You go. Board member uh McKini. I. Board member Otang. I. Board member William. Hi. Board Chair Coleman. I. You have eight in the affirmative. Thank you. The agenda is approved. We're now on to public comment. In accordance with state
statute, the board shall reserve a period of public comment during business and special call meetings. Only those members of the public who submit public comment cards to the board chairman prior to the commencement of this meeting shall be permitted to address the
board. Public comments shall be taken in the order in which the public comment cards are received. A signup sheet for public comment will be available 30 minutes prior to each applicable meeting and will be closed at the start of the meeting. This sign up is located at the
entryway table just past the security checkpoint. Speakers must state their name, address, organization he or she is representing if any, and subject of their comment before they are permitted to proceed. Speakers may offer objective
comments about school operations and programs that concern them. Speakers are asked to refrain from using the names of personnel or names of persons connected with the school system, particularly when lodging a complaint. Speakers will not be permitted to engage in gossip, h
make defamatory comments, or use abusive or vulgar language. The chairman shall have the authority to terminate the remarks of any individual who is disruptive and does not adhere to board rules. Dr. The shows will announce the number of
speakers and time allotted per speaker. This evening we have 22 speakers, one and a half minutes each. Your time is projected on the screen to your right and directly behind the board. When you hear bail, your time has expired. Our first three speakers this
afternoon, Miss Claudet Boyd, Miss Rebecca. I apologize. I can't read the last name. And Elrod Elonzo Atkins It don't matter. Uh, my name is Claudette Boyd, 713 Birthstone Avenue.
Turn it on, Miss Boy. [Music] I got it. There you go. Okay. My name is Claudet Boy. I live at 713 Burststone Avenue, Memphis, Tennessee 38109. I'm here asking Superintendent Richmond.
I've been asking for this meeting for a while. Again, asking for a meeting with me High School Alumni Association and the members and the community members in the Orange Mound regarding remodification of Merillos High School.
Um the leadership relations with Orange Mound, the students, the parents, faculties, we need immediate attention. We have our relationship is not what it need to be, but we're asking to be better. So, we're asking you right now
if you can come with us and have a meeting in regards to many issues we have there. The locker room, uncleanliness, bathroom doors being locked, those kind of issues. We're asking you to come to and sit down and
talk with us so we can reach a good a good conference or decision about how we're going to proceed. Um we have we need new courses at the school. We need stability at the school. We need to do
good food at the school. We need all of those things. And this is just basic what we're asking for. We're not asking for the moon or anything else. But and I also want to um apologize to Major Mohammed. He said I was disrespectful,
but I want to apologize to him for being disrespectful for changing the chairs around. Also, if you can do that, Dr. Richmond, I'm looking for you in Orange M. Good evening everyone. I'm Rebecca Kiga uh with MSES postsecary transition
program. These are student with disabilities program and I am at Methodist North. We have other sites at uh Labona Children's Hospital, Methodist North Hospital, uh the Peabody Memphis and Nike on Shelby Drive. And this is a
post-secondary transition program for our students with disabilities with the goal of employment and becoming independents. And this just kind of more to uh let the public know that maybe this has been one of the best kept secrets of MSEs that our students with
disabilities do have a chance beyond high school to get a one-year training program, go to work, make money, become independent. So uh with our Methodist North and I'm again Rebecca Kayo uh 18 years with the district and I've been at
Methodist North Hospital for 7 years and Alonzo who's going to speak uh after me is one of our uh alumni from project search and has been working at the hospital for five years and we have several in the audience who have graduated from our program. So just kind
of to talk about my program. Uh we have had three awards given to us for attaining 71% and over for our students who have been employed. Um this is overwhelming but I'm glad to
be here and just kind of talk about uh what our program does. And our hospital Methodist North Hospital has employed at least 25% out of our students who have graduated from our program. So, have a good evening and I'll let Alonzo talk
about uh his experience as a graduate of Project Search. Hello, my name is Aronzo Akens. I am a former um intern from Project Search. I am now working at Methodist North Methodist North Hospital. Sir,
hold on one second. Are you Mr. Elonza? Okay, you guys need to start over. State your name and your address. Okay. Hello, my name is Aronzo Akens.
I went to I went to Bolton High School. My address 4387, Memphis, Tennessee. And I am a former Project Search student. I am now working at Methodist North Hospital. I graduated from Bolton High School
um under a disability under with a functional um skills disability. Four years I went to Bolton. After that I went to Project Search for one year um took me by the um my teacher
Miss Kaga. The program is um program taught me a lot. Taught me um how to do a lot. Taught me a lot of skills. um how to be an adult, how to how to work hard, have confidence, and um also um Miss
Chapman, the um the one that's over the program, she put in a lot of effort to to help the program grow and we appreciate her and you know, we just um know I feel like the program deserves a chance like way more of a chance than it
already have because you know, kids with young people with disabilities, they deserve that they deserve to have a chance. They deserve to have this opportunity to show everybody what they have their skills and you know um no to
show that to show them to show everybody that that more than have you know than just a disability. I know, know I know when I was in the program, you know, I was nervous, scared, but it, you know, they helped me build confidence up and I
love it and I just appreciate them and I just want to get a [Applause] Ron Skyler, Anthony Phil Phillips, and Patrick. Good evening. I'm Ron Skyler
from Goodwill Excel. I've been here many times the last few months at 2576 Thousand Oaks Boulevard. Uh again, I want to thank the over the last three months, I want to thank the board members for listening to me and learning more about the Excel Center. I also want
to thank uh Superintendent Dr. Richmond for all his support. I also want to thank my new best friend, Mr. Langston, for his negotiating ability over the last few months. I'd also like to thank uh uh Mr. Bailey and his team es
especially uh Jamie Morton for her support over these last few months. Again uh what you have in front of you I kind of put in front of you is tonight you guys are voting on uh for the expansion of the Excel Center. Remember it's really two things. One one of them is the expansion of the Excel Center the
the former Hollywood Elementary. So that zip code would allow us to move into there. And the other one's the um the the Shelby County Detention Center uh there at the prison where we'd like to uh have an Excel center. And that's definitely where Mr. Langston and I
negotiated for many times. What started out to be a $3 million price tag is down to just $750,000 price tag. So I want to thank him for that and his hard negotiating. And uh I want to thank for all your support. We look forward to being part of uh helping this community in the not
only now but in the future. So thank you very much. How everybody doing today? My name Anthony Phillips. My address 4148 the play street. I say good evening Memphis Chevy County Schools board members and staff. My name Anthony
Phillips. Today I stand before you asking you for your support for a good cause. I am a product of Memphis Shelby County Schools. I had a rocky road and life was hard. Making bad decision landing me back and forth in jail. I got behind in grades and eventually dropped
out of high school. Education was not important. Surviving was being locked up. The last time reality hit and I had to do things differently with my permanent home would be sale walls or face worn on a rest in peace shirt. On September the 30th, 2024, I became a
student at XL Center. I was motivated to not let the streets win. I am a strong believer in the Excel Center being approved to opening a pen form. If approved, the Excel Center will give these men more than the high school diploma. They will be released with hope and better opportunities. On May the
30th, 2025, I received my high school diploma from the Excel Center. I stand before you. I have earned dual college credits, accepted to Tennessee College and applied technology medical device program, and working as an IT. I turn as
the excel center. Memphis Shepard County School Board members may request today is to reconsider your cons your decision to together let's give incarcerated man a chance to finish school and hopes to never return to prison again. I really
thank [Applause] [Applause] y'all. I don't know how I don't know how I'm going to back that up. My name is Mr. Patrick Crowick. I live at 3769 Spotswood Avenue, Memphis,
Tennessee 38111. I am a grant manager and researcher representing the University of Memphis Institute on Disability, also known as UMID. Dr. Shyro Gist, the director of the institute, is unavailable to join us tonight and sends
her regards. UID is a community rehabilitation provider for the college campus transition program, CCTP. CCTP is an inclusive higher education model in an exclusive setting on a college campus. Our collective goal is
to provide opportunities and competitive integrative employment and offer transition services to students before they leave Memphis Shelby County Schools before 22. Our partnership with Memphis Shelby County School District has been in place since 2013.
That marks 14 years of successful collaboration servicing students with disabilities in the city of Memphis and Shelby County. What must be understood that this is not traditional special education program and MSCS was an early
adapter of a new model of transition. In conjunction with UID, as an active partner and designed for what transition could look like for Memphis, as part of the institute's research pillar, we are committed to understanding student outcomes, particularly areas of workforce readiness and person- centered
goals. To date, CCTP of Memphis, the University of Memphis has enrolled 133 students with 91 successful completion of the program. And of those who have exited, 95% have achieves have achieved curses seven plan. And I put the these
things here. 50 cent 57% employment, 38 continuing education, 5% did not go to work, and 95% person- center placement rate. This data reflects the effect in supporting transition programs for adults planning inclusive. Thank you
very much for your time. Thank you. Sir, the data sheet that you have, can we get it and make copies for the board members? You can give it to you can give it to her, the young lady with her hand, raised. Thank
you. Our next three speakers, Miss Sandra Peta Paul, I'm sorry I can't make the last name, and Rooks, I do apologize, and Mrs. Woodard, you can start, ma'am.
Kingsbury Road. My name is Sandra Peta. My address is 3969 South Kingsbury Road. Thank you to my sponsors for this immigration resolution. Thank you, Miss Ote and Mr.
Porter. This is the first step and a lot more to do. If Bill 0793 were to pass, it will destroy our family, community, and economic system. It would affect families and children would not be able to continue their
education. They would have to leave the city. What parent would want their child not to have an adequate education? It would also destroy the community, leaving schools empty and businesses empty.
I appreciate all your um help as a school system and the following and and your help in the following Steps to build an education, a just education and inclusive education. I would also like to include our
teachers in which are very important leaders in our schools and part and very important and play a very important part in our children's educations. Gracias. Thank you. Thank you.
