to provide access to the engagement in our STEM focused learning as well as principles at individual schools engaged in the kindergarten collaborative. So again, our expected outcome is to support the district improvement of
science proficiency which aligns to the academic plan and you all heard about that on last month through the expansion of STEM learning opportunities at 10 elementary, two middle and three high schools. Any questions?
>> STEM program. >> Not all of them. No, but some of these schools also, this is where uh we're starting the work uh so that we can build the STEM program. I do have a list of the schools that have the STEM program.
>> I was just going to ask that question. I do. I have it in my notes. So, I'm going to call on a friend to help me. Come on, Miss Maples. As I'm looking through my notes, I know you gave it to me. Yeah. Call a friend. Oh, STEM designated schools. Here they are.
Thank you. Uh, Bar Chapel, Bolton, East T ST STEM, Ottawa, Johny, Freeman, Maxine Smith, Middle College, Parkway Village, Seal, Brewster, and White Haven Elementary. These are our STEM schools already existing in the district.
Thank you. >> How how would this fit into the regalization plan? >> Great question. uh and and you're sounding like uh our superintendent because he asked that that was the very first question. So our plan is that we're going to um work in the regions
but definitely feed into our feeder pattern like White Haven Elementary feeds into White Haven High. We also know that we have medical district and some of the schools that are in that surrounding area. Uh we also have it at Southwind High as well as at Cordova. So we're trying to ensure that this is our
first collaborative so we know that we have a lot of work to do. Uh but again, we want to build on what we have and make sure that we provide access to >> I have a question. Um is there any way that Oak Haven could could get the STEM
program because that is the one of the feeder patterns that we have but they don't have that over there at Oak Haven cuz we have Oak Haven Elementary, middle and high and they all connected. Let me look into that. Um first let me first talk to the principal and then also let
me make sure that we are working with um Miss Maples and the STEM. But for this these are the schools that have been selected for the first round. We definitely can be adding on to schools. So I assure you of that we just wanted
to get our feet wet and also make thisou uh a collaborative instead of schools just reaching out to St. Jude and Dr. Richmond. >> Yes. Let me add a little context. So this is anou specifically with St. Jude for these schools.
>> That does not mean that we do not have other STEM programming at other schools. So for example, White Haven Elementary is a STEM school. >> Haven View is a STEM school. White Haven High School is a STEM school even though
they're not part of the St. Judeou. So I want to clarify that. This is just anou specific for St. Jude partnering with these schools versus >> other schools that we know have a STEM
focus or STEAM focus which Dr. Whitaw shared the exhaustive list. Every school on the list that she shared is not part of this specific memorandum of understanding. >> We just would we would try to think of all the questions that we probably need
to answer. Thank you Dr. Richmond. >> Thank you Dr. Rich. I was just asking for the near future. Yes. For the near future. I'm asking. Yeah. For the near future. Yes. >> And and there may again >> I know we talk a lot about STEM and STEAM,
>> but there are other uh folky >> that uh our feeder patterns uh could focus on could focus on outside of STEM and STEM. >> And also Dr. I do want to highlight even and I know again that we're going to be
talking about this in September but also through our CCT programming uh Dr. Hogan. So this is just again with St. Jude but you will see our program of work our feeder pattern as well as through the CCT programming that we're
planning to bring in September. >> Thank you. I have no further questions. >> What is the wisdom behind leaving high schools out of this? You don't have you don't have a high school in it. >> Yes, we have the virtual STEM academy pilot >> thank for the Tai June.
>> Yes sir, we do. It's at the bottom and there'll be learning modules Cardova, Southwind and medical district high and we are definitely leaning into medical district uh because again want to highlight that those students not only leave with a high school degree but they
also leave with an associates degree as well. So >> they will have the interaction with St. Jude. >> Yes, they will. in their coursework as well. >> Yes. In this particular pilot, the the virtual STEM Academy, >> how >> Thank you. Excuse me.
>> How were those schools selected? >> I've been trying to ask a question before you I raise my hand. Can I jump in since you answered that question? >> Yes, I'm sure it may be the exact same one. So, >> um Dr. Whitaw, I just wanted to get more
into I first of all, this is amazing. I'm excited about it. And um as far as the St. Jude portion of that interaction, can you tell us a little bit more about what that looks like? >> Yes. So the interaction would be that St. Drew used to work with just
individual principles and schools. So now we're trying to align the work and so they will be actually either going into our schools or offering professional learning for our teachers and so guiding that work with our students and teachers around the science modules. And so identified schools have
already signed up with St. Jude for the partnership. Thisou will assist in the future intentionality with expanding to other schools. And so again, they will be working alongside of us. And this actually has been a um and I definitely will have to have St. Jude to come out
and and share the whole presentation, but this has been almost a year in planning and really being intentional about focusing on a subset of schools. Uh but by but by far we have schools that reach out to them individually.
Thank you. I just want to let people know that the Grahamwood program has been happening for quite some time and I participated in the white coat ceremony and that's pretty cool with the um elementary students who actually get what get coated or whatever what do you
call it? White coat. Yeah. They have their coats and Yeah. So, thank you for that and all the good work you're doing and I can't wait to see this like travel throughout our district. So, thank you very much for your partnership. >> Commissioner McKenna just tapped on to what I said because I did participate in
some of the white coat uh events and had fun with the kids. So, thank you so much for everything that you do. >> Miss Kate Ays, thank you. >> All right. 2.02 Strategic Partners for Literacy. >> Yes. Miss Amy Maples is going to do a presentation. But first of all, I want
to highlight that I do think that we have a representative from the SPL and that is Miss Holly Coleman that's in the audience. So, I would love for her to stand as well and just thank her for uh being a partner with us. Dr. Maples.
