Board of Education February 24th, 2020 2026 board business meeting. Mr. Jenkins, please call the role. >> Board member Porter, >> present. Board member Murphy, >> here. Board member Love
>> here. >> Board member Otay >> here. >> Board member Williams >> present. >> Board vice chair Coleman. >> Board chair McKenna. >> You have six in the firm. >> We have a quorum. >> Thank you.
Tonight's posting of the colors is presented by Douglas High School. Oh, I'm sorry, by White Station High School. Please stand for the pledge of >> allegiance. left. Breathe in. To the flag of the United States of
America and to the stands one nation indivisibley andice for all. >> Please remaining standing for a moment of silence. >> Please be seated.
Thank you. White Station High School. Mr. Jenkins, could you please um acknowledge that we have board member Michelle McKisik. Thank you. All right. The next item is Spotlight on the Arts. Mr. Jenkins, please recognize
the spotlight spotlight on the arts. >> Thank you, chair. Tonight's Spotlight on the Arts performance highlights the 2026 ORF music all city concert, Take Time in Life. The co-chairs for this year's concert are Matthew Bogart from Fox Meadows Elementary and Elizabeth Lei
from Downtown Elementary. The ORF All City concert is a tradition dating back to 1973 for the district. This unique experience provides students from our ORF music program the opportunity to perform with peers from student from schools across our district. As part of
this collaboration, 385 students representing 65 elementary schools will sing, say, dance, and play music arranged by our own orf music teachers. Tonight's showcase will feature select elementary students from Chimney Rock, Crump, Delano, Downtown, Fox Meadows,
Idaw, Kingsbury, Oakshshire, Rozelle, and Southwind. They are performing Mama Pakita arranged by our very own Danielle Harris from Grahamwood Elementary. You are all invited to attend the 56th annual All City concert on April 1st,
2025 at 700 p.m. at the Canon Center for Performing Arts. We would love to see each of you there. fire. Fire higher. Higher. Heat. I'm happy with you.
Hallelujah. Hallelujah. Jingle round. The game. You got her. chair, if I may make a little commentary as we transition. I am just first of
all, that was amazing, was it not? Let's just give them another round of applause. Um, there were a lot of District 1 schools uh gathered for that performance this evening and just as a former ORF music kid myself, I appreciate those xylophones, those reporters. So, they
were amazing. And I also just want to take a moment to say thank you to all the schools of District 1 for showering me with so much love this past week um with the board member appreciation. It was a belated because of the storm, but oh my gosh, that was so amazing. So, thank you, District One Schools. You are
so loved and appreciated. Thank you. Thank you. All right, we're going to move on to item five, special recognitions and presentations. Uh, Mr. Jenkins, please announce the special recognitions. >> First, we have board chair Natalie
McKini honoring Snowden girls basketball team. Principal Shadonica Scrugs. We are proud to recognize the outstanding performance of the Snowden School girls basketball team for securing fourth place in the Tennessee Secondary School Athletic Association Middle School
Division AAA Girls State Championship Tournament. These young scholars have an average of a 3.5 GPA. Um, the students are Cadence Davis, eighth grade, Faith Eton, eighth grade,
Paige Fiser, Elena Gileiam, Elena Jenkins, Danielle Jones, Sariah Lawson, Isabella Miles, Kamura Nelson, Haley Walls, Zoe Walton, Jayla Whitley, Daniel
Robertson, Ebony Adams, Tanisha Holmes as the assistant coach, Cardell Moore as the athletic director, Dog I'd like to average GPA of 3.5 That's Let's
go. Okay, Mr. Jkins, you go to the next presentation. Thank you. >> Thank you. Um, lastly, we have board member Stephanie Love. We would like to recognize nurse Crystal Smith and Dr. Bala Krishna for their exceptional care and support of board member Stephanie
Love during and after her stroke. On this 4-year anniversary of her stroke, we applaud board member Stephanie Love. Board member Love wants to send special thanks to Methodist Central, the rehabilitation center at the Med, and to School Z. Thank you.
I heard you. understand. Hi, my superhero love I feel confused. And now I feel concerned. I feel
strength and strength. One word describing how I feel now is resilient. She has worked so hard. information. circumstanc
Keep up the good work. board member love asked me to um read the recognition of the certificate of recognition for Dr. Krishna in recognition of Dr. Krishna's outstanding progress and dedication to
stroke awareness. This recognition is a testament to his hard work and the positive impact he has made as well as on those around him. We recognize his remarkable achievement and the significant impact he is making within the Memphis Shelby County Schools
community. Is Dr. Krishna here? He's on his way. All right, we'll we'll interrupt and come back in. Okay. All right. There is um one other item that we have. Um, can I >> No,
>> while you wait on that, I just want to say Stephanie, um, for all of you wondering, we're all wearing purple for stroke awareness month. And just I'm so proud of you of how far you've come and just your dedication did not, it was not impacted, not one bit, by your passion,
commitment to the school district, to the school board, and I can speak to that firsthand. So, I just want to say I'm super proud of you. Good. I have um we the board have one other thing. We'd like to um provide a
proclamation to one of our board members who recently lost her brother Wes Huitt. So from the board, Amber, we have this proclamation. Whereas Mr. Wes Hewitt was born on October 12th, 1978 in Pora,
Illinois and passed from this life on February 3rd, 2026 in Washington, Illinois, leaving an irreparable void in the hearts of those who knew him best. And whereas Mr. West Huitt was educated and raised in central Illinois, attending East Pora High School,
Illinois Central College, and later graduating from Illinois State University in Normal, Illino Illinois. And whereas he began his career in local media in 1998 at a weekly paper in Chilikov, Illinois before joining the journal star in 2001 where he rose to
become sports and news editor. And whereas Mr. West Huitt poured his talent and care into telling the stories that mattered most. Stories of hard work, triumph, struggle, and everyday life. And whereas he was the kind of person who listened more than he spoke, who
showed up when he counted when it counted, and who loved his family with a quiet fierceness that needed no grand gestures to prove itself. And whereas for years, Mr. West Huitt poured his talent and care into telling the stories that mattered most. Stories of hard
work, triumph, struggle, and everyday life. And whereas Miss Mr. West Huitt was a devoted family man. He has survived by his loving wife Melinda who was his partner in every sense for more than 25 years. Their two sons Jake and Drew who were the light of his life and
the source of his greatest pride and joy. His mother Gel, his father Rick predescased, his siblings Rick, Autumn, and Amber. And now therefore be it proclaimed that Shelby County Board of Education honor and celebrate the life of Mr. West Huitt, a remarkable person
who showed a deep loyalty to those he cared about and unwavering commitment to to doing things the right way. Mr. West Huitt Okay, we're going to move on to approval of the agenda. So, we do um the next item is approval
of the agenda. Are there any amendments? I do I do have one. We would like to add general counsel performance objectives to request for action. Dr. Richmond, do you have any amendments? >> Yes, Madam Chair. Uh we'd like to remove
13.2 Cogna, Inc. Uh and we'd like to add to the request for action uh area, occupational therapy, physical therapy, speech therapy, aiology, and interpreters for the death, as well as
Cognia, Inc. Okay, just to be clear, we're adding we're removing Cognia Inc. 13.2 from the consent agenda and moving it to request for action. And then we are adding um the occupational therapy to request for action and we are adding general counsel
performance objectives to request for action. Is there any objection to us adding these things to the agenda and removing things from the agenda? Being no objection, I um the agenda is approved as as um distributed