Good evening everyone. My name is Paul Brooks. Can you all hear me? Okay. What's up, girl? I'm sorry. Um, I work for a company called Tennessee Limousine. And I'm a product of of the Memphis City Schools. I
graduated from Central High School 1978. I have four children, three daughters and one son. They all graduated except for my son graduated from uh the city schools. But I saw something the other about two weeks ago that was deplorable. I went into Treadwell High School and
the lighting and the condition that school is is not conducive for learning. Ain't no way I would send my children to Treadwell. I walked back in the 70s. They did a study that if the lighting is
not is not conducive, people do not produce the way they should. When you first walk into Treadwell, it looked like worse than a prison. And then I went to I did a field trip for Riverview
Middle. I had a a friend that he was the first group that started that school in 1968. That school has not had a paintbrush since that time. It's sad. When I pulled up in that bus and I looked to my left, I said, "There's no
way that my children would ever attend anything like this. Is the Memphis. This is America. We talking about one nation under God. When are we one? When we allow our own people be exposed to something like that. Everybody can't run. Everybody can't move to Kville.
Everybody can't move to Germantown. We have people that cannot run. Why should they be? We said, we say we represent them. Let's represent the people properly. How you going to stand before God and you have the opportunity to do
what's right? your hand. Good evening. My name is Chenika Woodard. I live at 5029 Delaney Valley Lane. I am the instructor for the college campus transition program at the
University of Memphis. This is a post-secary transition program administered by the MSCS Department of Exception Education that partnered with the University of Memphis Institute of Disability. For over 14 years, we have
provided transition services to students of the ages of 18 to 21 who have graduated from high school without a regular diploma. The goal of our program is to provide students with with exceptionalities a
transitional linkage to postsecary educational environments and experiences through workplace readiness skills purposeful job training internship opportunities independent living skills traditional college experience and
person centered secured employment. This is a free 10month program where our participants receive 14 weeks of academic readiness skills where we teach them how to communicate effectively. They do mock interviews. They learn how
to advocate for themselves. We have partnered with several of our companies throughout Memphis. This year we had the honor of partnering with Double Tree at Hilton Ali's and Olive Garden which employed two of our students at the
Double Tree, one at Ali's. One student is now working for FedEx, Kroger and Damon Curry Morris um 1529 Dun Mor Road, Memphis, Tennessee 38114. Um, I'm I'm I'm at a miss
about the people. Um, had several conversations with several teachers over the past few days. Um, when is it going to be that we're going to act as we
say? Board members, we're not acting as we say. Well, standing beside you is the face of the third grade retention law who came and represented over 18,000
third graders in the state of Tennessee. What we need to understand is if we're going to talk about coming together, we need to we need accountability. I've told every legislative person, everyone in the state of
Tennessee that if we can't come together for these children, this is my future. This is what I wake up every morning for. This is what I do. And getting ready to take him to others, children
that I serve around this county, around this state, around this country every day. But I'm met with all kind of things going on in this community. And some of you board members know what I'm talking
about. So when are we going to get out the personal and worry about these children here in this county and move forward truly move forward with the truth and nothing but
death is going to keep me from it. Good evening. My name is Ashley Walden, 5493 Bambbury Avenue. I am a consulting teacher with the Department of Exceptional Education. One of my responsibilities is coordinating community- based instruction for our special education students, which
includes facilitating transportation for our students who participated in Special Olympics. Special Olympics of Greater Memphis invites Memphis Shelby County uh school students with exceptionalities to participate annually in Special Olympics bowling and track and field. The
students range in age from 3 to 22, but can continue with Special Olympics long after high school completion. By engaging in these activities, the students gain a sense of accomplishment and are able to compete and participate in sports and athletics with people who have similar abilities. The students
practice for weeks before each event. The classes also have the opportunity to create a banner relating to the Special Olympics chosen annual theme, which showcases their creative abilities as well. Over the course of our 3-day bowling event, approximately 70 classes
with over 800 students were able to participate. Each student received a ribbon for for participation. Track and field was held over two days. 50 classes with over 700 students were able to comp compete in various events such as 25 meter walk, 25
meter wheelchair race, 50 meter run, 100 meter dash, softball throw, standing long jump, running long jump, and mini javelin throw. Each participant received a ribbon in these events that they participated in. Special Olympics events are truly a culmination of occupational
and physical therapists, teachers, educational support professionals, and PE teachers collaborating and continuing to work with our students. Thank [Applause] you, Miss Shirley
McMarin, Stacy Mayfield, and Miss Leavonne Richmond. Good evening. Hi, my name is Stacy Mayfield and my address is 6603 Silver O Cove. That's Memphis,
Tennessee 38141. I am here representing Working World, which is an agency that is participating with the project search. And I am responsible for providing uh skills trainers for the students while
they're in the rotation to make sure that they have all of the help that they need to learn skills to be ready to work. And once they finish the program, my agency is responsible for placement for those learners. Uh currently I'm at Methodist North, which you just heard
earlier from Miss Kangata there. We had eight interns and we already have six of those of those interns already placed and two of them will be working at food and nutrition services with Shelby County Schools. I just want you to know
that that program is so important for these learners as being a previous educator for 19 years in the district. It is my heart's desire to see them to be lifelong learners that and to be successful and this not only helps us as a person as to give our gifts to these
students and learners but it also helps our community to make sure that they can be successful and know that they have a place and a voice in this world because we make sure that we ensure that they know that we are an advocate for them but most of all that they becomes a that they become the best self- advocate for
themselves in the workplace and to see them working long term and uh learning how to budget and make money. It does my heart good and lets me know that my work is not in vain. So, thank you for your continued support. Good evening. My name is Leavonne Richmond. My address is 525
Orchard. My purpose today is to tell you about the Avon Linux School. The Avon Lenny School has helped my son develop the skills necessary for successful transition until postsecary graduation
placement. He is 20 years old. He really enjoys going on the weekly work-based experience that provides him with handson real work opportunities to develop skills to gain experience in the workplace. D. Avon Lennox also
reinforces his independent living skills like folding clothes, personal hygiene, and washing dishes. Unlike most teenagers, he really enjoys it. Thank you and have a wonderful evening.
[Applause] La Richmond, Kimberly Molina, and Mia King. Okay, can y'all hear me? Hello, my name is Carmelia Molina. My address is
924 Sumpter Street, Memphis, Tennessee. I am a 2025 graduate of the Peabody Memphis Project Search. During my time, it was an excellent experience. I learned work skills in hospitality
industry through different rotations. The 10-month program helped me pre help me to prepare for the real world with the help of the district and partners. I have secured a job at the Memphis
Country Club. If I had to give my peers any encouragement, I would say trust the process and you can do it. [Applause] Good evening. My name is LA Richmond Jr. I live at 525 Orchard Avenue, uh,
Memphis, Tennessee 38127. Oh, can you hear me now? Okay. I'm sorry. I'm Oh, my time has started. Okay. I am the founder of Regional Resourceful Developmental Services. I'm a community rehabilitation provider um here in the state of
Tennessee and we provide job placement services for um the the citizens of this great city. Um I'm also a partner with Project Search. Where's Kimberly? She left me up here. Um I'm also a partner with Project Search. Project search is in 48 states here in the United States
and 10 different countries. That's how big it is you all. And it is is a it is a very important program. Extremely important. Uh it teaches our um our students uh give uh employability skills, how to communicate, teamwork, um
how to maintain a job. They know if you work from 6:00 to 2, you don't show up at the job at 6:00. You have to be in your work area 30 minutes ahead of time. It's very meticulous. you all. We teach these individuals how to be responsible and we uh we also provide transportation
to and from the work sites for these individuals. We have partners um Methodist North is one of our partners. Um Methodist Leoner, Nike, and the Peabody Hotel is my host site where my company uh provides skills trainers uh
to provide these individuals with the skills needed to work um to be to maintain gainful employment. Um, Project Search also has a 72% success rate. Okay. And that that says
that speaks volumes of the program. And I just like to thank the Memphis Tby County School System for allowing us to partner with you all. Thank you. [Applause] Mia King, 544 Clarice Drive, Memphis, Tennessee
38109. I stopped by tonight to extend my gratitude and just say thank you. I want to say thank you to the commissioners of our Shelby County School Board for responding to the needs of our community. And I also want to say thank
you to Dr. Richmond who personally took charge in rewriting the narrative of charter schools being under the auspicion of Memphis Shelby County Schools. Hence, I am here to invite you to our ribbon cutting of Tennessee
Career Academy at 4775 American Way, June the 7th, 2025 from 1 to 400 pm. The ribbon cutting will be at 2 o'clock. Again, I look forward to seeing uh all of you and
again from our students, our parents, and those who serve at Tennessee Career Academy. Thank [Applause] you. Our last two speakers, Miss Matis
and Leas Marble. Good evening everyone. I am Tanya Matthews. I thought I was signing up that I was here, but I'm on I'm on a list now. So, um I reside at 4814 Riverrest Lane in Spartley, Tennessee. I serve as the uh
special education um advisor um under the leadership of Dr. Tiffany Luckett and regional manager Delana Chadman. You heard from some amazing individuals here um um with our transition programs. I
serve those programs which are the college campus transition program at the University of Memphis up under the leadership of the partnership of the University of Memphis Institute on Disabilities and our project search programs that are housed at Nike
Methodist North Labor and Peabody Hotel. We are so thankful for you all support and we ask your continued support and resources as we are making a difference for students with different abilities.