>> Yes, ma'am. Good afternoon, board members. I am Amy Maples, uh executive director of curriculum and instruction. And so one of our um big community partnerships that we have in place and I know some of you all have joined us um in the past are our the strategic partners for literacy. If you'll go to
the next slide because we'll come back to those community partners. And so we just wanted to provide a quick overview so that everybody was aware of this work that is occurring and the partnerships that we have across the county. And so when you you see this photograph to the
left because that's our big community partnership plan. That is really what grounds our work um with our community partners. And this work with Memphis Shelby County Schools officially started in 2022 with the community partnership
plan. And it identifies the collective priorities. So we have our community partners, many of which you saw on the slide previously, but we identify those collective priorities to really impact positively impact what's happening in our preK through three third grade classrooms. when we think of
foundational literacy. And so those latter two bullets that you see, those are our undergirling goals that we think about that we want to identify. Um we're looking at not just proficiency, but we want to really focus in on our students reading ability because just because I'm
not proficient doesn't mean I'm not a reader. And so as of this past school year, we had approximately 46% of our third grade students reading on grade level as um measured by the universal reading screener. So definitely and I think Dr. Richmond may want to add a
little bit more here. >> I do want to point out for the listening audience as well as for board members what uh Dr. Maples just pointed out. Just because a student does not score proficiency on TCAP does not mean that
student is not reading on grade level. I'm going to say that again. Just because a student does not score proficient on the TECAP does not mean they're not reading on grade level. TCAP
assesses how students are doing on those standards versus a student being able to read on grade level. As the interim superintendent, what I'm going to continue to ask my team to do is to
educate both the board and the general public around TCAP assessments so that everybody will be more knowledgeable and aware of what these assessments are really uh assessing and measuring uh versus people
saying that our students cannot read. It does not assess reading level. It assesses proficiency based on uh curriculum standards. So, thank you again. But I also want to thank all of our strategic uh partners in literacy as
well for supporting us uh in this work. So, thank you Dr. Maple. >> I have a question for if I may. Um thank you for making that distinction and thank you for saying that you want to educate the public. I just want us to be very intentional on how we do that and
being very clear about what reading on grade level looks like and then what this whole proficiency the TCAP proficiency thing and understanding that it's a oneshot thing you got to do one day and it doesn't necessarily
um tell you whether that that student can read on grade level and I really think people need to understand that and we need to do a very clear communications plan around that and educating everybody what that means. So, I appreciate that
distinction, Dr. Richmond. >> I was just going to pick it back off of Dr. Richmond because I've seen it firsthand where they say our children can't read, they can read. A lot of kids get test anxiety and and they just freeze up on test. My son took the TESS,
of course, he scored high exceptional exceptional because I I work with him, but a lot of kids have test anxiety. So that doesn't mean that they can't not read. It's just that they just freeze up when it comes to tests and that's the part that they haven't gotten. Thank you so much. >> Thank you board members. Thank you for calling that out. And as a reminder, we
do um include the reading level on the student report cards because that is measured by our universal reading screener. Next slide, please. So this visual just shows a little bit of the timeline and goes back through the history of how we got to the point with our early literacy community
partnership plan. And I know I have Divelin to my left. One of the big pieces that this worked when it started grassroots back in 2015 and focusing in on that birth to third grade um really assisted with our prek and the work
across the state that happened and that really um transpired around our prek. And so you see in 2019, one of the items I want to call out there is the early lit literacy consortium. So that body really engages the full county when we think about uh focused on in on
literacy. But we are towards the end really after co seeing that we started this work in 2021 but the plan officially kicked in 2023 and we just concluded the first phase of this plan. And so our community partners and um our
internal stakeholders are actually working on updating that plan for the next three years as aligned with our academic plan. Next slide please. These are some of the community partners that have been in this work along the way with us. Um we have Miss Coleman again
that is with the Hyde Foundation and if there are some missing we love to have them out as well. invite them um because you know the work of literacy is quite large and so there's always opportunity to continue to improve our partnerships
and we do meet monthly this year we will meet monthly on Fridays uh the first Friday of the month we will meet monthly and we will also have a quarterly meeting for the larger group um some of those other community partners that may be interested in um identifying where they can support as well. Next slide
please. And then this visual just gives a bit of an overview and it's taken directly from the community partnership plan. But what you see there are the priorities that really ground the work, the collective priorities. And you see over there to
the left a lot of that work that started here around prek. We want to continue to impact educator effectiveness, what's happening with instruction. So, not just empowering our teachers, but also identifying what are those best practices, evidence-based practices for instruction, as well as supporting our
students and families. And so, in the parenthesis, you'll see some of those um items that we have implemented throughout the history of this plan and then some items that are upcoming as well. Next slide, please. So, take any
final questions. Uh do we have any current data on some of the outcomes or impact or that we've had with this partnership? >> Uh I would just say in our grades three through five uh they're probably the
grade band that came closest to hitting the TISA goal which was 30% uh in reading language arts and we were at 29.1%. So we were 9/10en of a percent off from uh hitting that particular milestone. I would think that some of the the
initiatives and supports that we put in place played a part in again our grades three through five coming close to hitting that benchmark. >> Some of the initiatives Yeah. Yeah. >> Sure. 2.03 strategic partners for literacy. I
had a question. You had a question. Um on the collective priorities slide um I know that we I heard that we will be updating the plan for the next three years. Some of these things I know
we haven't done or we are all of these things planned or this is going to be revised. are I've already skipped ahead to theou and it seems like we're funding a position which is great but I think it as literacy being a top priority do we need
additional items in the budget to execute this plan that maybe that's for the next item but like everything that we want to do is it already funded >> I think definitely when we go to the next item I'm sorry board member board
member Garcia superintendent I I think that um the next item we will speak more to of the person who will be that's why we're bringing it to the board uh to split it between the community partners and ourselves of a person the things
that are listed here we have u worked on the sea pipeline eps and again uh this was something that came out of us meeting with Dr. enrichment that we wanted to give you clear examples and clear initiatives that we have uh we
have worked on. For example, I'll uh definitely give a shout out that all Memphis uh was critical and instrumental in providing all the SEA's training on um really around
um slipped my mind >> the science of reading. >> Yeah, the science of reading. So that was one thing that they provided as well as they also pro provided support with us just going in as a district team and just making sure that we're able to come
back and present that information. Yeah, I think when we talk about the position of thisou, if there are uh and this is connected to a conversation I had with chief langston if literacy is a top priority having them like as we have savings or we have
we are able to shift dollars if there are I would like shovel ready things we can do to increase literacy levels like that I mean this being a top I think has been a top priority of the district. So, yes, we want to fund a position, but if
there are things that we can be ready to do and execute, that's where I would want to see budget dollars go. Thanks. >> So, uh thanks for your question, board member Garcia. I think the one reason I wanted the team to present uh this
presentation is so we can start to really again as I said earlier to look at fidelity of implementation. Uh having that project manager uh is going to help us manage all of the various uh treatments uh so to speak that we've
said should influence uh literacy outcomes. If we know that these literacy outcomes are helping us move the needle in grades three through five and if we can look at fidelity implementation, I think our next phase would be looking at do we implement something similar in our
grades six through 8 because we know that middle schools are not performing at the level that we'd like for them to perform at. So I think this is just the beginning uh of us again being very very strategic and thoughtful in how we
approach the work. uh as I shared with the team uh every month during committee meetings and work session, I want us bringing uh different presentations that uh are truly centered and focused on uh the work at hand so that we collectively
can see if we are aren't moving the needle around these things that we're uh investing in. If you want to go back, can you go back to that slide? So when you talk about seas pipeline and eps, we want to have a dashboard where
we're looking at our educator uh pipelines and demographics. You know, when we think about grades uh prek through two or prek through 5, do we have a highly qualified certificated teacher in those roles? But if not, does
the dashboard show us where each teacher along the continuum is? If I'm a permit one, two, or three teacher, am I in a EP program? Have I passed my practice? Those are some of the things that a project manager as well as a dashboard
should be showing us in regards to our talent management. When you think about for example uh dyslexia and the science of reading uh instructional strategies have we ensured that every prek through five teacher has had professional
development where we've been able to track that we've given them professional development around both dyslexia and the science of reading not just one or two episodes but to a level of proficiency where when our academic coaches go in
and evaluate those teachers or seas we see the practice being implemented with students. When we think about uh early literacy teachers, again, educator recruitment and retention, are we retaining those teachers that we're investing in through professional