as amended. Mr. Jenkins. All right. The next item is public comment. In accordance with state statute, the board shall reserve a period for public comment during business and special called 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 will proceed in the order in which public comment cards are received. A sh a signup sheet for public comment
is available 30 minutes prior to each applicable meeting and will be closed at the start of the meeting. This signup is located at the entryway table just past the security checkpoint. Speakers must state their name, organization he or she
is representing if any, and the 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 address the board and not individual members given
we make decisions at a as a body and to refrain from using 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, make
defamatory comments, or use abusive or vulgar language. The chairperson shall have the authority to terminate the remarks of any individual who is disruptive or does not adhere to the board rules regarding public comment. We
have 11 speakers and we will provide them with with two minutes each. Please start the clock. I'm going to call the first three people. If you would come up in that order, that would be much appreciated. So, my first speaker is I can't read
that. Claudine, >> Claudine Clarette, Adella Taylor, and I think Deja Boy. >> Good afternoon. I'm Claudine Clarette. I'm a retired teacher. I've been retired
what, four years. >> Miss Clarette. Let's make sure your mic is on. >> Okay. Is it on? Okay. Again, I'm Claudine Clarette. I'm a retired teacher uh for Memphis City School, now Sheper County School. And Miss McKenzie, you
had the honor of meeting my daughter in Nashville this past weekend. Yeah. Okay. Um I'm named by Maggie M. >> Miss Clar, I'm going to ask them to stop that. I think something's going on with
your mic. It's on. She has to get closer. Okay. You made home? >> Yes. There we go. >> Okay. Okay. I have several uh uh family members who were a part of the board. Percy Harvey. Uh it was five girls and
I'm the only one standing and all of them died under 50, including my sister. So, I'm familiar with Justin Bailey. His father and I were good friends. I have pictures of you at my daughter's birthday parties.
y'all with little children. But anyway, I really came to just to speak on things that are happening in uh Shepard County School. I was a substitute, but unfortunately I was terminated, which was fine. I was tired of paying IRS. I
don't have a house note. I don't have anything to take off. So, I'm at home. And I'm at home because I want to be at home. I paid my house off. I live in on 924 North Parkway, which is the old
Chiosa house. And I serve to get things done to my house. New driveway, new patio, new fence, new everything. So, I'm satisfied. My daughter say all I want to do is look at Little House on the Prairie, and that's what I love to do. I was looking at it at 3:00 this
morning on YouTube, and thank God for YouTube. But anyway, I really came to honor one of the best principles I have ever worked under is Leviticus Porner. He's retiring.
I fell at a school and he was at my door knocking on the door and in within 10 minutes and I really really think he's going to do a good job being retired. But another another thing I wanted to say
was uh >> thank you. >> That's a part of integration. Okay. >> Thank you. >> No problem. I can look at a little house on the prairie. >> Miss Taylor. >> My name is Adala Taylor. I have given
Memphis Chevy Shepard County School 34 32 years of service. I'm a highly qualified teacher. I'm a a level five teacher. Uh the reason why I'm here, I I need the board to give me some help to get in my classroom. I I get paid by the
board, but I haven't seen my students my student at school and my you know, okay, I haven't seen my students. So, the rest of I would speak in private because I didn't want to be here. I wanted to talk in private, but I couldn't. So, help me
to get in my classroom. I'm I'm not gonna call the name, but anyway, I haven't seen my student this year. And uh and I get paid every day to sit home. That's it. Help them. >> Miss Bowen.
>> Um Um Hello. My name is Deja Bowen. Um, and I'm an alum to a school that's potentially up for closure, um, called ID Wells Academy. Um, I started that school when I was in fourth grade all the way up until 8th grade, which I completed in 2019. And I went on to go
to Central High School. And my, um, big thing that I want to do today is kind of advocate for it, especially since I feel as if that school is a staple for the community and the kids who go to that school. Um I and like more than half of the
students who completed it with me, we all were in unusual circumstances and without the teachers who are more than likely one of the only constants in our lives, I don't know where I would be. Um especially being from South Memphis as that school is in South Memphis, which
is a whole different topic as far as like um funding for schools there in in our area. But I never thought that I'd be able to go to college. I currently attend the University of Memphis. I'm more than halfway through my degree and I'm also going to the United States Air
Force as a nurse. And I would never have been able to do any of this without these teachers. And to see that their livelihoods are potentially at risk and to see that so many students are potentially going to miss out on careers because their education is kind of going to be I won't even say kind of their
education is going to be uprooted. From my perspective, I just I'm I'm just here to speak on behalf of that school of my school because I still feel as if it's a part of me and my family. I have all of my younger siblings attended IDB Wells and I made sure to constantly come back
as much as I could throughout high school and now college and yeah, that's why I'm here today. Thank you. >> Thank you. The next three I have Marty Garrett, Erica Smith,
Dawn White before we start. Good evening. Before we start the clock, I just want to make sure that Miss Yolanda passed out to the uh all the to the panel the photos that I have here for Scenic Hill Elementary. Every Okay, perfect. Okay.
Okay. Good evening. My name is Marty Garrett, address 3450 Scenic Highway, Memphis, Tennessee, Zip code 38128. I'm here to represent as far as Senis Hill Elementary. Okay. It has been 20 years. We are competing with neighboring charter schools to increase and sustain
enrollment. The my concerns is the renovations of Cenis Hill Elementary. Sen Hill Elementary School located in Memphis, Tennessee has long served as a cornerstone of education and community engagement for families in the area. With a student population of nearly 300
children in grades preK5 and a dedicated team of educators to school plays a vital role in shaping the future of our youth. However, recent evaluations have revealed the presence of mold within the school's infrastructure, posing serious health risk to students, facility, and
staff. Mold exposure can lead to a range of health issues, including respiratory problems, allergic reactions, and other long-term complications, particularly for young children whose immune systems are still developing. The presence of MO in an educational setting not only compromises the physical well-being of
students and staff but also disrupt the learning environments leading to ab absences and diminishing academic performances. Given the age of the building and the challenges associated with maintaining older infrastructure structure, it is imperative that Memphis
Sherby County Schools prioritize a renovation of City Hills Elementary. This renovation should include comprehensive mold remination, improved ventilation systems, instructional upgrades to prevent future occurrences. Investing in these improvements will
ensure a safe, healthy, and conductive learning environment for all students. Moreover, the renovation aligns with the distance broader strategy goals to enhance education facilities, improve academic outcomes. Senate Hills Elementary has shown promise in literacy development and community engagement
with programs like Arise to Read and partnerships with organizations such as Literacy Mids South and Clean Memphis. Preserving and improving this institution is not just a matter of infrastructure. It is a commitment to the children and the families it serves. We urge district leaders, community
stakeholders, and funding partners to act swiftly and decisively. Thank you so much y'all. Have a great evening. >> Thank you, Miss Garrett. Erica Smith. >> Good evening. I'm Erica Smith. I'm a taxpayer.