We are here trying to make sure that we dismiss the misconception of students with disabilities saying that they cannot work that they cannot lead they cannot do the same as their peers. We are doing the work. We are
definitely going and out in the communities and serving. These young people are showing their peers, adults, and many individuals in our communities that they can do the same that you and I
can do. They can get a driver's license. They can become employed. We are thankful for each of you and we want to bring highlight to these programs and we ask that we that you all join us in
bridging the gap and making sure that we continue to support our students in Memphis Chevy County schools programs. Thank you. [Applause] My name is Liz Marble, 6263 Popular
Avenue, Memphis, Tennessee 38119. is a lifelong mathematics educator, educator, and president of the largest local United Education Association. An affiliate of the Tennessee Education Association and the National Education Association over 3.1 million strong. We
are here to unite with the shared purpose and a common goal to advocate for the future of our education system and more importantly for those who shape that future, our teachers. We stand on the shoulders of these dedicated professionals who tirelessly work to inspire and educate the upcoming
generations. Today, we seek to take a vital step and recognize and in supporting their invaluable contributions by asking the district to present a budget to the county commissioners that include a 6% increase allocated to teacher salaries. Our world is changing rapidly and with it the
demands placed on our educational system continue to grow. Teachers are at the forefront of preparing our children to navigate these challenges and seize the opportunities of an ever evolving landscape. They are not only educators but mentors, guides and role models.
They cultivate critical thinking, foster creativity, and still values that transcend the classroom. Yet, despite their indis indispensable role, many of our educators are not compensated in a manner commensurate with their dedication and impact. As we look around us, we see the evidence of teachers hard
work in every field. Therefore, I'm asking this board to give your support for an ask of 6% raise for teachers in the budget to be presented to the county commissioners. Will you join teachers in advocating for this budget adjustment at the upcoming county commission meeting?
An increase of 6% in the budget for teacher salaries is not merely a gesture of appreciation. It is an investment in our community's future. It is a recognition that quality education is the cornerstone of a thriving society and that our teachers deserve to be at
the heart of that foundation. One job should be enough for educators who continue to dedicate their entire lives to the children and remain in the classroom. Thank you to all the educators in the room and all the educators in the overflow room and thank
you to the board commissioners and to Superintendent Richmond. [Applause] We are now on to the approval of the minutes from the following meetings. Approval of the minutes from the April 22nd, 2025 business meeting. Are there
any corrections? There being no corrections, do we have a motion to approve these minutes? And a second. Motion to approve. Second. This one says April 22nd. April 29th business meeting and
also the minutes from the April 29th business meeting. Motion to approve. Second. Motion by board member McKenna, second by board member Murphy. Roll call vote, please.
Board member McKisik, I. Board member Garcia, I. Board member Porter. Hi. Board member Murphy. I. Board member Love. I. Board member McKini. I. Board member Otane. I. Board member Williams.
I. Board Chair Coleman. I. You have nine in the affirmative. Thank you. That motion passes. We're now on to committee reports. We are now on to the board chairs report. Tonight, I'm asking you all to help celebrate a very special young lady
with us that recently had a birthday. Board member McKenna, a very, very happy birthday. We wish unto thou. If we wish until now, until now. Now we real
face. Happy birthday, board member McKini. I hope you are celebrated well today and it is full of joy. Hey, Natalie. This is Michelle McKisick, your fellow commissioner from District 1. I just want to wish you a very happy birthday and you soak it up and en enjoy
your special special day. Wishing you all the best. Hey, Miss Natalie. Happy 23rd. Happy 25th birthday. It's a birthday celebration. It's a birthday
celebration. It's a birthday celebration. Happy birthday, Natalie. I know you had an awesome day. I know it was just a great day. I wish
you many, many more. It's a birthday celebration. Yay. Happy birthday, Natalie. I'm wishing you more life and more blessings than ever. Again, happy birthday. Happy birthday, Natalie. I knew you were an awesome mother and
wife, but I didn't know you had the same spunk as a board member. It is a pleasure working beside you each and every day. Here's a birthday song from Commissioner McKenna. Know it when you sing it. Sing it when
you know it. I made this up. I was sitting at the school board. I wasn't doing no harm. Up came Madam Joyce and grabbed me by my arms. She sent me to
the store to pick up that cake. But before I got back, I ate up all her birthday [Music] cake. Happy birthday, Commissioner McKenna. Have a great day. I wish you
all the blessings. [Music] Take it away. Ladies and gentlemen, please join me. I don't know how to follow that really.
Happy birthday to you. Happy birthday to you. Happy birthday, Commissioner McKin. Happy birthday to you and many more.
[Applause] At this time, we would like to do our recognitions and we're going to make it as briefly as possible. Um, we would like to recognize Dr. Ali Liddell. He's the conductor. His
school has been his band, I'm sorry, has been recognized several times, but we want to recognize the man himself. He's the conductor of the award-winning Central High School Jazz Ensemble, the two thou 2025 Essentially Ellton winner,
whose outstanding performance has brought pride. Is Mr. Is he in here? Come on up. Come on up. [Applause]
This recognition is a testament to his dedication to students and to his love of music. We express our gratitude for your outstanding work as at the central high school and Memphis Shelby County Schools commi community. Thank you. Board
members, please go down and take a picture. We don't have [Applause] At this time, we would like miss ask Mr. Keith Leechman if he will come forward. Mr. Leechman is an Orange Mound
activist, an advocate, and he's the founder of Stop the Killing, Cut the Beef. Mr. Mr. Leechman has been fighting against the crime activities in the Orange Mound community for over 30
years. He He's there when something happens. I know him personally and I know his work. He's there for our families. He was instrumental when my son passed. He He's just an
allaround supporter of the great things. He sent me a picture today. We've been trying for I know a few months now to get the planters. We got big planters in front of the school. He got those painted for us today. So, anything that
Orange Mound needs, he's a part of it. Miss Boy said that's right. If I get it right with Miss Boy, I'm cutting up. Our next honore is Coach Michael House. Coach House. This is the head baseball coach
at the the the Melrose High School. When you talk about somebody that takes little and make much out of it, we're talking about Mr. House. The the dedication he has. He's not just their best their baseball coach. He's a
father figure to a lot of these young men. and we appreciate him and we just want to let him know we thank you for a baseball team when y'all stand. Come on. [Applause]
They they were the recent district runner up and region 4 runner up baseball players. [Applause] All right. At this time from Vice Chair Love would
like to recognize Miss Rosalyn Campbell and Mr. John Bushel. [Applause] Rosyn Campbell and John Bushel. Busel, I'm sorry. Sorry about that.
[Applause] [Applause] the scripture that Mr. Bush lives by. He has a scripture that that he he that keeps him motivated.
is Jeremiah 29:11. It says, "For surely I know the plans I have for you, said the Lord. Plans for your welfare and not for harm, to give you a future with hope." And he's a testament that prayer does work.
He suffered a stroke. Both of them had a stroke and this is stroke awareness month. To God be the glory. Yes. 2005 stayed for 10 years, had a stroke, stayed off eight years, and due to I
would like to recognize um um director major I mean director Riley for motivation and director Lira Elliot the motivation because my doctor said not to go back to the kids. Um it was stressful
but no it's part of my life. So I thank you all for allowing me to come back. I am now working under the leadership of Major um I get a little nervous
because Major Muhammad which is my favorite boss um Major Muhammad and I just wanted to let him know I thank all of them for allowing me when they said no I came back. Thank you.
[Applause] Well, I I truly thank God for uh my being here. I thank God for my parents, Larry and Jerry Russell. And I thank God for all of you, Memphis Shelby County Schools.
[Applause] At this time, board member Murphy would like to recognize Miss Mary Trice and Kenny Lee of Ride of Tears. [Applause]
In recognition of both being outstanding community activists, Ride of Tears provides support to family members who have lost a child due to gun violence. Providing families with aid, supporting funeral expense expenses and
resources needed to support the healing process after losing a loved one. Thank you. The organization also pays tribute to children who are victims of gun violence. Mr. Lee and Miss Trice's
commitment and passion for fostering positive change and advocating for our students is truly commendable. is Kayn James. Kayn James and Jakaya Johnson. These two young young ladies
have written books Hamilton. They are students at Hamilton K8. Kayn's book is entitled The Ruptured Truth and Jacquala's Johnson's book is entitled Jaca's Guide to Anger
[Applause] Management. Congratulations. Board member Otay. Today would like to congratulate and recognize the Cordova Middle School girls 4x 200 relay team as they place fifth in the Tennessee Middle
School athletic state track meet. Are they here? Come on up. Their coaches are Coach Pamela Smith and Dr. Reginal Golden. [Applause] And the principal is Dr. Hardman.
[Applause] We also want to recognize We also want to recognize Overton High School's Kappa Choir. They traveled they weren't weren't able to be with us on this evening, but they
traveled to Chicago this past weekend. and the Overton High School Kappa Choir Chamber Choir won first place. Kappa Choir first place. The Kappa Choir was the overall
winner. Amaya Bell top soloist award. Overton Chamber choir superior rating. The choir director is uh none other than Mr. Quentyn Rayford. And our last recognitions, we want to
recognize our SRO's on this [Applause] evening on our SRO's. Woo! [Applause] Hey, come back. [Applause]
I understand our superintendent is going to recognize them, but we want them to know from the board, these young men and young ladies, and y'all said y'all was going to pay me for saying that, so we want our funds. These young men and young
ladies went above and beyond the call of duty on the last two weeks. Well, they do it all the time, but we read in the the newspaper saw on the news about some of the things that were taking place downtown during
graduations. They kept us, they kept the community safe and we want you to know how much we appreciate you, how much we value you, and we do not take you for granted. Thank you so much.
[Applause] Yeah, you can't see her. She got to go up one more. Got to go one more. Don't Don't y'all leave y'all. Just step to the side cuz Superintendent going to recognize you also. Just step to the side for a few minutes. Superintendent's going to
recognize you. We're That does complete the chair's report. We're now on to academic performance committee report. Your report, not his. Superintendent, you have anything? Nope.