development so that we get a return on investment? That's what I'll be expecting that project manager to be managing. uh when we get down to our literacy coaches uh seeding success in TNTP, how are they again interfacing and
providing professional development or how are they helping us with educator effectiveness so forth and so on. When we start to look at again this is uh from I think uh BCG BCG was hired uh to put together this
plan and to do this assessment. So what we've done as a team is gone back gotten this information and we're now trying to look at where are we in implementation but also how can we dust it off and be more intentional about doing it with
fidelity and using that project manager which we'll uh present later on to help manage implementation of this. >> I I love I mean dedicated capacity focused on this issue makes perfect sense to me. And then I think even as we
can associate data with educators or seas who have some of those formal instructional you practice whether it's a certificate or an intensive course if we can associate those with uh student
outcomes. thinking about um providing a stipend if you go through a science of reading or or certain trainings because they are associated with um higher student outcome. I think making sure that we we know that it impacts student achievement. So this is great. I love to
hear about theou the next I'm sorry any more questions? The next item definitely now dovetales into this work because basically here we are asking the recommendation. It is recommended that the Shelby County Board
of Education approves the memorandum of understanding with the Urban Child Institute and the Hive Family Foundation on behalf of the strategic partners for literacy group for a project manager position which will provide guidance and
oversight of the district SPL work uh with community partners. And so here I'm leaning over for the maximum salary total 120,660.75. >> Yeah, let me weigh in that that salary
is incorrect. Uh it's lower than that. So we need to correct the amount. >> Yes. >> On the on the salary. >> Yeah, it should be 91. So we do need to correct that, Dr. Richmond. Thank you. So that needs and we talked about that this morning to the senior leadership
team. So it's in between 88 and this and we landed at 90 about 91 or 92,000 and we'll make sure we correct that before it comes on next Tuesday. All right, we'll correct that inside of
our notes. Okay. The the project manager will provide strategic guidance and oversight of the district-led SPL work with community partners to positively impact student literacy outcomes. And so again, um you heard Dr. Maples talk about that the SPL group will meet
monthly. uh this includes a variety of community partners and we gave the list of the partners here that will be in this work with us as well as this community partnership plan was born uh from this SPL work in 2023
along with um really working with the ELC the early literacy consortium uh they were involved in this work as well. If you go to the next slide, uh again, uh the work was uh previously uh overseen by our district early
literacy director and team of 10 advisors. Since then, now this is just a three member team currently in place. So again, we want someone that's constantly thinking about and really concentrated on this particular area. Our expected outcomes uh is to support the district
improvement of literacy by 5% through strategically leading the SPL group focused on early literacy priorities. Again, we would change that salary to get the accurate salary. Uh but again 50% will be funded by MSEs and the other
50% will be funded by the urban child institute and the high family foundation. Any questions? Okay, reading horizons. Oh, I'm sorry, Miss Coleman. Power
>> peer power. This is early literacy, Miss Coleman, but but definitely um and I know that they they're on that other end that Dr. Richmond is talking about for middle school and high schools. Uh so definitely we just had a conversation again uh a high level conversation but
I'll be reaching out to peer power just to get some additional information uh about some things that they have brought to our attention. >> Yes. Reading horizons. It is recommended that the Shelby County Board of Education uh approves the
contract for Reading Horizons as the dyslexia intervention in the amount of $539,9895 and we will be implementing this dyslexia intervention tool. So it is aligned to the Tennessee uh annotated code uh 491229
which outlines that the LEA provides these identified students with dyslex dyslexia specific intervention. So we are bringing this to you all to the board. uh again um not want to read word by word but this intervention will be
expected to occur through the direct explicit instruction that is multiensory systematic and it is a cumulative of the knowledge educators. So definitely working with our educators to implement the reading horizon inside of the classroom. Uh the curriculum must
address reading writing and spelling align with the critical concepts. So when you think about phmic awareness, phological awareness, sound symbol association, syllable structure, syntax and semantics, those are the things that we'll be leaning in with reading
horizon. And the curriculum must provide uh a formative assessment to track student progress and support instructional planning. And this did go out for an RFP. Uh so this was selected through the committee. The next slide
we wanted to bring up that we have not previously had a uh dyslexia uh specific intervention that we did utilize uh the I already toolbox of the meals component uh but now I already toolbox resources
with the multiensory explicit align to student need and systematic and that spell out or the acronym is meals. Uh so our in our expected outcome is to increase the number of students displaying grade level reading skills by providing intervention uh for our
students through this tool to meet the need of those students uh exhibiting those foundation literacy deficits. Again it's $539,895. >> So I have a question about this. So we understand that we one of the ways that
we get funding um is that we identify our dyslexic students. We also have been been educated and educating myself about um that we might we're missing even identifying a lot of our dyslexic
students. So this is more of once we identify them and this is what we're doing. But I want to back up one one step and ask what are we what do we have in place to appropriately identify them and then I understand this is the
remediation that we're we're using and then in using this remediation I see that it's a curriculum and it's going to be by a knowledgeable instructor. So what does that look like in terms of training and support for that person to
make sure that our students who are actually identified are being appropriately remediated? So it's a three-part question. >> Yes. I'm going to start backwards and go all the way back. Um and so um one when we whenever we bring any type of new curriculum into the district or anything
that we're very strategic of making sure that teachers know exactly how to use the curriculum. So it looks like what it looks like is that we call uh we were having in the regions where we call definitely a first grade representative, a second grade
representative, a third grade representative uh and of that sort to train our teachers and then they would take the information back. But then also we will have virtual where teachers all first grade teachers can join second grade. So we'll be holding their hands
uh this first year through the process. Uh so again, our PD will be intentional and we can make sure we have a timeline, make sure we give you the exact dates that we'll be providing the PD and also who's going to be able to help and support us. Um that we do have academic
coordinators on the ground in each region as well as we have our CNI department who can support. I I appreciate that. Um, and again, I hope that we are really really being strategic about how we're going to we're
going to support this cuz I think I think we all understand that that might be one of the issues that we're not identifying um dyslexic students >> which is sort which is impeding our um ability to make sure that they are
reading on grade level and there's and so I want to make sure that whatever we need to do as a board can be supportive of that. So if there's more if we got to help with putting more money somewhere >> and then too for your second question I want to definitely give Dr. Maples and
Emily who who is definitely part of this intervention work but for the second part talking about how we identify looking at the because we're moving from diff looking at the characteristics of dyslexia and to really identifying students who are uh identified as
dyslexia students. So, I'll let Amy and um Emily just walk us back a little what we did last year. Now, what's going to change this year? So, board member McKenna, one of the big changes um because I know this is K12, so all of our students engage in the universal
reading screener. And one of the pieces that changed um over the past couple years is they're no longer cut scores that are being leveraged. So, there are variety of literacy specific task, one-on-one task that students have to engage in. And so, all students have the
opportunity to engage in the universal reading screener. And then depending on um how many of those areas that they're struggling with instead of looking at a cut score, it's looking at, hey, am I struggling in funological awareness? Am I also struggling in syntax? Am I also struggling with fluency? And so that
helps identify students that have these foundational reading deficits or characteristics of dyslexia. And then the screener, you know, stays available. So as we have students that metriculate into us, we they can um are able to engage in the assessment as
well. >> Okay. I'll probably have some more questions as I think about it. I appreciate it. if you would send those over. Uh, board member Kenny, we would definitely answer those questions. Uh, just any questions that you all may have. Dr. Waw, I just want to say thank
you because I appreciate this because some of the parents of students that have dyslexia, they think that they are being looked over and they're they're not um tending to their needs. So, this here explains to not just me, but to the parents that have children with dyslexia
that there is help and that we will work with them to get them to the next level. So, thank you, Mrs. Mabels. Thank you. Thank you, uh, Dr. Whitaw. >> And we thank for the push. I think that we've been meeting over the last year and and more than, yes, more than a year, we've been at the table talking
about how to get better at this work. So, we appreciate the push as well uh from parents and from other people in the community. >> And and some of this came out through I'm sorry, some of this came out through the strategic partners of literacy as well. So, I also want to acknowledge
these are the type of conversations that have been taking place and we find those conversations to be robust and rewarding as again we try to address the needs of our students. I'm sorry, board member McKis, you had a question. >> Dr. Richmond, no, I was just going to echo that that this is a work that's
actually been dating back more than 2023 before the children's literacy was kind of born out of among the many conversations. So I know that you've been working on this for a long time certainly since like I 2019 from what I can recall. So thank you. This is great.
And I and and to my colleague you know if I know money is always your Robin Peter to pay Paul but if there you know if we need to do a little more to make sure you know I I would support that that we you know try to find the funds. Where's where's Mr. Langston when you need him?