I'm an activist and I'm also a parent. I'm speaking on behalf of IdaB. Wales. I would like to first start out by saying IdaB Wales Academy is a level five school. sacking the teachers and the staff from
the teachers, the coaches, they all are level five teachers and staff at this school. And I would like to ask where whatever happened in this building today that you keep the students of Ida B. Wales and the teachers together
because like I all of my children have done attended Idol B. Wales from the oldest on down to the last two. They done had great great kids coming up out of B Wales.
Students like my 16 year old he was on the basketball team at Ida B. Wales. He's now at Hillrest with Ida B. Well teaching he's like number one in his class at other schools and things like that. And I would feel
that like if you all separated the staff and the teachers of IDB Wales, the children going to fall tremendously. And I have never seen a school that care wholehearted about the children education than I do Ida B. Wells. Thank
you. >> Thank you, Miss Smith. Miss White. >> Good afternoon. My name is Don White. My address is 165 Boneur Circle, East Tennessee 38028. And I'm speaking on behalf of IDB Wells
Academy. I'm going to start the history. IDB Wells Academy was an was an alternative intervention initiative which offered learner centered nurturing environment where students had an opportunity to acquire the skills necessary to experience daily success.
One of our missions were or our theme was uh it's a place where kids could could succeed success receive success every day. So our students there knew that it was somebody there every day to actually encourage them to move them right along through the hallways to make sure if they were suffering something they got tutoring. They got one-on-one
mentoring. So IDW West have always been that type of setting. The student teacher ratio ratio at the academy was always lower than the traditional classroom. Therefore, students receive greater benefits from educational experiences. IDW West Academy was previously known as Memphis Options
Academy. It began with 50 students and 13 staff members on April the 24th, 1995, occupying four rooms at Kansas Vocational Technical School. It was modeled after the optional school in Washington DC. The academy then moved to the first floor of Manassus High School
uh in August of 1995. And from there we moved to Lauderdale uh old Lauderdale school building and there we became uh IDB West a specialy school where we actually had alternative students as well as specialist students. With the two combined together that's what made us a level five students. The students
who knew a whole lot they too wants to need a whole lot of help. So with that going on in the classrooms and outside the classroom that made us have a successful school year as well as become a level five school. IDB West Academy has received the following awards. We were one of the few schools who received
a service learning award from the former President Obama. The uh the award came through the mail to all the teachers, all the staff at IDW Academy. Since 1995, IWB West Academy has always been a service learning community school. So, we always serve our community at the
needs that they need. It was very organized and structured. Another thing that IB West Academy was awarded for uh we have a sculpture in her name downtown. So Idyb says done well. Thank you. >> Thank you Miss White. The next three are Tony Suggs, Mary
Howell, and Liz Marble. Good afternoon. My name is Tony Suggs. I'm a resident here in Memphis, Tennessee. And the reason why I came today was because I submitted a amendment to bill HB 1729,
which basically deals with children that are homeschooled. Uh the problem that with this bill that we have is that the kids are tested at the fifth grade level and if they are behind then they they
receive remedial care. And I think that we have enough computerized programs that they could be utilizing at home. But the problem is that homeschool students have to pay for those these
computer systems to um provide the extra education that they need where regular students get it free. So, um, what happens is with the remedial, they learn how to take the test, but
they don't really learn the information. And so, with, uh, 670,000 people that are in the workforce here, only 5.5% of them have STEM education. So we have Colossus that is here in Memphis, Tennessee
that will provide uh AI AGI which will replace jobs here in the city and around all around the country. And so what we have to do is we have to make sure that our students are STEM educated
that they're able to participate in what's coming. Thank you very much. >> Thank you Mr. Suggs. Miss Howell. >> Good evening. My name is Mary Howell. I'm a first year classroom teacher at Cordova Elementary School and I'm here representing myself. I wanted to bring
up a concern that I have for our students and a lack of highquality instructional materials and a lack of aotted time. There are three major areas of concern for me at the present moment. That includes the inclement weather, supplemental materials, the district provided powerpoints and progress reports. In my time here in the district
and with speaking to others across my building, this was the first time that supplemental materials were sent home during inclement weather days and again during the long weekend that coincided with Valentine's Day and President's Day. While I definitely understand the need, I feel the execution was lacking. Before the inclement weather, we the
teachers were given less than 48 hours notice to provide supplemental materials that would be valuable to our students. Before the long weekend, we were given less than 24 hours notice. At my school alone, we have over 800 students. We were expected to have valuable supplemental materials to send home with students in a turnaround time that was
inadequate. I fail to see how we are supposed to send out high-quality instructional or supplemental materials to prevent learning loss for our students. We are when we are not given enough time to prepare those materials or given clear guidelines on said materials. The district uh this year has provided us PowerPoint
and theory. That sounds amazing. In execution, it has not fully worked. Our grade teams at my school have collaborative planning on Wednesdays. It has been very typical for the second grade ELA powerpoints to not be uploaded until late in the afternoon on Tuesdays after all planning periods have been have ended for the day. There have also
been numerous PowerPoints with inaccurate information. Most recently, our unit 4 week three slides had images and questions that still related to unit 2. Um, we also have do nows and exit tickets listed that the allotted time should be 1 to 5 minutes and it would
take 15 minutes for students to complete. Lastly, with um progress reports that just went out, um I had to wonder how much quality work was being done when at the beginning of our
instructional uh year, we were testing for I Ready. So, we didn't have adequate grades to put into our progress reports that were due the week after. >> Thank you, Miss H. >> implement weather. Thank you, >> Miss Marble.