No report today. Budget audit and finance. I just put a Yes. No, I I do have a report. Thank you. Sorry, I was I just put a mitt in my mouth. Um, so I want to thank interim superintendent and chief Langston for
the presentation of our budget to the county commission on Wednesday, May 14th. I want to share with the board that we're expecting the final approval uh to go before the Shelby County Board of Commissioners on Monday, June 16th. That gives us a little over two weeks.
Um, I spoke with Chief Langston and want the board to know uh he will be available from 9 to 3 tomorrow, Thursday and Friday. if you'd like to set up a one-on-one and have any remaining questions. Uh, and 9 to 3 um this Wednesday, Thursday, and Friday to set
up one-on- ones or if you need more than one oneonone, he wants to make sure that all your questions get answered. Um, we will call a special call meeting on Tuesday, June 10th to approve the budget. So, we have about two weeks um to get any any questions answered. If
there are um any I would my request for Chief Langston would be if there are common questions or information uh that you answer in one-on- ones that you share it with the whole board if there are questions come through. Um I think one other update um we're looking I know
that we've presented a significant deferred maintenance and uh capital request right now we believe it'll be similar to what we received last year which was a little over $5 million. That is what we're anticipating. And one thing I just want to put out there
because we do have um we a resolution that we did pass for a comprehensive facilities uh plan to be presented in late August. Just something for the board to keep in mind is that once we present that comprehensive plan, I'd like us to consider what it would look like to go
back before the commission um for potential budget amendments as they we are one piece of their budget. uh as we have we have a full plan and start thinking about what a capital campaign could look like uh once we we do reveal
at least a draft of that plan to see what it will take because we know we do need the support of our county commission but we will need the support of many others to get that work done and want to acknowledge the public that came to speak about the conditions of our facilities. We want nothing more to
invest in our buildings. Um, and we're we're going to rally for those resources. And that is the end of my report. Thank you. Board member Huie Garcia. Board member McKenna. Thank you. Um, I have a question about the budget process. I
know that we have to vote on the budget on June 10th. I know that we're asking for questions. Are we going to meet again as a body prior to that so that we can answer those questions transparently and in public so that it's not just between the board members but everyone understands those questions? If there is
a desire for the board to have a another public meeting around the budget, we can we can arrange that. I'd like to ask that we do that. Okay. Thanks. Thanks. I'll work with our executive services office. I'm sorry. I'm adding my name
onto it, too. Okay. Yes. The request we'll do I'll work with our executive services office to pull for some times that work. Thanks. Charter school committee report. The charter partnership council met on
May 15th. I want to thank Southwest Tennessee Community College for opening their doors for us to hold that meeting. We're continuing to have ongoing conversation to strengthen the uh partnership between charter schools and MSCS. Thank you. Community outreach and
engagement committee report. No report. Evaluations committee. No report at this time. Policy, governance, and legislation committee. Thank you, Chair. um on behalf of Chair
Love and myself as co-chair, we received, if you recall, we put out the um governance training RFQ and we received four responses. We are currently um there it's currently being um I guess scored and once it's scored
we will get um the scoring and um and the results of that so that we can make a decision collectively as to who we will use as um the governance training organization and or consultant. The other thing I wanted to remind board members of is that at our last board
committee meeting we had we talked about um board relations training separate and distinct from the governance training. We I think I I said I think most of us were there um but we talked I think I presented TSBA going to TSBA since they
are here in state and we are members using using their um services. Um, I will move forward if there's no objection to getting the um if there is some pricing concerned with it, getting that and getting it um back to the full board in time for our next board
committee meeting. So, we can begin that process sometime this summer hopefully. Um, beyond that, I don't think I have anything else. Nope, that's it. Thank you. Procurement committee report.
Procurement items are on the agenda. General counsel report. Thank you, Madam Chair. No report this evening. And we would like to say congratulations to our general counsel and his family. There's a new addition to the family.
Thank you. And now we're on to superintendent report. Yes, ma'am. Thank you. Uh, Chair Coleman, if you all would please can you pull up the slide deck? There's a few individuals uh and teams that I would like uh to
thank both during graduation season also for the entire school year. They've truly operated exceptionally. Uh there should be some presentation slides that I'm waiting on. There's not. All right. Well, first I
want to start off by thanking uh the SRO's again. I'd like to thank the SRO's [Music] again. Um we had over 6,000 graduates and over 83,000 attendees, eight venues
secured, over 11 days of events, and 35 ceremonies. I think they deserve a round of [Applause] applause. Also, I think we should
recognize for 180 days they secured our schools where we didn't have any fatalities. And I think in the community that we live in, each and every day that becomes a feat in and of itself. So, I want them to know I appreciate what you
all do each and every day along with the screeners who even make me go through the screening. So, thank you. Thank you. I really truly appreciate [Applause] that. Next, I'd like to thank uh Dr. Aaron Luster. Uh Dr.
Luster has over 20 years of experience. Is Dr. Luster here? Where's Dr. Luster. Come on in. Dr. Luster. Come on up front. Dr. Luster. She was the primary organizer for
graduations. They led smooth. She led smooth, meaningful graduation ceremony. She collaborated crossf functionally uh and she showed calm and focus throughout the whole time. We appreciate you. Thank you, Dr. Luster.
Next, I'd like to thank our communications uh team for uh our graduations. Uh 11 days again of events, 35 live streams, over 68,000 views. It was viewed in 10
countries. Photographers uh photographers at all events and social media coverage. I know he's back there in the room, but come on out here, brother Best. We want to give you give go let's give brother best standing of ovation brother best we appreciate what
you do each and every day too brother I don't see Patrick Richmond but along with Patrick Richmond also Germaine Johnson my young ladies over there Terica and Genna want to thank you all the whole entire communications team
thank you all for what you do each and every Hey, my team often knows I say one's too small a number to achieve greatness. Again, it takes uh the collective effort of all of us and so I want them to know I appreciate them. Next up, we have a
video. I know you all have heard a number of speakers talk about uh project search uh but also we've had a number of events during the month of May that has uh celebrated and highlighted our
exceptional children. We've talked about uh it's more about ability and not about limitations. Uh and I want to thank that team that consists of Dr. Lucket, uh, Miss Chapman, Miss Meeks, the whole exceptional children's team,
please stand. I see the Richmond's in the back. They're they're not related to me, but I was really touched by Mr. Richmond. Um, I went to a Project Search event. uh and he was overcome with emotion just uh by seeing our students perform tasks that
most people say they can't or wouldn't be able to perform. I want him to know I appreciated seeing that. I really did. It touched me. Uh but at this time again let's give him a round of applause and his team all of our partners who are partnering with us. We have a short
video and again I want to thank our communications team uh for putting this short video together for you all to see. The department of exceptional education is proud to offer six transition programs for eligible students with exceptionalities. Project Search partners with Leoner Children's
Hospital, Methodist North Hospital, the Peabody Memphis Hotel, Nike Vocational Rehabilitation, Premier Community Services, Regional Resourceful Developmental Services, and Working World Incorporated to provide students with 10-month internships, followed by
employment placement [Music] Fourth heat. [Music] Heat. Heat. [Music] The college campus transition program at
the University of Memphis is made possible through a long-standing partnership with the University of Memphis Institute on Disability. Students participate in meaningful onampus internships and externships throughout the community. Transition program graduates have secured
employment at businesses such as Memphis Shelby County Schools, Leoner Children's Hospital, Methodist North Hospital, the Peabody Memphis Hotel, Nike, and Smoothie [Music] King. Heat
[Music] up here. Heat. [Music] Heat. Heat.
[Music] Heat.
[Music] Heat. Heat. [Music]
[Applause] [Music] [Music] Avon Linux High School prepares students with exceptionalities for college and career readiness. Avon provides a variety of opportunities for each
student to reach their potential. Avon is the 2024 2025 MSCA school of the year. [Music] [Music]
my hand out. [Applause] [Music] [Applause]
Yeah. Again, I want to thank I want to thank our exceptional children's department and all of our partners. We appreciate you. Uh and I hope the staff as well as the board members. The month of May should signify the why behind
what we do what we do. All month long, I was touched by everything that I saw from graduations to seeing our exceptional children uh exhibit excellence. I saw exceptional children reading. So when I hear people say our
students cannot read, they continue they continue to defy that misnomer. So again, I want to thank the educators that pour into them each and every day and I want to thank the people who continue to speak life and encourage
them each and every day. So thank you all. Thank you everyone who participated. Uh we have one other item under my report and that item uh is literacy mids south. Uh board members asked us to bring uh literacy mids south
before the board to share with you all uh the partnership and to share the data. What I'd like to point out is again we want to partner with literacy mids south as you all see and look at the data. Uh the data is informative. Uh
the way we're going to approach all of our contracts and partners going forward is going to be in this manner where we're going to look at what is the return on investment. But more so than anything, it's important when you have a lot of different uh partners as well as
programs. Uh it's important that you have methodologies and implementation plans so that you can truly look at the impact of those partnerships, contracts, and programs. And so at this time I'm going to ask Mr. White and his team to
present uh the data on MSCS and Literacy Midsouth around tutoring uh program. So Bill, thank you. Thank you, Superintendent. Uh good evening board members.