>> Right. Right. >> But >> I think he ran out the room when I said that. >> Right. Exactly. We will be more than happy to share that. >> So, whatever we can do to help, we will help. Thank you so much. >> Oh, you Yeah, it's been a long time. >> This is much needed. >> Yeah. >> Thank you.
>> Thank you to the team. >> The next process, the nextou uh and we have been be uh been bringing these for with our college partners. You have seen them over the last couple of months, but this one is just recommended that the Shelby County Board of Education approve the uh memorandum of
understanding. between MSES and the following college partners which is TCAT, Tintech, University of Memphis uh and medical district as well as uh Southwest Community College. Additionally, because this is a standalone
because these are the uh for the 5-year. Additionally, it's recommended that the Shelby County Board of Education approves the standalone between medical district and Southwest Tennessee uh community college that ended on July 31st, 2025 for the 2425 school year. So,
we tried to include to make sure and the purpose this is dual enrollment. It provides uh eligible students with the opportunity to earn both college and high school graduation credits. MSES has a long-standing partnership with our college partners and again 48% of our
students participated in the early post-secondary opportunities EPSOS in the 2425 compared to 53% in 2324 and 8.8% of our students participated in the dual enrollment courses um in 2425.
Next, again we give you all the numbers. Uh some previous outcome, 3,146 students participated in our dual enrollment courses. 94% of these students of the 3,146 earned college credit. Uh 2,242
data. 279 students enrolled in courses through TCA. Uh 98% had a pass rate. 2015 101 2,115 students enrolled in Southwest a 90% pass rate 689 students
participated through the U ofM 97% of these students earned college credit uh so that is uh speaks highly to the work uh that we're doing in partnership uh again our outcomes we want our students to increase the number of episodes they
have attained we we want them to earn college credits that they can transfer as well as um be used to require to complete an undergraduate degree as well as again we want to continue to have this pass rate of 90% or higher.
>> I have a quick question. Do we know that I noticed we had a dip from 23 24 >> to last year. Do we have any idea why we had that dip? Yeah, we can get that back to you because we we were talking about
and discussing just some things that could have happened and we're looking at the data, Miss McKenna. So, definitely giving um Dr. Taylor an opportunity because this year all of dual enrollment, all of dual credit would live in one place. Okay. >> And so now we can really wrap our hands
around it. Uh but we pointed out today so definitely we can provide a clear explanation uh for the board. >> Thank you. and we'll have that question and any strategies to >> we'll include both. We'll include the reason for the dip as well as Dr. Taylor
will talk about the strategies that we will put in place this year and we'll get that. Okay. All right. Next, the Memphis Symphony Orchestra. Um, again, this is recommended that the Shelby County Board of Education
approves the contract for services uh provided by the Memphis Symphony Orchestra in the amount of $98,800. Uh, the contract will continue to enhance our fine arts opportunities in grades K12. So, we're excited uh about this work, bringing the orchestra into
schools, providing small group and individualized student assessment support and supporting our music directors uh with pedigogy guidance. Uh again, uh the background they have partnered with us for the last 20 years. Um, the orchestra has provided students
with access access to concerts, instrument engagement opportunities, as well as uh really giving us guidance, one-on-one guidance during the instructional day. So, again, this is something that we're bringing to the board. And if you go on to the next
slide, we will say here again our expected con uh outcomes. At least 90% of our elementary students will participate in the orchestra concert series including the sidebyside program. So the end of the number of schools that will be involved 93 of our elementary
schools. In addition, at least 70% of our band students in middle school will participate in the orchestra support. And then 50% of our secondary band directors uh will be engaging in the orchestra support and professional learning.
Any questions? >> Is the Memphis Orchestra also a part of the Memphis City debt? Do they are they funded through the city of Memphis in any any way? >> No. >> That's a question I have to turn over
Tito. I'm not >> No. >> It's a private organization. >> Yes. It has nothing to do with the city of Memphis, >> but it operates in the city of Memphis. >> That's correct. >> Proper. >> Yeah. >> Okay.
Awesome. Next, the J Dillia Music Tech Grant. Again, it's recommended that the Shelby County Board of Education accepts this grant from the Save the Music Foundation for Craigmont Middle School in the amount of $58,300
for the 2526 school year. Uh the grant funds will provide students with the opportunity to enhance their technical music skills to apply outside the classroom and increase student markability. Uh so again, the Craigmont Middle School will offer a comprehensive
music theor theory course that integrates music technology to enhance learning. This grant was awarded to Craigmont High School during the 2425 school year. So again, you will see the feeder pattern work that is that is
happening uh inside even inside our fine arts program. Awarding the grant to Craigmont Middle School will enhance and impact the feeder pattern offerings. Okay, if you go to the next slide. So
again, um, our outcome, we want to offer Craigmont Middle School will offer a comprehensive music theory course that integrates music technology to enhance learning. And then the schools that have been previously involved, Craigmont High, Kirby High, and Oak Haven High
have previously received the grant, and each school currently offers this class for students in grades 9 through 12. Okay. State special schools agreement with Shelby County Schools Board of Education. It just recommended that the Shelby
County Board of Education approves the agreement with the state of Tennessee for special education services at the state school uh the Tennessee School for Death and the Tennessee School for the Blind. And this is pursuant to the Tennessee store state board of education
rule 052043. Uh so again, we're just bringing this uh agreement to the board which outlines the responsibility of Memphis Shelby County Schools and the state special schools regarding a free and appropriate
education uh for our students. If you go to the next slide. So again, the state special schools in collaboration with the board of education shall be responsible for developing and implementing an IEP which
will be designed to meet the unique needs of our students enrolled in these classes and enrolled in these schools. The IEP shall not be changed or terminated without an IEP team composed of representatives of the board of
education and state special schools. I'll kick it over to Dr. Broadway for SEAL. Greetings, commissioners and Dr. Richmond. It's my first time being able to speak to you today and I'm excited to introduce two of my colleagues who have worked diligently on the seven mindset
uh social emotional learning curriculum RFP during my uh onboarding. So, I'm now going to turn it over to doctors Hill and Phillips and they will um present the presentation and we'll be available for questions.
Okay. Thank you, Dr. Proudway. Good afternoon, board members and interim superintendent Richmond. Today, we bring to you the seven mindsets social emotional learning curriculum. As Dr. Broadway mentioned, this did go through an RFP process. The
recommendation is for the board to approve the contract for seven mindsets in the amount of $389,000 for year one with the option to renew. The purpose of this contract uh for
curriculum is to enhance the overall school culture and climate with one evidence-based program for all of our K through 12 schools to have uh curriculum to implement social emotional learning. This curriculum will support students in
developing the five essential social emotional competencies and skills which include social awareness, self-management, relationship skills, responsible decision making and self-awareness. This curriculum will enable our school
counselors, social workers, behavior specialists and other professionals to deliver a high quality program that aligns to the collaborative for academic social emotional learning um framework which is a national framework and it
aligns to the state guidelines for responsor intervention as well as the multi-ter system of support. The seven mindsets curriculum is a comprehensive researchbased prek through 12 social emotional learning program and it is
designed to promote student well-being, foster a positive school climate, support both academic and behavioral success. And it has been proven uh to reduce suspension rates in enhance culture and climate in other urban
school districts across the country which are similar to ours such as the school district of Philadelphia. Currently our schools are utilizing various supplemental seal resources in an attempt to address students social
emotional needs. So we do have a need for a universal SEAL curriculum for all schools to have a welldesigned structure for implementing social emotional learning as well as measuring the effective implementation and fidelity.