Liz Marble, 171 Glenn Rogers Drive. I'm a mathematics educator since 1983 and president of UEA, the largest local educators association, affiliate of TEA and NEA, 3.2 million members strong. I stand with the shared purpose today in a
common goal to advocate for the future of our education system and more importantly for the professionals who shape that future are educators. Here in Memphis, educators show up every day for our students and our families. In classrooms, cafeterias, libraries, front
offices across Memphis Shelby County Schools. Educators are doing far more than their job descriptions, and we deeply appreciate their work. They are mentors, counselors, role models, and lifelines for children who depend on them. Our educators are preparing students for a rapidly changing world,
one filled with innovation, uncertainty, but opportunity. They're cultivating problem solvers, creators, and leaders who will shape the future of our city, Memphis. And when we look across Memphis in healthc care, small business, technology, public service, and the arts, we see the lasting impact of
educators from Memphis Shelby County schools everywhere. But while expectations continue to rise, compensation and support have not kept pace. Too many Memphis educators are working second jobs. Too many are commuting long distances because home owners ownership is out of reach. Too
many are leaving the profession they love, not because they lost the passion, but because the financial reality became too heavy to carry. Providing salaries and benefits that allow educators to purchase homes, raise families, and invest in Memphis neighborhoods is not just about pay. It's about stability,
retention, and respect. It is about ensuring that the people shaping our children's futures can build their own futures right here in Memphis. When we invest in educators, we reduce turnover. When we reduce turnover, we strengthen schools. When we strengthen schools, we strengthen the lives of our students and
we strengthen Memphis. So today, our message is clear and unwavering. One job should be enough. Enough to live, enough to stay, enough to keep the educators Memphis students deserve in Memphis neighborhoods and Memphis classrooms. Because when educators thrive, students
thrive, and Memphis thrives. Thank you. >> Thank you. Our um last two speakers are Haley Thomas and Tashara Tuggle. Good evening members of the board. My
name is Tashara Tuggle and I'm a parent of three current students and two former students out of Wales. I stand before you not just as a concerned parent, but as someone who has witnessed firsthand
what this school accomplished every single day. This is not a failing school. This is not a school in crisis. This is a high performing school. Our students are producing strong academic
outcomes and achieving scores, high scores on state assessments. They are meeting and exceeding benchmarks. The teachers are doing their jobs and the students are doing their jobs. So I respectfully ask, why are we considering
closing a school that is working? Closing this school would not just relocate students, it would disrupt stability, relationships, and academic momentum. Research consistently shows that
stability matters. Children thrive in environments where they feel safe, supported, and familiar. Our school provides that. We tell our children that hard work leads to success. We tell them that if they apply themselves, they will
be rewarded with opportunity. This school has applied itself. Our educators have committed themselves and our students have shown measurable success. Closing a successful school sends the wrong message that performance does not
protect you and that achievement is not enough. If there are financial concerns or enrollment challenges, we are willing to be a part of the solution. But dismantling something that is producing results should not be the first answer. Um I urge you to consider
this decision and protect what is already working. Our children deserve continuity continuity stability and a learning environment that has proven it success. Thank you. >> Thank you Miss Tugle, Miss Thomas. Haley Thomas.
All right, that is the end of our public comment session. Thank you. I'd like to take this opportunity to ask Dr. Krishna to come forward.
U my name is uh Bala Krishna. I'm the neurologist at uh University of Tennessee and Methodist University Hospital. Um thank you for this opportunity to speak today. As a stroke physician here in Memphis, I have privilege of meeting patients and their families during some of the most
difficult times of their lives because stroke is sudden, frightening, and lifealtering not just for the individuals or their families but also for the communities. But today I'm not here to talk about a loss. I'm here to talk about uh recovery, resilience, and
hope. Uh I had the honor of care taking care of one of your own, your colleague, a leader and a dedicated member of this board who experienced a stroke. In those early moments, like many stroke patients, she she face uncertainty, fear, and a long road ahead. Stroke
recovery is rarely easy. It is not just about medicine. It's about resilience, determination, and community support. Your colleague here is a powerful example of that. After experiencing a stroke, she faced a difficult journey. But through hard work, courage, and
support, she made a remarkable recovery. Her journey is a powerful reminder of something we want every community to understand. Stroke is treatable and recovery is possible, especially when care is delivered quickly and rehabilitation is embraced fully. But
recovery does not happen in the hospital alone. It happens in homes, workplaces, and institution like yours. When a community support a stroke survivors return, it restores dignity, confidence, and independence. Tonight, I want to
acknowledge not only her courage as a stroke survivor, but her determination as a public servant as well. Returning to leadership after a stroke takes lot of strength and deep sense of purpose. She's not just a survivor, she's an example of resilience for all of us. It
has been absolute privilege to witness Stephanie's recovery and her return to service. Her journey reflects the very best of what medicine, rehabilitation, and community support can achieve together. And thank you for allowing me to share the story of hope and most importantly, thank you for supporting
one of your own. >> Thank you. Actually, we would like you to come forward. >> Yes. >> I want to thank the school board in general as well. I came few months ago and introduced a concept of Memphis brainb and uh my dream became a reality.
We are having our first Memphis brain be this Saturday. I I invite all the school board members to come to our university campus to support the students. We have like uh 17 students are participating. They're competing for the the competition. This is the first in
Tennessee. And Wow. Yes. And then so the winner we're going to feed them into national brain B. So, one of our Shelby County school kid is going to represent at a national level. We're going to support mentorship, financial uh support, whatever it needs. We're going to help the student and their family to
travel. And then our hope is for the student to win the national competition and go to international brain as well. So, I'll keep you posted. >> Oh, thank you. So I'm going to read this recognition in recognition of Dr.
Krishna's outstanding progress and dedication to stroke awareness. This recognition is a testament to his hard work and the positive impact he has made as well as on those around him. We recognize his remarkable achievement and the significant impact he is making
within the Memphis Shelby County Schools community. Thank you, Dr. Krishna. >> THIS IS All right, board members. The next item of business is 8.1, approval of the minutes of the February 10th, 2026 work session
meeting. They have been distributed and placed on the MSCS board docs for public viewing. Are there any corrections to the February 10th work session minutes? There being no corrections to these minutes, may we approve these minutes as distributed by general consent.
>> I move that we approve the board minutes for February 10th, 2026. I appreciate that. Roll call, please. It's been moved and seconded to accept the the uh minutes for February 10th. Roll call. >> Board member McKisik.
>> I. >> Board member Garcia. >> I. >> Board member Porter. >> Hi. >> Board member Murphy. >> I. >> Board member Love. >> Hi. >> Board member Otay. >> I. >> Board member Williams. >> Hi. >> Board Vice Chair Coleman. Board chair McKinn >> I >> you have nine in the firm.
>> It has been approved the minutes for February 10th board work session. We're moving on to item 8.2 approval of the minutes of the February 11th 2026 business meeting. They have been distributed and placed on the Memphis Shelby County
School Board's dock for public viewing. Are there any corrections to the February 11th? I see a light board or member Coleman. >> Motion. >> Okay. >> I move that we approve the minutes from the February 11th, 2026 business
meeting. >> Second. >> It has been moved and seconded that we accept the minutes. Approve the minutes for the February 11th regular business meeting. 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 Otay. >> Hi. >> Board member Williams. >> Hi. >> Board Vice Chair Coleman. >> I. >> Board Chair McKenna. >> Yes. >> You have nine in the firm. >> We have approved the minutes from the
February 11th board meeting. Next on the it on the agenda is superintendent's recognition of grants, gifts, and donations. Dr. Richmond. >> I don't have any tonight. >> Very good. Next is the board chair's report. So, good evening everyone. As we
convene for this board business meeting, our focus remains clear. Student outcomes. Everything we report, celebrate, and prioritize connects back to improving results from for our students. I want to frame tonight's board chair report through the five A's:
Academics, athletics, arts, attitude, and attendance because each of these areas contributes to student success. So, arts. First, I'd like to congratulate our Memphis Shelby County School's marching bands. White Haven School's Sounds of Perfection Band won
first place at the crew of Rex Battle of the Bands in New Orleans. And Raleigh Egypt High School won first place at the crew of Argus competition. That kind of excellence takes discipline, practice, and teamwork.