Um you received earlier a presentation uh about some data related to uh the tutoring programs and specifically that that was conducted by literacy mids south. Um the bulk of the
presentation that I'm about to show you tonight is is that presentation you already received. However, to add some context to this, um, we've added some additional slides. We've added some updated data. Um, what we're trying to
do is we're trying to first and foremost give you a picture of what has taken place with tutoring overall, but then we did not set out to do like an official val evaluation of Literacy Midsouth. Um, but we do have some things like what was
shared with you earlier that does provide some comparisons as Dr. Richmond said as we move forward particularly with um partners um who are competing quite frankly for limited resources um
in making sure that we look more carefully at some of those programs and the return on investment. Before I get started, I did want to introduce Miss Hannah Petta who is seated next to me. I asked her to sit up here by me. Um I'm going to throw any of the really hard
questions to her. Um but I'm going to give a high level overview. But but seriously, she is here. Um she did a tremendous amount of work over the years. I want to um honor her for that. But I also do have her here. Uh depending on how deeply you want to dig
into some things. There's a lot of slides in here. I'm not going through all of the slides. it's been uploaded to board docs. Um, some of it are some of the slides are just slides that really kind of flesh out some of what I'm going to share with you and we certainly can
dig into those as you wish. But what I'm going to try to do is just hit the highlights of the findings. We also do have with us tonight Dr. Eric Hosman. Um, Eric, if you would stand, who is our director of research and performance management, our manager of research with
whom U. Miss Palada and Dr. Hosman work, Dr. Tegan Reeves. Couldn't be here tonight, but also with us is our director of extended learning, Miss Stephanie Mlan, with whom I think most of you are familiar um because she's the one who's really the programmatic expert
when it comes to our tutoring programs. So, as Dr. Richmond said, we've got a team here um to help with any questions that you may have. So basically what what we're going to look at is just some quick facts about the program uh as it relates to the
district and as it relates to LMS. LMS of course is going to refer to Literacy Midsouth. Um we're going to look at some of our statistically significant or important findings from 2122 to date. um 20 school year
2122. 2021 2022 is our um year that the tutoring program as we currently know uh know it first started. Uh we're going to look at some of those details. We're going to go into that 2223 presentation
that you already received a copy of which did focus a little more on literacy mids south. Um and then we're going to look at some more recent findings that we have. So this slide just kind of shows you um for the school year we just
completed 2425. Um some basic data here about these programs. Um you've got information here on the MCS MSCS before and after school tutoring and also um
literacy mids south where the MSCS program served about 12,700 students in 154 schools in grades K through 12. Literacy Midsouth uh about 1545 students in 18 schools um
targeting grades 2 through 4. In terms of the types of students targeted, the MSCS program looked at those or worked with those who had been previously retained, over age for grade, or below and approaching on state assessments. um
the target audience for literacy mids south were the students identified as approaching or below if if approaching students uh weren't available or if enough of those weren't available and they had they had satisfactory attendance and behavior.
Um so you can see there are some programmatic differences here um with the subject areas. Uh MSCS focused on ELA and math and in of course classes um and ACT prep whereas Literacy Midsouth
their their focus was on English language arts. Um the tutor to student ratio for MSCS 1:8 literacy mids south 1:3 there were about 1,400 tutors for
MSCS and um 120 for literacy mids south and then the yearly budget for the district was about 5 million whereas literacy mids south is three million. And so when you look at the cost per student, you can see that the Literacy
Midsouth program as designed um costs a good bit more per student with the district spending approximately $394 per student and um the Literacy Midsouth program costing about uh $1,942 per
student. All right, this is where we're going to get into um some of our findings. Now, what I'm showing you on this slide and the next slide is just for the MSCS before and after. And we're going to take a quick look at math, but most of this
presentation is going to be around English language arts because your interest in this presentation, I think, centered around um the request from Literacy Midsouth. And as you saw from the previous slide, their focus was English language arts. But I did want to
point out uh based on our findings that we have seen some statistically significant um findings with the program for MSCS before and after school in 21223 and
2324. The little red asterisk or star um shows where a statement shows a statistically significant difference. Um so we saw it in math with the K8 I Ready uh where the tutored students the high
dosage tutored students had a higher average on the I Ready student growth measure. The student growth measure is basically what kind of growth would you expect um students to make? what what would the median student um be expected to make on
um in that subject area using the I Ready um assessment and um there was statistically significant growth there. Also we saw statistically significant findings with the TCAP for 2122 in math.
Um similarly um in well in 2223 actually in math we did not see statistical significant findings but then when 2324 came we actually picked
back up on some statistically significant differences. So you're going to kind of see a mix across the years. You're going to kind of see a mix uh depending on the subject area. Now if we go to ELA which again will be
the primary focus here um in 2122 some statistically significant uh comparisons between the tutored and the non-tutored. Again this is MSCS before and after school. Uh in 2223 some statistically
significant. So you're kind of seeing um with math in 2223 you didn't see those significant differences but in ELA in 2223 you did and then we see kind of the opposite based on 232 24 where we didn't really see it in ELA but we did see it
in math. I mean the overall picture here is that tutoring definitely does seem to be helping um but we're not always seeing you know some of the findings that we would like to see. And again, I just kind of wanted before we get into literacy mids south to kind of point out
some of the the bigger context here when it comes to tutoring. Um, I'm going to skip through some slides here that are just kind of the uh slides that back up those statements you just saw. Again, we can come back to those certainly if needed if you want to dig into anything
further. Now where I'm starting is basically with that presentation that you received earlier which did focus on literacy mids south. Um you had a comparison slide in there and that comparison slide was from
2324. So earlier I showed you the most recent with 2425 but since you had received this slide I wanted to make sure you understood what year it represented and um it's a similar breakdown is what you saw earlier. Of course some of the data
are a little bit different based on the students served a little bit different when you see the cost but um but a very similar uh type picture here. Um now when that presentation was created
uh we provided some program data at the particular time of that presentation for 2324 but the findings I'm about to talk about in that presentation are actually for 2223. Okay. And again I'm going to skip over
some slides that just provide a little more context that we can certainly come back to if needed. The summary of findings for that particular look at literacy mids south and MSCS again for
2223 is that the results were mixed with MSCS tutored students showing more growth than literacy midsouth tutored students in first and third grade while LMS tutored students showed higher gains in second grade. Um, and we looked at
the data in terms of that student growth measure with I Ready that I mentioned earlier. We looked at fall to winter I Ready, winter to spring I Ready, and fall to spring I Ready. Um, again just skipping through some of
the contextual slides. Uh, the meat of the findings, there's some appendices. There's lots of stuff in there that you received earlier. Um, now I want to uh just highlight a particular slide
related to those 22 23 results where with literacy mids south in grades K through three um even though you saw a difference of going from 97.8 to 99.7, there wasn't a statistically
significant difference. And when you don't have a statistically significant difference, it basically means you can essentially say that those are pretty much equal. You know, um it's kind of like when you talk about the margin of error in a poll and they talk about uh
people being statistically tied. One might look a little higher than the other, but if they're not outside that margin of error, you kind of have to say they're they're pretty much the same and pretty much tied. However, with the MSCS tutored students in GA grades K through
three in ELA, um looking at the bottom quartile students, there actually was a statistically significant difference between the non-tutored and those students in that bottom quartile who had 90% or more u tutoring. uh because our
focus has really been you know about those kids who are getting what we call uh low ratio high dosage tutoring and they're doing it you know they're attending also they're coming to tutoring for 90% more of the time uh one
thing I want to point out you'll see a little footnote about the analyses done were a propensity score analysis and what this allows you to do is basically to create a control group. You know, when you have a situation where you're not able to actually randomly assign
kids between a uh control and a treatment group, which is going to be rarely done in education, um you have to come up with a way to try to make the groups as comparable as possible. And that's it's a statistical method where you're basically looking at a population
that is similar to the population that received the treatment. So we're trying to compare as much as possible apples to apples. So when we talk about the non-tutored, those kids look a lot like the kids who did get the tutoring in
terms of u various variables like their past test scores for example and that kind of thing. Um now with 232 24 and you kind of saw this in my summary slide earlier we didn't really see statistical
differences and so um you know if you just look at the slide it looks like there was a slight drop for both LMS and for MSCS but again statistically they look similar. Um I think one of the things this points out too is you have
to be careful about looking at single years and single snapshots. These things take time and you definitely want to look overtime for some of these things. We have a tendency in education to kind of look, you know, immediately after
something's been implemented and try to make a decision. Um whereas you want to have those multiple data points. So even though we didn't see it um and we don't necessarily know the reasons why, you do have to remember that even because even
though we tried to do comparable groups here, there are a lot of interventions and a lot of stuff that's going on in our schools. And it it is often hard to tease out exactly uh what the cause of the change or the the cause of not
having a change uh might be. And of course we're going to have data coming up soon from 2425 which will continue to add to this picture. Um similarly when we look at 23 24 in the bottom quartile only um
they're pretty much statistically um tied or the same there. Um now we did have some 2024 meaning this current school year that we just ended uh comparisons. And one of the reasons that we uh brought this
forward is that I I think Literacy Midsouth did provide some data earlier about some select schools and the progress they were making there. Um and this is really this slide is really just a repeat of what you saw earlier, but I'm just bringing it back because now
we're back to the 2425 school year. And um there's several slides in here which again I'm not going to go into too too much detail um but these are those school level
comparisons where you can kind of see uh across these different groups um how did the um different groups that these schools do like literacy mids south if you look at for example literacy mids
south as compared to uh the MSCS program and uh some breakdowns of the MS MSCS program of all tutored students the ones who got 50% or more the ones who got 90% or more the ones who were getting
statemandated only or the non-tutored you can see that literacy mids south they um showed some of the the largest growth between the fall and the winter I Um however it it varies by school as you
go through this um as to what group but we just wanted to bring this forward because they had presented um some data similar to this. Um so again I wanted to do a high level
overview and then certainly see what questions you have. This isn't really and I I think Dr. Richmond um really kind of set this up well. This really isn't about MSCS versus Literacy Midsouth. Um, uh, they're a valued partner of ours. Um, you've heard about
a lot of valued partners. Um, it's just that as these requests for resources for funding are being made, we were asked to kind of take a little bit more of a look into this. Um, and as you've seen, some
of it's not so much about the effectiveness as the cost effectiveness. Um, and those are some of the things that when it comes to a cost per student that regardless of the program or the partner, um, you know, I think the district is going to have to continue to
look at. So certainly, um, again, I have my colleagues here. Again, I want to thank Miss Palada for the great work that she did. Uh, we can discuss this further as needed.