Next slide please. Although the schools have various resources that they are implementing, there is currently not a district-wide adopted evidence-based curriculum. This lack of consistency limits equitable access and outcomes for
all of our students. Approval of this recommendation will close this identified gap by providing equitable access to a universal K through 12 SEAL framework and program that will support
the whole child and fully align SEAL efforts with academic and behavioral support as presented in the superintendent's 100day plan. And there are no previous outcomes because this is a newly proposed curriculum. Next slide,
please. And some of our expected outcomes with the adoption of this selected curriculum. It is expected to produce the following benefits. Improved academic performance driven by increased student engagement, focus, and readiness
to learn. It will also help strengthen our tier support systems, helping us to better identify and support students needs, a positive school climate and culture, promoting inclusion, respect,
empathy, and overall student well-being, as well as a reduction in behavior problems and discipline referrals through the development of those social emotional skills that I mentioned earlier, enhanced emotional regulation and coping strategies, and then of
course improve attendance and engagement uh as students develop a stronger sense of the connection and belonging within their school communities. Also, some of our other outcomes will include by the end of fall 2025
100% of the district level RTIB ecosystem and this includes school counseling, our mental health team, our RTIB specialists, attendance liaons, etc. will receive extensive professional
development that will equip them to understand their role as well as effectively support schools and drive successful implementation of this new curriculum. By spring 2026, 100% of our schools will implement the seven
mindsets curriculum, ensuring consistent integration of social emotional learning uh practices across all schools. And then by spring 2026, there will be a reduction in discipline rates across schools by 5%. Next slide,
please. And so this aligns to our strategic priority, student achievement by fostering social emotional growth, character development, and a supportive learning environment. And it also supports our attitude component of the
superintendence 5AS um by advancing character ed and social emotional learning competencies that we know are essential to improving both academic performance and positive behavior outcomes for our students. And again,
the financial cost is $389,000 for year one with the option to renew. And this covers um all of our schools and each campus is considered at $2,800.
So that encompasses that $389,000. So >> um thank you for the presentation. Um >> we have a few more slides. >> Oh, I'm sorry. >> Okay, next slide, please. So now I'm going to turn it to my colleague, uh Dr. Phillips, and she'll talk a little bit
more about what seven mindsets are, and then we'll take questions. Good evening. So, we are extremely excited to be able to bring this to you this a this evening. Um, one thing I think it's important for us to also
share is um in addition to seven mindsets going through the RFP process, we also ensured that they were aligned to the castle 5 which is the national framework for social emotional learning. So, we made sure that it focused on
self-awareness. We made sure that it focused on self-management. We made sure that it focused on relationship skills as well as responsible decision making. So, we feel really really comfortable um and and really confident that this will bring the lift that we so desire with
our students across the district in prek12. Also with this um Castle 5 alignment, it's also important to note if you look at these seven mindsets, it's not just about what it's going to do for our students in the school building, but
beyond. These are real life skills getting our students making sure that they're real world ready. So if you look at the first one when you think about everything is possible you look at that and they're talking about how to dream big how to dream beyond passion first
what are you great at we are connected promotes empathy 100% accountable taking personal responsibility attitude for gratitude how do you look at life are you looking and cherishing the great things and the good the positive things that's going on are you looking at the glass half empty or half full um live to
give inspiring ing generosity. What about our community service and what we're going to do to be productive citizens? Uh the time is now, not just being present every day, but physically, but also socially and emotionally as
well. So, we want to make sure that we invest in this just 30 minutes a week. And we were making sure that be if you're prek, if you're in middle school, if you're in high school, these nuggets will be the talk. um they'll be able to talk about it at the kitchen table.
They'll be talking about it in the community. If they transfer to another school, they can pick up and run with it because they'll be familiar with this one key curriculum that we'll have throughout permeating throughout our district. Now, who's going to be the trailblazers and carry this? So, we have
several different components. You heard my colleague talk about the e the ecosystem. So, we do have a district-wide MTSS ecosystem. Next slide. And with that, here are the people that are uh that make up our
ecosystem. So you have school counselors, you have the mental health team, you have the discipline and attendance team, you have student safety, you have student experience, you have alternative education, you have exceptional education, you have the seal department, but in addition to that, you
also have reset room assistance, you have behavior tech, you have RTIB specialists, and you have attendance liaison. So all of us will be trailblazing this work and should it be approved, we're already ready August 25th through the 29th to at a very high
level during LDW week to talk about it so they'll know that it's on the horizon that it's forthcoming and then in September we're ready to hit the ground rolling when they're coming in with monthly TR virtual sessions as well as six additional sessions. So everybody that supports schools that touch
students, we will be able to serve as a resource and those themes for the week, we'll know if it's dream big, we'll know if it's think positive, whatever that theme is, when we go in, we can have interactions and speak to it is um as well. So we're really really excited
about this opportunity. Um we have again six sessions. So by March of 2026, all schools will have this this curriculum implemented. >> Thank you. Are there any questions? >> I know there's a cost to this and what
would that be and where has this where are the ex where can we find a track record of the success of this program? >> So the cost again is $389,000 for one year. We've um received information from our
vendor regarding schools across the countries that have utilized this curriculum in Philadelphia, in Chicago, in uh Georgia as well as Texas and >> Hillsboro. They actually had a research project in Hillsboro County. Yes.
>> And those districts have evidence of success. >> Yes. Yes. >> So when when um so implementing this program will knock out the other programs that the schools are already using. >> I I'd like to say they they have those
tools, but this allows us to have one tool that everyone can have one universal thing that we're working on, but they still have tools that they are used to. We don't want to take anything away, but we have one tool that we can focus on for the entire district. >> Yeah. I'd love to see the minority
participation within this RFP because I'm sure we have a lot of local organizations that that would love to continue and do this work. I don't know if they're vendors or anything but this um local organization we have we've had a lot ofus with for this particular
service to come in that's um that's that's doing this particular work. So it is needed and and more services are needed but um at this particular dollar amount then the option to renew and who's going to be teaching it this curriculum. Let let me answer uh both questions. So, one question you asked is
about uh will schools continue to be able to use what they used before? What this is is what you would call a tier one intervention and that requires you to have one curriculum that universally at a tier
one level everyone can be implementing as a tier one intervention for the whole entire district. that we'll be implementing with fidelity. That doesn't mean that schools can't have a tier two or tier three intervention of something of their of their choice. Okay. In
regards to local vendor participation, this particular curriculum based on the RFP is a best practice proven curriculum. This is a proven curriculum. And what I had the team to do was to
identify two other urban districts or several other urban districts who have instituted. So we could have somebody locally who says they know seal but their curriculum may not be a researchbased curriculum. So we don't know based on
the scientific method and it being researchbased. if it has been implemented with fidelity well enough for us to know that it's researchbased in order for it to be outcomebased for us to implement it. So this is a researchbased curriculum that we know
has been proven in other urban centers. Uh we probably don't have anyone locally who has a researchbased seal curriculum. So, this isn't something that just any person within
our uh city would have for us to to purchase. >> I think I I'm going to push back on it just a bit because I've worked with those programs who has a researchbased program. I mean, they're currently doing in in the um in the in the uh in the county jails right now just as for the
adults as well. I mean, for those people that's that's in jail. They have proven results. I think that we continue to give local local minorities opportunities to scale up, then they can prove to the state, they can prove to other states that we're this work is actually being done done locally. So, uh
I just like to see even if they even knew what if if this was an opportunity out there like that. So, a lot of them is not not registered with the on the vendors list. So, they probably won't get the emails or anything, >> right? What what I can also do and I I do want the team to do this particularly
with for certain RFPs. I want us to start to bring the RFPs to the work session. You can see everyone who bided. You can see what the scoring is. That's how I want us to operate with transparency. Uh Mr.