We are proud of our students and directors for re representing Memphis so well. We also congratulate board member Demarcus Porter on his children's book, The Genius in Me, which reminds young people that their confidence, voice, and imagination
matter. That message reinforces the power of creativity and expression. Moving on to academics, our graduation rate is 84.4%, an increase of more than 6 percentage points since 2021. That means more
students are earning diplomas. Even more important, and you all have heard me say this before, is our ready graduate rate, which has improved to 47.6%. A ready graduate graduate earns a diploma and meets strong benchmarks that
show they are prepared for college and or career. That is the the level of readiness we are working to increase. We are also we also remain a level five district for four years in a row. In Tennessee, level five is the highest rating for academic growth. That means
our students are making more progress than the state expects in a single year. I want you all to clap for that. they're making more progress than is what is expected of them in a year. While growth means students are improving,
proficiency means they are meeting grade level expectations. And our goal is to is to ensure that both of those things are happening. Athletics and academics. Congratulations to board member Saboay and her husband Ruben and board member
Porter and his wife Adriana. their um two sons being named um two of the Memphis Rising 20 youth. That is um so congratulations to Amari Otay and to Taj Porter.
This honor celebrates excellence in academics, athletics, leadership, service, innovation, and the arts. We are proud of both of them and encourage them in all of our students. the other 18 as well to keep rising. Finally, attitude. I want to recognize
board member Stephanie Love. I want to personally do this for her perseverance as she continues her recovery after two strokes. Her resilience reflects the mindset we want for our students to work hard,
stay strong, and do not give up. All of you may recognize that she asked us to wear purple tonight. Purple is not only her favorite color, but purple is also a sign of courage. And that's what it took for her to do what she has done in the
last four years. Thank you for your level of commitment. She wants to say something now. >> Okay. I just want to say thank you. Having a stroke is the most difficult thing I've ever
had to endure. But through God's grace and mercy and a lot of prayers and a lot of hard work, I'm talking again and walking again. This is a new way of life for me.
But God gave me a second chance and I better not dare sit down. on God's grace and mercy. Thank you to the ones that supported me.
A special thank you to my sister who quit her job and she was a bodyguard in and out the hospital. Um,
the only person who came to see me was Jean Bess. And he made it all the way to my room. And my sister is short. John Bess is
tall. But they were heading out in the hallway because my sister didn't want no one to see me in that state of mind. Thank you to my board members
and thank you to the community for never giving up on me. Thank you. Thank you, board member love. Um although snowmageddon interrupted board appreciation week, I want to thank every member of this board. We move as one
team. Our governance training, facilities planning, support of the superintendent academic plan and district store scorecard, and the permanent hiring of our superintendent reflect focused, steady leadership in service of student outcomes. I'd also
like to recognize our board office that we don't do often, the mighty mighty three that support all nine of us. And so I'd like to say thank you to to our board office, Yolanda Timberlake, Karen Waters, and Rashan Jenkins.
So finally, when we stay grounded in the five A's, academics, athletics, arts, attitude, and attendance, we create the conditions for student success, and that remains our highest priority. Thank you. Next on the agenda, we have our business
um we have our committee reports, and I know do we have um just let me know, yes or no, whether you have one. Do do we have a academic performance committee report? No report. >> Do we have a budget audit and finance committee report? >> Yes, we do. Thank you. Um so colleagues,
today um we have a budget amendment before us that is going to primarily align our budget to the state approved awards and shifts from quarter leaf funding um from fund 8 into the general fund. Um this adjustment is going to ensure our accounts accurately reflect
how funds are being allocated and spent. Um, in addition for the board and the listening public, we are going to hold a budget retreat on March 9th from 9:00 am to 1 pm. So during that time, we'll begin reviewing our return on investment
um for this year's expenditures and discuss whether we should continue funding some of those items in support of student achievement. Uh, co-chair Porter and I will be sending out a brief brief homework assignment to help inform the administration um of your priorities
and requests ahead of these discussions. So, that'll just give us um something to react to and start our discussions about what what we want to prioritize. So, I look I look forward to a thoughtful and productive conversation. And that concludes budget on and finance report.
>> Are there any questions? Seeing no questions, we'll move on to the next one. Thank you. Do we have a charter schools committee report? >> Yes. A brief update that the charter partnership council will be meeting on March 12th. I don't have the exact time
in front of me, but it'll be posted on the uh the public calendar. March 12th, Charter Partnership Council meeting. >> Thank you, board member McKisick. Next, report. Committee outreach and engagement committee report. Do you have a report?
>> No report. >> Next report. Evaluation committee report. Do you have a report? >> No report. >> Facilities ad hoc committee report. >> No report. >> Policy, governance, and legislation
committee report. No report. General Counsel's report. >> Good evening. No report this evening, chair. >> Thank you. And we are now at Superintendent's report. >> Yes. Thank you, Madam Chair and members of the board. Uh before we move forward, I want to take a moment to ground us in
the purpose of a presentation. Uh it's the overview of different audits at Memphis Shelby County Schools and why it matters. uh we know we had several media outlets uh who've reported on it and we want to provide context to the larger uh
community about the various uh audits that Memphis Shelby County Schools undergoes. Uh tonight's overview is intended to provide clear shared understanding of the different types of audits that take place across our district, what each is designed to do,
and how they work together to support accountability, transparency, and responsible stewardship across our system. This is about clarity, stewardship, and ensuring we are aligned as we move forward. With that, I'll turn it over to Chief of Business Operations,
Mr. Tito Langston to walk us through the overview. Mr. Langston. >> Thank you, Superintendent Richmond, members of the board. Um I'll briefly take us through the different type of audits. Um as you're aware, we're currently doing undergoing a forensic
audit that is set to by reports um interim in the interim end possibly mid-March, late March. We have completed the schools audits um for the 2425 as well as the district
audit. So first again we'll go through the forensic audit. I'll break down the meaning. A lot of what happened is when we started to undergo the forensic audit a lot of people ask what the forensic audit is. So I'll explain that the annual district audit board members um
as Dr. Rman always do keep you updated on um audits. You remember we had two findings uh for the for the annual district audit and then we'll go against uh over the individual school audits. Every individual schools all60 and including the charter schools go
through an annual uh individual school audit and then we'll summarize it. First forensic audit. So currently again we're undergoing a forensic audit. It goes deeper than a routine financial review which is what we do for an annual audit. It's investigative in nature. So
currently the forensic audit that we're undergoing is focusing on three areas. Those three phases include forensics, digital as well as internal controls. Um the for the forensic auditors that are um we're meeting with now. Um they're looking at specific transactions.