Thank you, Mr. White. Any questions, board chair? I'll turn it over to you. I have board member Huitt Garcia, vice chair Love, board member McKisen. Thank you. I have a question about um comparisons of data sets. So I saw on
the Memphis Shelby County School before and after slide, we were looking at bottom quartile only. Are we we're doing we're comparing that in both groups. We're looking at bottom cortile or are we looking at like aggregate of one group and
I see yes I wanted to confirm that that that was my understanding and that's correct the 90 plus% participation on the MSCS side for literacy midsouth. Are we also comparing
it to students who attended 90%. Yeah, we're we're not on that one. Um, I'm not sure if we did we have the actual attendance data for them. Yeah, I'm g I'm I'm going to let you go ahead and because she's sharing a level
of detail that I think is helpful. Excuse Excuse me, Mr. White. I think and you can correct me if I'm wrong. I think the students who participate with Literacy Mids South must have a 90% attendance rate.
Sure. I that doesn't So you are we taking those students out if they don't meet the data or they don't meet the attendance rate. Um they have to meet that attendance requirement to stay in the program and because it's a during the day program um we can assume that
they were there for the 90%. Um also uh Literacy Mid South I believe their average is around 20 hours whereas our average is usually around about um 40 hours. So the n equals 6
618. We we're tutoring almost 13,000 students and we have 618 students who actually participate in 90%. Um that 618 is going to be um quite a a few different buckets down. So, that's going to be any student who was from
kindergarten to third grade who also had the um ELA fall to spring test and they also were 90% tutored. What What is our overall participation rate? I'm trying to think of value is
what I'm getting at, right? Like if it's $500 versus $ 1,700, but only half of our students are showing up and it's not effective for half of our students. What is the what percent of our almost 13,000 students are getting that 90%.
Um I would need to check um I'm not exactly sure what our normal uh percentage it would it would depend on which tutoring they're in. So I I would need to look at those numbers. I'm sorry. this, excuse me, uh, board member
Garcia. So, what you see here for the 618, those are the students who participated in 90% or more of the literacy mids south. Correct. That is for our
tutoring on the Okay. And it was explained that that's a very narrowed down group of K through three in the bottom quarter. I understand that, but it is still a some total that I'm looking at in our in our in what we're investing and it it's
clear to me that one option is more expensive but if students are if we're investing $500 a student and 50% of them are participating don't show up to get significant results because we are looking at a very narrow group
so just to make sure I have your question uh board member Garcia and that we can uh make sure we provide that you're basically ally asking um overall uh what does our participation rate look like? Yeah, I think that
I know we're we want to compare the results within specific student groups, but in general, we still have to look at it as an overall investment. Then maybe if we are doing a good job maybe we we scale we scale up in the areas
which are making the most impact or where we can get children uh students participating at that 90% like that right maybe it does need to be more expensive if we can't if we need to get participation up right thank you
we'll make sure we get that information. I have three questions. Um what is the definition of high dosage tutoring? Yes. Um we have it as 90% uh participation in the program. Um so on one of the slides I think it says that
it's around 70 hours that a student can have um a a an average over the district and so um that would be 90% of that. How many students receive high dosage
tutoring year overyear? Yes. How many students received high dosage tutoring year overyear that uh made it to proficient on the TCAP exam? Okay, that's another one I think we'll
have to get back to you on that's received high to high do tutoring that made it too proficient on the TCAP exam not the I
ready test the TCAP exam yeah we have that in a report we'll get that to you finally um the third question. How many of those students remain at the same school year over
year? We would also need to get back to you on that one. We're voting on this tonight. Yeah. finished. Thank you, Madam Chair. Dr. Richmond, for the listening audience, I just want to have you make it very plain what MSCS
is trying to say here regarding the relationship with Literacy Midsouth and tutoring students and what that means for MSES. Can you just state that as plainly as possible, please? Yes, ma'am. what what we were asked to do, board member McKiszik, uh we were
asked uh did we see a significant impact in regards to uh the outcome of literacy mids south. Uh and what my response was is that uh the outcomes were inconclusive. Uh we couldn't say definitively if it was showing more
impact or less impact than Memphis Shelby County Schools. So when we had the answer like that, we said that we wanted to partner with Literacy Midsouth because they're one of our strategic literacy partners. So we want to partner with them, but we were responding to the
board by bringing it uh to the full board so that we could share the data in the public. Uh it doesn't mean that literacy mids south is not effective. What it means is at this point we cannot share the significance or the
significant impact that it is having on tutoring students. We were also asked did we want to invest in literacy mids south and before an investment was made we wanted to share the data again to the full board so the board could help us in
deciding if we wanted to move forward with an investment in literacy mids south. Thank you. And if we could go back to the slide regarding, you know, the ROI of a potential future investment with the
five million versus the 3 million with Literacy Midsouth. Just want to take a look at that. Yes, that's it. So would you say then that just the cost per student and what the potential investment that it just may as as much
as we may want to it's just not maybe fiscally feasible to continue at this level or or what exactly is MSCS saying? Uh my concern would be uh we do need to take it under advisement and consideration as we move forward. uh
what I've shared with the team as well as literacy mids south. It's important to me for us to have a clear uh methodology and implementation plan so going forward we'll be able to truly see if it's impacting student outcomes. I
appreciate the question that vice chair love asked because in the end we want to see if it helps students to be proficient on the TCAP. We've used I ready data from winter and spring. Uh but I would like to see the impact that
it's having on uh students being proficient on the TCAP to answer uh the question that you're asking. Thank you. Board member Williams, board member McKenna. We do know that it is the curriculum
every across this state and nation that drives success. We don't know what curriculum these other folk are following. And I would be interested in knowing what are they teaching it, how are they teaching it, and who's teaching it. Because if you teach children, they're taught. But if the concepts are different and if they're using a
curriculum that is inferior or superior to one of the the data is skewed. So, I don't know that it's that we're measuring apples to apples because the data that we use and does the data speak to the TCAP test and the accomplishments and the objectives of that test. If
we're just putting numbers up here, what students are doing, I don't know what they're learning from, what your methodology is, what curriculum you're using, and those things have to be considered because if you're not purchasing from the state adopted textbook list, you might be teaching
something that's not being tested on the on the TCAP test. And I I don't know that, but I don't know if we are comparing apples to apples or apples to oranges because I don't I do not believe that their curriculums are in sync with ours. Thank you, board member Williams. Uh,
one thing that researchers will tell you is that you have to be careful about uh, confounding variables. Uh, and those confounding variables sometimes uh, will lead you to either have a a false positive or a false negative. So, what we're trying to do is to look at again
is literacy mids south based on implementation. So going forward, we wanted to have a clear methodology and implementation for Literacy Midsouth. So we'll be able to say definitively this program is impacting positive student
outcomes. And when I say confounding variables, uh we can't say definitively if it's uh seas. All of our uh schools with K K through two have seas. So that's a Lord toteer pupil ratio. So, we
can't say for certain if that lower teacher to pupil ratio is impacting student outcomes. We don't know if some of these students may be staying after school and receiving another dose of tutoring. We don't know if the SLA camps during the summer may have impacted the
students doing well this year. So what we want to do is again to have a clear methodology so we'll be able to evaluate this and other programs going forward to be able to definitively say if they're impacting positive student outcomes.
Thank you um Dr. Richmond and thanks for all of those questions um from my colleagues. I think to to make it clear for my understanding is that um I'm aware and everybody's aware that there's a grant that that L LMS received for $6
million and that that is over a 4-year period of time for them to actually do the evaluation of the program. So I think what I'm hearing Dr. Richmond say and I think I'm I think um well I'm going speak for myself. We don't have an
applesto apples comparison and this gives us an opportunity with this grant to figure out whether this is a a more if this program if they are if they are truly impacting where we need them to impact because when I look at the target audience the target audience is
different. do we need to is this something we need to do and if we're going to do this are we setting up the the methodology in a way that we are determining whether um what we're doing is working or what they're doing is working or some combination thereof. So,
I think this gives us an opportunity with their grant and um possibly some philanthropic partners um and I think we did ask the county to invest in this so that we can actually do the work of setting up the evaluation methodology on
the front methodology on the front end. That didn't happen happen. But I do I want to respect and acknowledge that there's been some good work done by literacy mids south um in the three years that they've been in the district. And yet we've also experienced some good work um doing our things and
understanding the confounding variables meaning we can't really attach because we didn't set it up on the in the front end. We didn't set it up to evaluate it appropriately on the front end. This gives an opportunity to do that. And in doing that I think we can be um
innovative and creative on how we um we fund this. Um because I'm I'm also going I I see this and I'm looking at them I'm looking at the numbers as well and that's a that's a um there becomes an equity issue um that because we want to
make sure that we're getting all of our students everything they need wherever they are. So I I appreciate Dr. Richmond and and um and your administration. Dr. Dr. White, you're now Dr. White. No, Mr.
um White and your team of of providing this information. I think we have an opportunity to work with um Literacy Midsouth and figure out how we can do this and do an evaluation so that ultimately we are investing in something that is scalable and sustainable. So
that's what I would like for um I would really like to ask the administration to take a look at. Thank you. And going forward, board members, uh the team and I, we do want to be careful about uh having a lot of
treatments. Uh we want to have a few strategic treatments that we can truly implement and we can see if those treatments are impacting student outcomes. If they're not, then we can move on and use something else. Uh but
that's how my team and I want to be uh fiscally responsible uh as well as uh responsible for student outcomes is ensuring that the things that we're using are truly impacting positive student outcomes for our students.