Langson is showing it to you. So we can see everyone that bid it, who was on the uh assessment team. I want everything that we do to be transparent so that people know that we're we're we're operating uh with integrity. Uh and so
again, this was the curriculum uh that won. I'll let Dr. Hill weigh in. And again, if there are some other curriculums that are locally, again, it could be a group who's implementing the curriculum, but it's not their curriculum. So it wouldn't necessarily
be theirs even though their comp they may have a company if if that makes sense to you. >> I got you. And so and the second part to that question was u who is going to be teaching this particular curriculum. >> You want to answer that? >> Thank you for that question. So again
this is exciting. You heard me talk speak to the trailblazers as far as the MTSS district staff that will be supporting schools. But every school will have what we call an SEAL ambassador as well. So they'll be making sure that they are supporting the schools. We have implemented the key
components. But all teachers will be expected to help just 30 minutes a week and it could be after school. I mean at the end of the day during exploratory, but 30 minutes a week with this curriculum for tier one. Now tier 2 and tier three, we got a different modules. We go a little bit deeper with tier 2
and tier three. and those will be with our school counselors and our social workers. So they will be we'll be covering all tier 1, two, and three based on the RTIB pyramid. Also, I wanted to speak to your other question for Commissioner Porter. So
with the RFP, we received 14 submissions and one of those was a local vendor. However, her program spoke to middle and high school only. Again, when we sent out for an RFP, we wanted a preK through
12 program so we could have a universal program for all of our schools. In the past, we've had programs that only spoke to elementary or middle school and not high school. This program is a universal program and it's preK through 12. It
speaks to all three tiers. We have the tier one, which Dr. Richmond just uh described to you which would be universal a core curriculum. And then at tier 2 and tier three we have modules around wellness for mental health and
our school counselors and social workers will work more in depth with that particular portion of the curriculum but it will speak to all of our schools and so this why this curriculum was selected. I'd like to add one thing. Um, they were so serious about the RFP
process when I was on boarded and I was just like, "Okay, who is it?" I wanted to kind of know who was up. They wouldn't even tell me. They were I was not on the committee. They were solid with it. So, I I appreciate that question, but I commend them on how professionally they handled that
process. And and and I also want to add too sometimes to our local vendors with this particular RFP they're how how many uh people are they sending to support implementation? >> So we will have a person assigned um for
our district and then they will bring a representative to support each of our five regions. >> Okay. So the other thing too when people are bidding on RFPs would be do they have the level of capacity to support a
curriculum uh being implemented uh with a hundred over a 100,000 students and impacting over 6,000 employees. So, so again with them having one lead person and five people who are going to be on the ground >> supporting the regions
>> supporting the regions it it helps us with scaling and implementation. So I I appreciate that context as well Murphy. >> Thank you. Uh this is a great implementation into our district and if
it's going to change the dynamics of our students then I am all for it. If we can get our children to come to school, do their work, and and and we know we have children that have some some issues that we need to Who's slam? Oh, we know that we have
some children that have some some issues that they have to deal with. But though, it's those troubled kids that we need to reach to keep them from getting suspended, to keep them from getting um expelled from school because there's something deeper that we have not looked into yet. And so, those are some of the
things that we need to focus on. and and then you can help my son. He antisocial. So, he need those social skills. But it's it's the mere fact that um you're reaching beyond what we expected and that's what we need in the district because all kids are not bad kids. It's
just something that's happening prior to them getting to the school or something happening in their family life and and their lives are just not like other people lives. So therefore, I think that this is good. It'll keep our children coming to school and anything that we can do to help our children to move forward and to succeed. That's what I'm
I'm I'm all for it. Thank you. >> I um I agree with the need. I think this is well thought out. I have no objection to this platform. I've also taught when we did have a universal curriculum and I want to sometimes it doesn't happen. A
30 minutes a week actually is a lot of instructional time. It is a lot of time with with our students. Um I don't want to make our I don't want to penalize or punish our teachers. I want or anyone involved in the implementation or
trailblazing team. I want just an honest assessment of how hard this or how what the the implementation looked like. I think similar to when we started seas, right? When we oh we got all these people about 40% of their time is doing the
thing we thought we were going to do or we we're not we're not getting there. If that I want to I want our anyone involved in implementing this curriculum to know they can be honest about how difficult or if it is difficult I'm
making an assumption to implement it so we can make space for it because this is this this is good humans and and part of the whole child um but it is also deeply connected to being college and career
ready um our uh employers and higher read say many of the things that we're talking about are what is hardest to teach when you get out of K through2 spaces. So if there's a way that if
there are implementation difficulties I just want us to encourage uh an open environment where they can say this is just really hard. can't find 30 minutes and we help them problem solve and look at this as an initial year of
how did this go like keep the importance on it but also understand there's a high demand on instructional time. >> Thank you for that Commissioner Garcia. We actually thought about that because we don't want it to be one more thing and we don't want our teachers to feel
they have something else on their plate. when I worked in Atlanta public schools and we started initial like with castle um from the very beginning and it was one more thing we people were going to classrooms to see if you were doing it to see if it was on your lesson plans.
We do not want it to be that. We want it to be authentic conversations that happened throughout the day. It could be five minutes in the middle of the day something if you know the theme for the week. We want it to be like you said these are competencies that they need in real world. So we want it to be natural.
>> I think one of the things we are providing our new and novice teachers are pre-made lesson plans. So even thinking about places where we can incorporate these and make it easy in in the questions that are aligned to the standard and making as easy to
implement. I trust y'all how, but I'm saying like the as easy as it is on our classroom teachers and those who interact with our students to implement the better because this is very important. I appreciate all the work. >> Thank you. And at a very high level, I
just want to respond just briefly to what you what you're speaking about. We're on completely on that page and have really thought that through as well. And like Chief Broadway just shared, we don't want it to be that one more thing. We want everyone to embrace it because we're looking at just how we pour into the adults and to the
students. We all need this curriculum. And so when we look at that, we're talking about our SEAL ambassador. And so we have those MTSS school level teams. And so they're to meet monthly and when they meet, one of the main topics that they have to talk about is
how is it going with the seven our SEAL curriculum and then the quarterly coms as well. When the comat is the implementation of it. So if they are having problems or or need support because we don't want to just go in and be you know too intrusive but we want to
make sure that we are supporting. So if you see uh coaching and site visits seal team by request then we'll be we'll be having those six trainings when they're coming in we'll be having those intensives and we'll be able to train and also simultaneously uh informing parents as well through our family
forums. So all of us will be speaking that same language. And then the 20-day celebrations where we're looking for the year-to-year trends, 20-day period last year compared to this year where our referrals and we want to celebrate those small wins as we uh go move towards the
end of the year. >> Thank you so much for all the thoughtfulness. Appreciate it. >> Board member Love, um is it um is the curriculum culturally sensitive? >> Yes. >> Yes, ma'am. what's going on in our
climate today. >> Yes, ma'am. And also, not only is it culturally sensitive, is going to have our DNA. So, should this curriculum be approved, we together devise the MTSS team along with the seven mindsets team. We'll together devise the scope and
sequence that all schools will have. So, that curriculum will make sure it has our DNA and able to face those uh those barriers that our students face. And one thing that we really liked is talking about dream outside of your situations and your circumstances. So it's talking about how we look past trauma, how we
look past just where we are and then just think about the sky, how to reach for the stars, so to speak. So it is a focus on what we face here and based on the national framework as well. Many many years ago, the board did a equity
audit and even though the data is old, um, black students were getting suspended at a higher rate than their counterparts. That's going to be included in here. Um,
racism is a serious issue and everybody doesn't want to talk about racism. The only way we can move forward is we've got to identify the racist
things we do as a district and as a community and as a state. that's going to be addressed in the seal. >> We're addressing that as a district. We understand there's disproportionality in just what you're speaking to. Um, you
know, black students, black boys, special education. That's high on our list for our whole office of student support. So, we hear you and we're definitely looking at that with our um discipline um and attendance
departments. We're looking at that. Thank you, Miss Love, for lifting that. >> Um, one more question. >> Yes, ma'am. >> The regional superintendent, they're going to work closely with the consultants. >> Yes, we we will all work together when
the representatives come to do the deep dive trainings that will be broken up into the regions. And so the regional superintendent will be a part of that as we roll out the new curriculum and how training and followup sessions will go.