They're looking at contracts, payroll records, procurement activity, communications. Um and they're trying to determine whether any policies, laws, or e ethical standards were violated. So some key characteristics of any forensic audit is first I'm looking for specific
allegations as we talked about they're doing detailed transaction testing and looking at a lot of documentation. Um they may undergo uh interviews with all staffs who was either here um during the scope of the individual audit or who are
um who's been with the district before or currently with the district. Um it's designed to identify facts, quantify losses, and if any determine the responsibility, and then any findings uh may lead to corrective actions, any recovery of funds if necessary, and then
any legal proceedings if necessary. That's the forensic audit. Next is our annual district audit that we undergo every year and it's current it's been completed the last decade or so by Watkins Uberall. That's our external audit. The annual district
audit is a comprehensive review of our financial position. Um it's cond conducted again by external agency which is Watkins currently. Um that audit focuses on a few things. One it looks at our district financial statements. Um next it looks at internal control
systems. And then uh next number three it looks at it test any financial processes and procedures to ensure that they meet the internal controls. And then lastly, it looks at the compliance with accounting standards and governmental audit requirements. Um, those auditors, they review all of our
financial reporting to make sure that it's accurate and whether the district's processes align with the traditional audit and financial standards. Um, they're evaluating controls. They're doing payroll procurement. As you can see, it's much of the same things that a forensic audit is doing as well, but
this is another layer that outcome of the formal the district audit is uh they render what's called an opinion. The best opinion you can get is what's called an unmodified opinion. We've gotten clean which is means that it's a clean audit by standards. um for that
opinion this particular year. Um if you have seen the audit and read read through the report, they issued a disclaimer for this audit because the forensic audit is gone going. That disclaimer simply means that after the forensic audit is done, they'll come
back and render a an opinion depending on how the forensic audit goes. The next audit that we the next audit that that that is done is again individual school audits. So again each individual school has their own audit.
Um so um these audits are conducted by our own internal audit staff. So again I want to make it clear school audits are done by our own internal audit. They work in conjunction with the uh walking jubile which is our external audits but it's conducted again by our own internal
team. Um it looks at again a few things. So uh it looks at school funds and activity counts which could include ath things like athletics um fundraising things of that nature. Um they looks at they look at cash handling procedures that one of the things they want to know
is that if you're dep if you're receiving money or cash in and that it's deposited within a 3-day um st stand standard time limit. So those are some things that they're looking at. if they find for any reason that is not, it could lead to a finding. They're looking at fundraisers and and deposits. So,
again, one of the things that schools do that we don't do at the district level is they're fundraising for things like athletics and um uh clubs, if you will. They're also looking at purchasing and dispersements. Then they're also looking at compliance with the district policies. Again, everybody is outlined
to what the district policies are. So again as noted our internal audit team works alongside the external auditors. So again what happens is the internal audit team conducts the audit. Then what happens is walk the external audit they
take their workp papers and they render a report based on our own internal audits teams. Lastly the conclusion of each audit uh gets to a formal report. So, one of the things uh one of the outlets reported um in conjunction with some of the findings from an individual
school audit as again board members, you'll remember that Dr. Richmond brought you up to speed on two findings that we got at from a district, but then some of them got convoluted, if you will, with each individual school audit. So, again, this is just to kind of clear it up. So, lastly, for a summary, the
forensic audit is investigative and focus on specific concerns. The annual district audit evaluates the district's overall financial statements internal control environment and ensure compliance and accuracy. And then each individual school audit examines the school level financial activity and is
conducted again I want to make myself clear by the internal audit team our own team conducts that audit and renders um in conjunction with the external audit any findings. Um um so together all of these audits of of course reinforce accountability, transparency and the
sound financial management across Memphis Sherby County Schools. So I'll send it back to you Dr. Richard. >> Yeah. >> Thank you Mr. Langston and again board. I wanted you all to have that context as well as the larger community. I wanted you all to understand, everyone to
understand that we're undergoing three separate audits and those audits may be bringing forth separate findings, but I wanted everyone to have that context because I think it's important as we try to communicate what's actually going on
and as we try to rebuild trust and transparency with our community. Thank you. I see that there is a question doc uh board member Williams >> the question that I have were we the only district in the county audited by
the state and by these people >> we're the only school district that is receiving a forensic audit but all school districts undergo an annual district audit as well as individual school audits.
>> So then did they undergo that as well? Yes, sir. >> Yes, sir. >> There's been no speech about what found in their records. I've heard a lot about Shelby County Schools, but I have not heard anything about Durban Town, Collable, or those school district. And I was just wondering, were they audited
as well? >> Yes, sir. >> Because if the record is clear and there was no in the game, it just doesn't appear that we would be dwelling on it as much. >> Yes, sir. Thank you, Mr. Williams, for
that question. But yes, all districts undergo annually district audits as well as individual school audit. >> So theirs must have been perfect cuz there was no talk about theirs. >> Thank you.
Next board members, I'd also like uh to present our pathway to greatness personalized learning plans. As you all know, uh, under my 100 day plan, uh, I wanted to bring forth my team and I, uh, personalized learning plans for our
students. At this time, I'll turn it over to Mr. White, our research, evaluation, and accountability, and data strategy officer, who will present my pathway to greatness. It's a personalized learning plan that's focused on strengthening how student progress is communicated with families.
This presentation reflects the district's continued effort to provide clear, more accessible information that supports meaningful conversations between parents, educators, and school leaders around academic performance,
growth, and next steps. Mr. White, please. >> Thank you, Dr. Richmond. Good evening, board members. the um pathway to greatness or the um personalized learning plan that's included with the pathway to greatness.
It's something that can be run by the schools. It's a report on a student individualized and it can be run by the schools through the powers school SIS but it also can be run by parents themselves for their own children when
they log into the powers school parent portal. So what you're seeing on this first slide it's a screen capture. Obviously, I've removed any identifying information um because this is an actual
student, an actual screenshot. Um but really, as soon as a parent logs in, typically what pops up on their page will be things related to grades and attendance. You can see how in the lower right hand corner it's showing the
grades. This doesn't capture the full screen, but there's a lot of information here for parents for them to make use of. And the main thing that I wanted to point out tonight is that if you see uh if you look at that red arrow, I tried
to make it very obvious. And what's circled there is there's a link called my pathway to greatness. This was actually customized. This is not something that P school automatically offers. We worked with P school to create this. Um I do want to commend our
IT department because after it was created created, they've picked up the ball on maintaining it and editing it as needed. So all a parent has to do is um when they're on their particular child
um if you notice in the upper leftand corner uh this person actually has two children. So there's two names that are um blocked out there. So you just select the child, they can see all of their children through one dashboard and then
each child will have a my pathway to greatness plan that they would click on. So when they click on that, they're going to get a report that looks like this and it's a couple of pages long. I'll walk you through this. Um, it's a little hard to see on the screen
because it's a lot of information, but obviously if a parent is looking at it on his or her own computer or prints it out, it's a little easier to make use of. And again, the parent can see this and the schools can also run and print
these and they look identical. So, at the top, you get the child's name. Um, there is some demographic indicators about the child. Obviously, the parent would know these things, but again, it's something that a that a school can run.