Board member Porter. Hey I had this kind of same question along my other colleagues. Um given the current investment are we not using the data from uh liters mid south to make better improvement plans at the school level. I I think board member Porter
going forward we will uh be using this data and other uh data. That's why again we wanted to bring it to you all to see uh if you all wanted us to move forward uh in investing. Uh we do have a menu of
strategic literacy partners. Uh we will be bringing that information so that you all will be able to see who those partners are. We meet uh I think I want to say bi-weekly or once a month month. We we meet monthly with our strategic uh literacy partners on Friday. We have a
meeting this Friday. uh and we're trying to ensure that those partners along our pathway to greatness are truly supporting the work in the way that they want to support the work as well as we want to support the work so that we can see the student outcomes that all of us can be proud of. Yeah, cuz I was looking
at on the last slide Ross Elementary. They show significant gains, but I was just trying to see what are they doing, what are they doing is different than what we can't do in the service that we can provide. Well, and that's my point. It could be the tutoring or it could be good first teaching. Um, if we were to possibly
survey Ross' teachers, uh, do they have good teacher retention? Do they have a certificated teacher in every classroom? Those are some other things that we need to be looking at so that we're evaluating what is truly impacting uh, student outcomes in a way uh, that we're
showing an upward trajectory. Board member Hugh Garcia. Thanks. I have uh three comments and one clarifying question. I do like the idea of going deeper on fewer treatments, making sure that we are doing the thing.
Well, there's a case for incrementalism and getting better at something over time and and not throwing a bunch of stuff at the wall. I my second comment would be though, if we are going to throw money into something, it would be literacy for me. Like if Memphis Shelby County Schools
can improve our literacy rates, uh that is this this is where I would this is where I'd want to take a bet, right? Literacy is where I will take a bet. I would like to see um to board member McKenny's point the
scale and sort of how do we do a proper evaluation if in this process when when we do sus out what is effective about either how do we have a train the trainer model how do we how do we build that in so Memphis Shelby County schools
can build capacity to do the things that we are learning are going well and then my final clarifying question is can we really no No one can tell me what the attendance rate of of the 12,700
students like in the aggregate is. I don't want that to come in an email. I want somebody to say in a public meeting what percent of our students of 12,700 attend 90% or more of tutoring. And I want to hear it for Literacy Midsouth because I think it's
getting it gets lost. And that is my we may have to move how or where we tutor on what subjects but it is cost per student is not accurate if they don't show up. I I want that in a public
domain and we don't have that. I I think board member Garcia we have it. I think what they were trying to do was to look at so they pointed out that for literacy mids south they have 20 sessions. I think we have 40 high impact
sessions. So I think the data is based on those 40 high impact sessions there was 618 students. Uh Mr. White and the team am I correct in that? No they clarified that was a subgroup of K through three in a
specific M I'm talking about in the aggregate. Oh, the aggregate of 12. How many of the 12,700 attended 90% or more? That is what got I apologize we didn't have that at our fingertips, but um I've spoken with my colleague, Miss Palada.
If we could just have a little bit of time, she can she can pull that up. Okay. I yeah I would love to know that answer even if we have to circle back later in this meeting because I that's a it is still five million versus three I
I get that we want to compare but it is still a line item. It still reveals something that I want to know. Thank you. Yes ma'am. Thank you Vice Chair Love. Um, I have a
question. Um, the tutors are done during the day. The tutoring is done during the day. Um, for Literacy Midsouth, the tutoring is during the day. For Memphis Shelby County Schools, it's before. Do you have any data on the teachers
perspective pulling the kids out of the classroom? Um, our understanding is that Literacy Midsouth has done some interviews with teachers, but specifically we we don't have uh data for what you're asking. No,
I would recommend that you get that teachers do a lesson plan and I don't want any students to be without going to tutoring. Yeah, I think you've raised one of the
concerns about during the day tutoring or pullout programs in general and we can certainly as we move forward we can certainly build some survey data like that into our um evaluation.
Um one school in particular that is Egypt Elementary loves the tutoring service that Literacy Miss South does. Um she
uh compliments me uh all the time on the uh effectiveness of literacy miss out but I want to get the teachers perspective not the principal. It it's a great question. So we like I said for
the for the upcoming school year we'll build that in. Thank you board member Murphy. Thank you Madam Chair. I think mine's more of a a statement. First of all, I want to thank you for bringing this presentation um to the board. I I'm I'm
right now it whatever works for our children, whatever we have to do to improve literacy, then I'm on board with it. Um we may have to switch or do whatever we need to do to find something perfect, but with literacy me itself, I
do know that a lot of people do like literacy m itself. So whatever works for our children, it works for me. Thank you, board member Kenny. Um yes, I echo that. I do have a question as you all and maybe we need to
bring this back to um board committee meetings to have an in-depth um so we don't we can ask all our questions at that point in time and maybe even give you some questions on the front end before so you'll be prepared for board committee. I'm I um want to understand because I think literacy mids south's
model is that it's the around attendance they have to have be at least 90%. So I want to make sure that anything we do around methodology we're acknowledging that because while we want of our all of our students to come and be in attendance 100% of the time irrespective
of how often they're in attendance it's our responsibility to make sure that they are getting what they need in terms of reading. So I want us to be able to set up a methodology that is acknowledging that as well. So that when we talk about scaling it may be that there are some treatments for certain
groups of of students and treatments for others. So this gives us that opportunity to do that as we think about it. I'm just I'm throwing things out there. So as we think about the creative and innovative ways we can partner and and then scale um I want to put that on
your radar. Thank you. Duly noted. Um, you've all made some excellent points and we're taking all of that into consideration and I do think this is an opportunity too and we've done this with some other partners to um, uh, be more thoughtful with the
partner about what services they provide and to whom do they provide them and that kind of thing. But I did want to um say that uh what we do have uh board member Garcia is for the 2223 school year, we have that uh data
that she was asking about, which is the school year that we were looking at when we had the literacy mids south comparison, but I think she has stepped away. Um that's okay. We want to know as well. Yeah, I'm sure we'll we'll inform her. I'm going to turn that over to Miss
Palada. Um, for that school year we had um two Okay, she's walking back in now. Okay. Um, for that uh for 2223 um for before school tutoring we had
2,745 students who were enrolled and the average attendance was 57%. Um 23% met that 90%. And then for after school we had that was our much bigger group. We had 11,42 students. The average um
attendance for that was 61% and 29% met that 90% uh participation vice chair. How many of him performed well proficient on the TECAP based on
the numbers you just provided. We wanted to go back to that um break down slides. If you don't have it, get it to me. Yeah. If you don't have it, get it to me.
Yes, ma'am. committee. That's one that we didn't um necessarily have where we could pull it up as quickly. So, we will make sure we get that to you. Um you need me to say it again? Uh it wouldn't hurt.
How many based on your numbers? Yes, ma'am. Did well on the TCAP? Proficient. Not advancing. Proficient. So we will define well as being meeting or exceeding which equates to
proficient. Yeah. Yes. Okay. This is not on the agenda for us to vote on. So I would like to make a suggestion that we take it back to committee take it to committee meeting. I mean the questions we were we were good with the questions but we're constantly. So if no
one has an interjection we'll take this to committee. Okay, we'll take it to committee. Thank you. This concludes um superintendent's report. Interim superintendent's report.
We are now on to new board business. Proposed policies. First reading. Who? Miss Stewart. Thank you, Dr. Richmond. Board members, we have six policies. Can you all hear me? We have six policies. We've already
discussed each of those policies, but just as a reminder, we have 20006 purchasing authority, 30001, multi-hazard emergency planning, 4004 French benefits, 4031 substitute
teachers, 508, adult high school and night schools, and 6049, thank you. And 6049, assignment of students to classes. All but one of the affformentioned policies are based on um
new state law or regulations. The one that is not is 404, which is fringe benefits. And that's simply to allow those employees who were rift during the 2024 um school year to have access to
insurance coverage at retirement. And again, this is for first reading. Thank you. We're now on to the consent agenda. Are there any items to be removed from the consent agenda?
Board member McKenna, Vice Chair Love. Thank you. Um, Chair Coleman, I'd like to remove 11.18 Goodwill Excel expansion. And I'd like to move um remove 11.3. Yeah, those are moved to request for
11.3 118. She's going to put request for action. Yeah, right. It's just being moved. It's It's going to be moved to request for action 11.18. I'm ready. 11.1 Approval American Way Middle School
Computer Inc. $25,329. 11.2 Two, approval of Hamilton High School Ary Jones Educational Solutions Unistar Sparkco Computers Inc. 188,69060. 11.3 is removed. 11.4 Four purchase
approval perpetual capital H holdings doing business as Novatech 166,525 11.5 Approval Tennessee Book Company class gather Thravis
$230,000 11.6 Six approval Tennessee Book Company textbook inventory $155,250. 11.7 approval University of Virginia Partnership for Leaders and Education ESL Strategies
$37,500. 11.8 Approval University of Virginia Partnership for Leaders and Education Summer Leadership Support $66,000. 11.9 approval custodial contract extension
HS facility services 4,25,438.92 11.10 10 approval custodial contract extension parkco LLC 2 million1 19,71322 11.11 approval cons c consoleia
contract extension service master clean LLC1,893,2630 30 cents 11.12 approval Education Logistics Inc.
$25,133.37 11.13 approval Powers School Group LLC 2,398,697.96 11.14 purchase approvals Safeware Inc. $487,980 11.15 contract amendment Bolton
High School B4 Applied Inc. No dollar amount 11.16 Approve Proximity Learning Inc. 4,691,700 11.17 donation acceptance White Station
Middle School White Station Middle School Partners in Education $17,757. 11.18 is removed. 11.19 approval immigration resolution board vice chair love
I pulled the wrong one which one do you want to pull uh proximity which is what number 116 okay so read one 11.8 back into the record.
It's 11.3. No, it's 11.3. Yes. Okay. Hannah. Okay. We will add 11.3 the approval of Panorama Education Inc. $197,400. And we will remove 11.16 approval of the proximity
learning. Do I have a motion to approve the consent agenda? So moved. Second. motion by she spoke incorrectly and 18 both.