Um final comment. Um I have um said numerous of times that when there is a violent um act in a community, all schools need
to be notified, especially um not just traditional schools um optional schools too. The kids come from everywhere and they need consoling when there is a
um crime rate in their community that um curriculum um this curriculum can address that. >> Yes. So the curriculum speaks to it's called momentum. This is the um
>> mental wellness piece. Um as we shared earlier the curriculum addresses each of the tiers. At tier two and three they have a momentum module and it speaks to the different um trauma crisis um the
errands law just the different aspects dealing with students that may be experiencing any type of trauma and the counselors and social workers will work with those particular modules to help support our students in the schools. And and this program gives our students a
platform where they can talk about things that they may not have talked about before. So we'll know what's going on so we can get them other tiers of support cuz sometimes if you don't have anything then some students just sit in whatever trauma they may be going through every day.
>> So will will the teachers involved in this program what certifications would you need to implement this from teachers that you would have to hire? their regular >> their regular certification but making sure that they are trained on the approach their regular certification
>> so they can be certified in any discipline >> uh K through 12 just whatever their discipline is yes >> so this curriculum will integrate with whatever they're teaching >> yes yes >> math science English >> they they want it could come up in a math lesson it's to be integrated and and go throughout the day
>> so you will have to so let me ask you this are you saying that you will use the current teachers we have and they would be retra trained in this or You would have to hire teachers. No, >> no. Current teachers. Current teachers. >> So all of the teachers who are currently in the school would have to buy into this program and implement it in their
curriculum. Some who would So you're going to have the math teachers, the science teachers, the social, the English teachers, all of them would have to use this platform. >> They will all be trained on this platform >> in their discipline >> as part. >> So if they are teaching
>> Yes sir. uh mag they have to find a way to this has to be some kind of way inter >> if it naturally fits in that part of the their lesson but it's 30 minutes a week >> but >> so so you're saying we would not have to worry about hiring teachers then >> No sir no sir
>> hopefully >> no sir >> any other questions um I have something else to say Um, this is a great program the way it's presented.
I would, um, piggy back in off of Commissioner Huitt Garcia. I would be very interested to know what the data is like. Uh, kids can't learn if they are hungry, upset,
and had a bad night. Um, I would implement it in the beginning of school, not the end, to give the students a time to get their yourself
together, relax, and get the uh stress off of their back so they can be put into a position to learn. That's just my recommendation. Okay. Thank you.
>> Thank you. >> Nick. All right. Go ahead. Thank you, Dr. Willow. >> Next item, purchase order approval for Le Mo on College and Hollis Price. We bring this to you all every year. Uh it is recommended that the Shelby County
Board of Education approves the purchase order in the amount of $175,000. The purchase order provides eligible high school students at Holly self price with the opportunity to earn both college and high school graduation credits upon completion of the qualified
courses. Uh the dual enrollment agreement between Memphis Shelby County Schools and Le Moan College offers our high school students at Hollis South Price which is on the campus of Le Mo on the opportunity to continue to earn college credits while still completing
their high school education. Next slide. And if you look at the gravit duration rate in 2022 23 100% 23 24 95.8 24 25 100%. Uh currently uh the expected
outcome uh that we want eligible and enrolled Holly self-pric students we want them to graduate with college credits. Uh definitely working with our 9inth graders, 10th graders, 11th graders, and 12th graders. Again, the
financial impact is $175,000. >> Board member McKini. [Music] >> No, I think >> Thank you. I just want to um bring to our attention that this is an example of a small school environment working very
well for our students. And this is a great opportunity to think about as we're regionalizing and thinking about how we're going to um do our schools and with the facilities planned and how we use our buildings. Thinking creatively and innovatively about how we can
structure smaller schools like this doing this kind of work. I went to their graduation and it was phenomenal. A young lady graduated and she's going to be a junior this this fall. So just imagine that
you're 18 years old and you'll be out, you know, in in 2 years or or less. So I just want us to think board and and and staff how we can be creative particularly with micro schools and those kind of things that we're thinking about. But this is a great model. Thank
you board member Kenny and and also we echo uh that same sentiment especially around Hollis self Price medical school district just our small schools and all along with our comprehensive high schools so we take that um advice and feedback
thank you Dr. Waller Law thank you uh Chief Broadway I did have one more thing to add since uh Dr. Dr. Richard was not here, so this is for Tito. I guess we uh just echo my colleagues um mention of the RFP and the the transparency, the process being transparent. I know you
guys mentioned that we would bring everything afterwards uh as far as who applied and you know, opportunity for local vendors. Can we bring those RFPs before they're closed so that at least you can make a mention? No, we're not able to do that.
So, they'll just have to pretty much figure out go on to the website and figure out what's >> Well, no, just just the um not the the the vendors that apply. What I'm saying is the initial announcement. That's all I'm saying.
>> So, one of the things we do So, one of we the things we do is we advertise every bid that we do, not just on our website. We do it also in the local newspaper and for the broader public as well. So we send out RFPs. Now we also if we know of vendors that we currently
use who may subscribe to the service, we do a local courtesy to them. But if we don't know, this is your we do do um the local newspapers um on our websites. We tweet it out from our procurement uh
site. So we do a ride wide range of publications on when we do RFPs. >> Sounds good. Any other questions? All right, this meeting is adjourned for the academic committee. >> Anybody wrote the procurement? All
right, procurement opening discussion. Uh 2.01. >> Good evening board members. Um, I've got I think three items for you this evening. The first one is a change order um to some files digitization
that we're doing um when the district received the students and records from the Martin Luther King um College Prep High School and Fairley High School. Um, we of course received all the records
that had been in at those locations, not just for current students, but former students also. And um, my team over the years has worked to no longer maintain physical copies, but yet digitized
copies. And the original estimate we got for the work was $91,81569, which was below the threshold for bringing it to the board. But once um RICO got the boxes, there was a lot more records involved than
they realized from the original estimate. And so, um, we're having to increase that amount by $39,271, which brings it up to $131,000. And so that's why we're bringing it before the board um such that we can uh
finish the digitization of these records and not have to um store all of the boxes in the physical records. >> I have a question. Okay. >> Um the records are stored here.
uh well they are digitized and stored on a server in the cloud so to speak and so um and and we would access them from here. Uh the actual boxes are actually
with RICO right now to be digitized. um question. How much does it cost for a parent to get a copy of their students records? >> So, um
it's been a while since I've looked at those fees. They are on our website and I could pull those up. Um typically a parent, if the child is still active with us, >> Yeah. then they're going to get that for free.
>> Um, it's when you become an alumni and you're getting your own record that there might be a processing fee for that. But if you're a current parent and you're just wanting to see a copy of your child's record, then there's no fee for that.