So, they can easily have those identifiers at the top about the student, whether they're direct certified, a student with disabilities, a student um is an English learner or not, and if they have a 504. And first of all, it starts out with attendance.
So, you can see the child's attendance rate as compared to the district's attendance rate. and how many total days they've been absent. Then there's information about where this child stands in terms of days chronically absent or days truent. So this student
has only missed two days thus far this school year um those two days because any absence counts toward chronically absent um are you know there but that this student is not yet reaching being at risk of
chronically absent. Um, one of those days apparently um was unexcused or hasn't been excused yet. So, one of those days is being considered truent. Um, they get a repeat of the grades that are shown in the report card. The report
card goes into a little more detail, but the report card grades are there in the lower leftand corner. um this particular student has not um had any disciplinary incidents that made it to the office level and certainly not to inschool suspension or out of school
suspension. So it notes that and then there is a summary of how the student did on the TCAP. This is a third grader. Uh we talk a lot about third grade, so I thought I would choose a third grader. And you can see this child is approaching expectations um in terms of
what they scored on the TCAP in English. And then for math below expectations, we'll go to the next page. So the next page includes information um on the I Ready Diagnostic
and also the performance matters formative assessment. Now, there's obviously report cards going out. Um, there are attendance letters and phone calls that get made. Um, there are I Ready reports that go out. There are performance matters reports that go out.
But this the intent is is for a parent to be able to just kind of see this all in one place. Um, now what we've added that Dr. Richmond wanted to make sure that the board was updated on tonight is this personalized learning plan. So it
looks from I Ready in terms of that student's performance and provides some tips that the parent can do with the child. Some things that are um items that hopefully most parents would
understand and help reinforce their learning. So it's individualized for that student in terms of what their results were on that I Ready. So you can see with those bulleted points there are some things like in the math it talks
about using coins to model numbers up to 100 um posting on a number line. These are things that are related to the curriculum, the standards and what the child is going to be assessed on that will help um him at home or her get more
reinforcement. And then you'll see some similar things there for the reading area like reading aloud together for 20 to 30 minutes daily. I mean, we talk about that a lot. Um, and it gets more specific in those other bullets, but just things to reinforce where um,
parents can be helping their children outside of school. So, we've outlined some next steps here. This is something that we continue to work on and improve. Um, I'm not aware of another district having
something like this. Um, we need to continue to improve and expand our communication efforts. We want these to actually go out with the printed report cards. Uh, we're going to continue to do some features and reminders within parent newsletters and other communication that's targeted to parents
uh to remind them of the availability of this and how to access it. Um, we're going to encourage both parents and schools to when a parent teacher conference is being held or another meeting that involves school staff and the parents about their child's
performance like an IEP meeting, it's something that can be easily printed out and be a part of that discussion. And then we continue to try to make this report better and better. So there are refinements that we come across that we work with our IT department on uh to
make it um hopefully more and more relevant and useful to our parents. >> I have um did you have something you want to add before the questions? All right. I have board member Porter, board member Huitt Garcia, board member Williams.
>> Thank you. Just a quick question. Who's inputting this data? Is it it just computer generated or teachers actually are inputting pathway to greatness um points where they can know where they can suggest where parents can get better? >> Bill, >> we're we're pulling it from data files.
So we have behind the scenes the file that has the TCAP data that has their attendance that has so a teacher, a school administrator, a parent, all they have to do is run it and it is pulling the most current data available on that child. Good question. And thank you,
>> board member Garcia. >> Thank you. I think this is wonderful. Um I I've never met a parent who did not want their child's academic achievement to increase, but this this equips them with exactly what they should work on.
One of my questions was on the pathway or the individualized plan, do we have videos or resources? I taught third grade reading, but I don't know if I read that as a parent saying, uh, work on decoding words, like what that looks
like what that looks like for a parent. Say, is there a an accompanying resource like um instructional or something parents can watch to accompany that?
>> Yes, the the district does have some resources um as part of this communication effort. I do think we've got to do a better job of pointing them to those resources. So, in addition to this uh personalized learning plan, so that's some great feedback for us to add
to our next steps to make sure that um in addition to those bullet points, which for some parents, uh it's fairly straightforward, but as you're saying, for some parents, they need some extra help. Uh so, how do we use this to then point them to those resources? So, I I
appreciate that. I think that's a great point. Thanks >> board member Williams >> with the I read it uh that you're saying that you're using what kind of input does teachers have and I don't see their position. I know they are the ones who
will have to take the evaluation of the children's schools gains or losses but now parents will not be have no way to be penalized for that but it is really not there. They should be able to reinforce what is learned but I don't see them teaching. I'm not hearing where teachers are involved in this process at all. It sounds like you're buying some
more stuff that they're going to use that they may or may not desire that may or may not meet the status that they're trying to teach at. So, how involved have you used or have you committed to teachers who will be evaluated based on this data? How involved are they in this
process? Because at I could reflect on my 54 years, teachers were always at the table when we were talking about curriculum because we had to teach it. They they were our scores and we were not going to be imputed by someone else's work. So I don't know if you have teachers involved to that degree or not but I do know that it will come back at
some point to fall on their heads and not the parents head and not your head but they are not as involved. It doesn't appear uh in this process particularly with coming up with these overnight kinds of thing that you're mentioning. >> Thank you board member Williams. I think
Dr. Richmond was >> thank you for that wonderful question board member Williams. uh really this is to be of support not just to the student but of support as well to the teacher. What this is is a personalized learning
plan. And so what we've wanted to do is we've wanted to when students get their report card, we want to send this information home so we can reinforce learning expectations at home. This isn't an additional burden on teachers.
The only thing teachers really have to do is to work closely with their administration to print this document out and to send it home. And this is a way of us letting parents know that we want to personalize learning for your child along what we're calling our
pathway to greatness. What we're saying is if you work with your child at home doing some of these things, you'll be able to see your child be proficient uh on the 10 ready. You'll be able to see your child make A's and B's. You'll be able to help your child to have good
attendance and good behavior. All of these things are to reinforce learning expectations that we know both the teacher as well as the parent wants. >> Thank you, Dr. Richmond. Board member Love, >> my question is for um the
superintendent. um looking at the report card, he he or she has quite a few B's and looking at the scorecard, there um isn't any
explanation for the D's. Um he only missed he or she only missed two days out of school and he doesn't have any behavior issue. >> Yeah, thank you uh board member Love. Great points. Uh again, this we're
sending home a report card. This is an addendum to the report card where we're talking to parents and informing them about how they can better support their child. If the child, for example, uh when we start talking about tiered intervention, we've also looked at where
on some of these personalized learning plans, you may have the pyramid, the pyramid of intervention around academics and behavior where we may point out to parents, these are some things that can occur to better help support a child's behavior. Being that this child has D's
on the second page, if you look down at the bottom around literacy and numeracy, we have given the parent some suggestions as to how to help the child to not make uh D's on the report card. Again, this is something that we're
piloting. We're going to try to improve upon it. Uh but it's our best first step effort in having personalized learning plans for all of our students because we know all of our students are different. So we want to differentiate support and
learning for our students where it's more personalized for that individual student. Um um I would want to know if I'm a parent and this is my child, is he not turning in his homework? Is he um not
participating in class? >> Yes, ma'am. And again, first we want parents to know this exists. The other thing as a followup would be parent teacher conferences. So, we're also tracking the first parent teacher conference that we had in the fall. We
tracked that we had over 21% of our parents to participate in parent teacher conferences. The district has never tracked parent participation in parent teacher conferences. We're going somewhere with all of this. And part of where we're going is engaging every
stakeholder in a child's learning experience. When we follow up, remember there were several parent teacher conferences that we didn't have an opportunity to complete because of the ice storm, but we're continuing to have those parent teacher conferences. And if
I'm a parent, I now have two different communications that should tell me I need to speak to the child's teacher or by now the child's teacher should have reached out. A report card, there's an interim report every four and a half
weeks. And now you have a personalized learning plan. So you're getting three communications around your child and your child's success in school along with regular parent teacher conferences.