Roll call vote, please. Board member McKisik, I. Board member Garcia, I. Board member Porter, I. Board member Murphy. Hi. Board member Love. Hi. Board member McKini. Hi. Board
member Otay. I. Board member Williams. Hi. Board chair Coleman. I. You have nine in the affirmative. Thank you. That motion passes. Committee charter. Now request for action. The facilities ad hoc committee chair
charter. And I'll read it into record. The board may consider motions for board members for the esta establishment of ad hoc committees. Motions for ad hoc committees must contain a written proposed charter. When the board
determines that an ad hoc committee should be established, the board must approve a charter for the committee prior to appointing members to the committee. Only motions that contain a written proposed charter submitted on this form will be reviewed and
considered by the board. and it was submitted today May 27th by Joyce Doris Coleman District 9. List the expectations of the ad hoc committee from May 2025 through May 2026. The
purpose and the purpose uh review and coordinate the facilities plan to align with budgetary and long-term district planning cycles ensuring alignment with board policies 1011 charter schools and 7002 real estate regarding school
closures surplus property use and public engagement procedures private recommendations provide I'm sorry recommendations regarding underutilized or surplus plus school properties. Prioritize the educational
use first, followed by community development initiatives. Coordinate with the board's community engagement committee to ensure robust community engagement by holding regular public meetings to gather input and address concerns. Ensure alignment with the
district's budget cycle and strategic priorities as well as with community development plans and city and county planning efforts. Coordinate with relevant governmental entities, planning agencies, and community stakeholders to
ensure cohesive and sustainable development. Provide quarterly reports to the board on progress, including updates on community feedback and key decision points. Ensure all recommendations comply with board policies and SC on
school closures, consolidations, and property repurposing. Access the feasibility of a joint city, county, school district construction authority for the efficient execution of the comprehensive facilities plan considering the potential benefits of
economies of scale, streamline processes, and enhanced expertise. report its findings and primary preliminary recommendations to the board on a quarter basis to meet as needed to develop and oversee the district's
comprehensive facilities plan. The committee will meet as needed to develop and provide oversight of the comprehensive facilities plan. The committee chair is board member Otay. Committee co-chair board member
McKenna. Board members all members of the board. External members superintendent ex or his representative general counsel or representative. External members by stakehold by stakeholder group organization
association including the number of for each group business medical religions community parents students and other Shelby County Commission as the district's primary funding bodies city mayor's office Memphis and Shelby County
office of planning and development experts in comprehensive community development real estate commercial development and educational facility planning, community representatives, including students, parents, neighborhood leaders, and
others. There's that's it. Motion. May I have a motion? Motion by Vice Chair Love, second by board member Otay. Roll call vote, please. Board member McKisik, I. Board member
Garcia. Hi. Board member Porter. Hi. Board member Murphy. Hi. Board member Love. Hi. Board member McKini. I. Board member Otane. I. Board member Williams. I. Board Chair Coleman. I. You have nine in the affirmative. Thank you. That
motion passes. Now go to old 11.16 proximity learning. Now we'll do 11.16 proximity learning um yeah how many sections equate to one
teacher proximity how many sections equate to one teacher thank you for that question uh vice chair love Dr. White law. Thank you, Superintendent Richmond and board member love. It is based on how
many sections. So it could be seven at one school. It can also be eight at another. It just based on what type of master schedule is inside of that particular school. Um do you have the number of vacancies
last year and the year before? Give me a roundabout number. A roundabout number of vacancy. Vacancies. I have to in the tested subjects. Give me a roundabout number. I'm looking at Tito. Yeah. In the testic
subjects, I think, Vice Chair Love, if I can recall, we had about 300 about 300 vacancies. So, Superintendent Rich, what you're alluding to is the overall vacancy number. So, I think so. So, proximity is
for 6 through 12. Yeah. So, it is for in in so in addition to tested subjects, which I don't have the number right in front of me, board member love, we could get it for you. But in addition to tested subjects, they're also doing other subjects like Spanish um and ele
uh and other non-ested subject subjects as well. So um you asked how many so right now the contract calls for 401 sections um which is equates to around 59 teachers. So on average it's about
seven teachers per section. So currently right now um in the current year we're only using about 335 sections um in the current contract. this contract to get us to again 401 section that equates to about 59
teachers the again I don't want to speak for you I think are you are you ask you're asking what the teachers I just want to make sure yes ma'am we have enough teachers for the students um um proximity learning
um is a wherewithal Um, I know that the teacher needs to be in the classroom, but we don't have enough teachers proximity
learning secondhand. So, Miss L, what I can tell you right now is is on average what we're doing for monthly for proximity is about roughly between 415 425,000 a month. Again, this contract is
for a total of um $4.6 million. If you do that for 10 months, it's going to get us to where we need to go for now. So, at with the vacancies we have now, it could be different because we're actually in
ramping up in hiring season now. It is my recommendation with the math that this is suitable now and then we'll know more data around the tested subjects later to determine if more is needed and we can always do pull back and use less
if it's not needed. What if more is needed? Then we'll bring it back before the board and ask for an addition. But I think this is off to a great start based on what we know and where we are today. If that makes sense. In the past, I think we've had between
uh 70 and 80 teachers roughly, and this says 67 proximity learning teachers here for 356 sections. I just want to be sure our kids are learning.
That's all. Thank you, Board Member Porter. Yeah. And I think the other scare with that is, you know, we don't want to start the school year off with not having either a virtual teacher or a teacher in place once the school year start. So, I just kind of think that's the pain point. So, I am glad that we're
bringing this before the board at a sniff amount of time. Board member McKisik, I'd like to call the question. I so move. Second question. No. Roll call vote, please.
Board member McKisik. I. Board member Garcia. I. Board member Porter. Hi. Board member Murphy. Hi. Board member Love. Hi. Board member McKini. I. Board member Otane. I. Board member William. Hi. Board chair Coleman. I. You have
nine in the affirmative. That motion passes. Now we're do 11.18 Goodwill Excel expansion. Board member McKenna. I wanted to pull this just because I wanted to make sure that um we acknowledged and I do have a question about acknowledge the good work
that we did collaboratively and collectively with Dr. Richmond, your team, um attorney Bailey, your team, and Mr. um Skyler, your team in getting this done as we said we would. I also want to ask the um superintendent, we did ask
the county um to um invest in this and I noticed in the contract that we are investing in in this um beginning pos no earlier than January of 2026 for the correctional facility. With that in mind, I don't want us to pull back on
that ask. What I would like to do, and this goes along with the question that I think both myself and board member Love asked, was how many of those um that you may serve in the correctional facility have children that are
attending our school system? And is there a way for us to think about aligning asking for funds to do wraparound services to ensure that there's a a smooth transition between that um formerly incarcerated um per uh
inmate and the family? Is there any way that we can um think about how we ask for an investment like that from the county? So, I want to put that on the on the on the table. Yeah.
Yes, we can definitely do that. I have asked for that data. I haven't been able to get it yet from Miss I know Miss Love had asked asked for it. So, um, and I I'm really not, you know, I'm not in the day-to-day operation of the prison, so I'm not really sure how they gather that
data. Um, but we can make it part of the enrollment process for sure when when when um when our clients apply to be at the school there, we can get that information at that time. And as far as wraparound service services for that, I think that's a great idea. And I and I
know that the current administration at the prison is very supportive of that and will I'm I can't I don't want to speak for them. They're not here tonight. But I don't think that'll be a problem. I don't think that'll be a hard ask from them at all. But if you're talking about the funding
piece, I'm talking about the funding piece. The funding piece. The funding piece. I think we're still kind of wait to hear that answer from the presentation just, you know, last week. I don't know if they they have that presentate. I don't know if if they've made a you know that would be something that they would talk directly to Aubrey
Mr. That would be helpful Mr. Skyler if we could do that collaboratively and if a if you talk with the team and talk about how that makes sense if I I think that I think where the kind of the holdup is no one's moving forward until
we get approved for that zip code if I if I might say and and that's what we're doing tonight. Okay. And so I'm asking you I'm asking you because that's what we're doing tonight. As we move forward and we go in front of the county commission, we can move forward together
and come up with um asking for funding to help us do that because at some point well actually those adults are are in um state custody or in county custody. So that is something that is a shared responsibility. I agree. Right. So, I
think we can get together and we can we that's something we can definitely collaborate on. And I know that the countyy's being asked for all kinds of money it doesn't have. But the one thing they talk about they're committed to is our students and their families. So, this is a perfect way for them to show that commitment. I agree. And if I could
work with maybe you and Miss Love for sure, because I know you both have asked that and exactly what you mean by some of those wraparound services. I think if I could get that verbiage a little bit more defined so when I go to them, I think that would be, you know, something I can make happen. Absolutely. And and with our and with Dr. Richmond. All
right. Absolutely. All right. All right. I appreciate you. All right. Thank you. I'm done. Board member Hu Garcia. I move that we call a question. Board member Vice Chair Love. Well, if no one else wants to speak,
we're already there, folks. vote it. So move that we approve. Did you have something to say? I move. We we not going to call the question. I
um I'm going to talk to you after the meeting. Roll call vote. A motion. Michelle. Michelle. Excuse me. I did not mean to say that. Board member McKisik,
I did not mean to call you by your first name. And she I'm not. She's going She motioned and board member Murphy second. Yes.
Roll call vote. Board member McKisik. I. Board member Garcia. I. Board member Porter. I. Board member Murphy. I. Board member Love. Hi. Board member McKini. Hi. Board member Otay. I. Board member Williams. Hi.
Board Chair Coleman. We have nine in the affirmative. That motion passes. This meeting is adjourned. Have a good night. Trying to be fast. I'm turning the