>> Thank you. Are the >> do we have to do this because we these schools came back to the like why is this happening now or is this a result of
closures or >> it's because these schools came back to um Memphis Shelby County schools. So they were out there with the ASD and the ASD was the custodian of the records at the time and now we're now the custodian
of those records. >> Can we invoice the state? Uh I I mean it does there is there does seem to be a case for like the close out of schools that returned to the district that they had claimed that they were
going to turn around and then handed back with no efficiencies. So, I I do think it is we should at minimum know what those costs are, too. Um, and make that as part of our overall I don't know if it's part of a legislative agenda.
And I'm kind of being cheeky, but not there are real costs associated with taking schools back on. So, I would love us to at least just keep track of that. >> I I don't disagree. And I believe we do track all of those costs as part of what
we call our SCORP process. for when we are um essentially dealing with the closure or the opening of a school. >> Okay. So, we do count these costs as part of that. >> I think so, Mr. Langston. Yes.
Okay. Yes. Yes. Okay. Thank you. >> 2.02 pre-act assessment for grades 8 through 10. >> Yeah. Um this is something that we brought before the board for the first time last year which is giving the preac
assessment. Prior to that, we had been given the PSAT, but um the state requires our students to take the ACT. Um and that is the test that most of our students end up taking. Uh and most
students statewide take the ACT. Um, so we switched last year thinking, well, you know, let's go ahead and get our eth, 9th, and tth graders better prepared for the ACT and get some preliminary data as they're progressing.
And so that's what this does. It allows all of our eth, 9th, and tth graders to take the prea preac such that we have those data and it's, you know, essentially a practice test aligned with the ACT such that we can begin um in the
middle grades and early in high school looking for where their deficits are and what their strengths are so we can better prepare them for the ACT. >> 2.03 103 open text corporation. >> So this is another digitization and
that's a hard word to say item. Um where we um in the early days of our digitization which goes back to Memphis City Schools quite frankly. Uh we used a software back then called Documentum.
Uh we have since changed uh software but we still have files uh that we need to be able to access with documentum and part of the steps that we're going through is also um once we have the access with documentum uh working on a
conversion from those files such that everything's on the same system. But we do need to renew or approve the professional services agreement with a company called Open Text who owns Documentum such that we can continue to access some
of those historical records that we've uh got digitized. And that cost there is $88,748. And this is coming to you because even though it's kind of a software issue, it does involve professional services for
installing the software. And so therefore, it's above the $75,000 threshold for professional services. >> 2.04 Treadwell roof replacement contract date amendment. >> Thank you. That's is simply a a date
amendment for an extra month and a half on the Treadwell roof which is almost complete. The amendment takes it out to October 18, 2025. No cost. >> Okay. >> Awesome. 2.05 Naming of Fairley High School auditorium. >> This was submitted by the school and
Fairley community to name the auditorium after Pastor Robert J. Matthews uh per policy. Um he taught at Mitchell for a year, Wooddale Junior High for eight years and Fairley for 25 years and has mentored many students and they want to
honor him with this naming 2.06 donation acceptance Middle College High. Um so this is a donation acceptance for Middle College. Uh, Mr. Bill Courtourtney, if you remember, is the
CEO of Hardwood Classic. But if you remember back, um, I believe when I was in high school, Mr. Courtney was the football coach at Mananis in the film Undefeated, which was featured Manzis when they went defeated the year before
to um, so Mr. Courtney is now donating $57,669.80 80 cents to um middle college for the purchase of equipment specifically for football uniforms and helmets. >> Awesome. 2.07 mobile surveillance
trailer systems. >> Yes. This is a recommendation that the Shelby County Board of Education approves the purchase uh request for Protek Professional Technology Inc. in the amount of $612,337.73
for the purchase of 20 mobile surveillance trailer systems. Now, the purpose of this trailer system we're uh is they're going to be excuse me acquired to enhance the security and
deter unauthorized access to vacant district properties. These units will provide real time monitoring capabilities helping protect district assets and assure public safety. By deploying these
surveillance trailers, the district will demonstrate it com its commitment to be proactive risk management and responsible stewardship of its facilities. uh description and background. The
mobile surveillance trailer systems are self-contained units. They're equipped with advanced cameras, motion sensors, and communication tools that are designed for remote monitoring.
Uh they offer flexibility deployment in areas without permanent infrastructure, making them ideal for temporary or high-risk security situations. These trailers will serve as a powerful
deterrent against criminal activities while enabling realtime surveillance and rapid response. Thank you. 2.08 108 warranty renewal weapons detection bag scanner. Yes. This is a recommendation that the Shelby
County Board of Education approves the purchase request for Line V Systems in the amount of $147,95218 for the purchase of a renewal warranty for one year on approximately 77 X-ray
machines that we purchased uh last year. This uh maintenance warranty is critical because the state requires uh maintenance service and annual inspections on those machines.
>> 2.09 AED medical question. >> I'm sorry. >> I have a question. So the 147,000 I know that's a warranty for one year. What's the total cost of these X-ray machines as we think about they're getting older and we're going to
keep putting potentially putting good money after bad or do we cut our losses and invest in new machines maybe over time? But just just asking. >> So the machines average cost is between
25 and 30,000. But if you keep up your maintenance agreement on them, they will last you probably 15 to 20 years. >> For these, this is the first year. We bought them last year. They're brand
new. >> Yes. All of our middle and high schools have the X-ray machines in them. You're welcome. 2.09 AED medical doctor contract. >> Good afternoon. Uh my name is Michael
Ferris. I'm with risk management and uh we are asking the board to recommend uh the approval of a three-year contract for emergency medical resources in the amount of $15,000. Uh that's total for 3 years. Uh this is
to uh we're required by Tennessee law to review our AED program annually as well as anytime an AED is used in a school uh we have to have a medical physician review that data uh prior to uh
reporting that. and we currently have a contract in place with the uh district and so we're just uh recommending a three-year contract now. And yeah, so we've we've had four AEDs uh that were used this uh this last
school year and uh you know, pretty much kind of keeping on track with uh what we've had the previous year. So um and then we have it listed there. Uh they the evaluation of the program would be
also done by the uh medical doctor. You have any questions? >> No questions. Thank you. >> Any further questions? >> All right, that concludes um procurement committee meeting
on to evaluation. This will be very brief. I know we're trying to get out before the storm. Um to my colleagues in February, we have to do an evaluation
of um interim superintendent Richmond. If he's still in this seat, we have to do an evaluation of him in February. So, I'm bringing the current valuation tool that we use. We were in the process of
using and I wanted you all to go over this and see the weights and if we want to change any of them, if we want to adjust them, if we want to just get away from this one and do a whole different one. We need to start working on that as soon as possible. You don't have to give
me feedback today, but just so you can start looking over it to see. I'm cool with the the numbers and it gives you it goes into what the student achievement the weight and what those areas are. So if you don't want those if we want to
scrap this and start over, we just need to get started on and start looking over it so we can start preparing for it as soon as possible. >> I I have a question. I think I I think we should look at his contract again because I think there's a midyear
evaluation. It's after the February evaluation. >> Okay. So, it's not during the first 6 months. >> No, it's after the February evaluation. That's why I was standing out talking with general counsel to make sure that I was right. >> Okay. >> That that when we do him in February and
then 6 months later, again, this is contingent on him still being our superintendent or whatever we've done. >> It will be 6 months after that. >> Okay. Thank you. You're welcome. >> I was just going to add if we could
maybe we can it's probably not included in our retreat, but maybe we can bring some suggestions during that time potentially. >> You can. >> All right. >> You can. >> And will um
um Rod um in superintendent have a chance to weigh in on this? >> Yes. Yes. That's all. >> There being no further business, this meeting is adjourned. Thank you.
[Music] But here's my thing. As much as Richmond has talked about [Music]