>> Yes ma'am. >> Board member Williams then board member Murphy. in this process if the student does not improve who's hummed the most the parent or the teacher and the student because what I what I am saying is that until the parents understand and
get involved and and the teachers are running this thing because they are the ones who where the that's where the rubber meets the road. If they don't teach it, the de is going not going to get learned. But if they teach it, they can they can test it. They can qualify it and parents can support and do that. But parents are not going to be behaved
responsible for the children's. They're not going to accept it as a responsibility if the child doesn't do well. >> Yes, sir. Thank you, board member Williams. And that's exactly why we're implement this personalized learning plan. >> Thank you, board member Murphy. >> Thank you, Madam Chair. Um,
after looking at this, I know this is a mock one, so I'm just looking at it, but piggybacking off of what Commissioner Love said and Commissioner Williams, and this child really haven't met missed any classes, 98%. And he's below average on
everything. So, I'm looking at maybe we need to approach it a different way. Maybe there's something mental going on. Um, it could not be something at home. It could be it could not be a teacher. It could be something with this child mentally. So, that's another way we need to look at it versus uh blaming a teacher or blaming a parent. We need to
look at the child and see how we can better evaluate that child because maybe it's a mental uh issue that we need to deal with. >> Yes. Uh board member Murphy, again, this is a mark, but if you even look at the top, this student has a disability. Uh so what we wanted to present to you all
was to just kind of bring to the board the my pathway to greatness personalized learning plan. We know that there's a lot of nuances to every child and their trajectory when it comes to learning. >> Thank thank you
>> board member Williams. Hold up. I've got >> this is the f this is the first uh board member Williams. Again, this this is us wanting and trying to be innovative. >> This is not member Dr. Dr. Riven. Hold up. All right, board member Williams.
Just a second. You got people ahead in the queue. Board member McKiss. >> Oh, you weren't finished. Okay. Well, go ahead. >> Okay. My question is fairly um just kind of straightforward in terms of how it will
be act throughout the school year. Um, I actually looked this up in real time with my own daughter as I've been sitting here and uh looking at what her some of her assessment scores are like from September um when she was new in geometry and definitely that was an area
of growth that she needed to have at that point in time. I know that she's um her but then her class grades are looking very good in geometry. So, is it being updated in real time throughout the school year? Like where cuz that was the last dates that I can see are
September for that formal assessment, but I don't see anything for where she is right now with geometry, which I know is much better than where where she was in the fall. So, how is that being approached? But I I'm really excited about this and to see it all just in one place.
>> Thank you. Uh would you answer that for us, Mr. White? >> Yes. For the most part, it's real time, but sometimes after the assessments like the I Ready or the performance matters are taken, it does take sometimes a couple of weeks for us to, you know,
cleanse the data and get it set up in the right structure before it can be reported out. Um so it's it's not exactly like 24 hours but it is um very uh close to being up to date once you
give some time for those assessments to have been completed and for the final results to be ready. >> Thank you. So one quick followup. So Dr. Richmond, so at this point as a parent I'm like okay I can see it, I can read it. What do I do with it? I mean, and so
I know you said at that level, I don't have the capacity to to help her with geometry and so cuz I was a journalism major, just for the record. And so, uh, but so, and then I don't want to, you know, pester and badger teachers. I mean, they they're doing everything. So,
what do I what do I do with this information and how do I help? So I think that's I'm not asking you exactly but that's something that we need to think about as a district of u someone mentioned about some videos some training videos that we could go and tap into for parents to say what do we do with this wonderful information so that
we don't feel overwhelmed that oh gosh I'm shortch changing my kid because I don't know how to help them improve in that area. >> Yes ma'am thank you for that question. Bill did you want to add something? Um,
yeah. I what I'd like to add is um this conversation is great because y'all are asking a lot of the questions that or or observing a lot of the things that we want parents to observe and ask. So in other words, as a parent, when you see
this all in one place, and sometimes even for a teacher, you know, you get these different pieces of information, but exactly what y'all are doing is what we want to happen in that you're noticing, well, the attendance looks this way, but the grades look this way, and the grades look this way, and the
test scores look this way. And you're asking the question, why? And that's where we hope it will prompt a conversation with the teacher or with the principal or whomever the appropriate person is to get the answers to that. So it doesn't it doesn't
provide you with all the answers. In some ways it is giving you all of that information to actually be a conversation starter and hopefully get parents more involved and engaged. >> Thank you. >> Thank you. Um board member Murphy was
not done, so go ahead. Thank you, Madam Chair. U I wanted to piggyback off of what you said, Dr. Richmond, when you said child with disabilities. Each child with disabilities uh move differently because there are some child children with disabilities that's actually that's really smart and there's some that's middle and there's some that's low. So,
they're saying a child with disabilities, well, what type of disability and how we need to move from there. That's my That's it. >> Thank you. Board member Williams, this is your third time. in my final time as
well. What what will be what will be the uh remedy or the the problem if parents do not produce in this process? Will teachers be held accountable for that as well? >> And I would just urge you if you we're going to use state funds to do this and to purchase this. I don't know where
it's coming from or how much it's costing or what it's tied to. Teachers need to be involved because they have to get to teach the lesson and they are accountable in every way. They can lose their jobs if the parents miseducate the child. Not the parent, but there has to be some marriage of everybody in this
including the teachers. >> Yes, sir. >> All right. I have um a a couple of questions. Quick question um for the my pathway to greatness. How is this generated? What is this information generated from?
I I'm glad you asked that question because one of the things that I wanted to do was to um point out the great work of our curriculum and instruction team. So this has been a coll collaborative effort. I I called out the role of IT earlier for some of the technical
aspects, but what we did is we worked closely with our curriculum and instruction team. And so what they did is they looked at if a student is in this range in math on I Ready or if a student is in this range on on uh the um
reading in I Ready. What are some of the things that are uh in our curriculum that are part of our standards that are some things that a parent could do with their child to reinforce that? So it's
it's personalized in that way. It's not um so if a student is at the same level, they're going to get the similar bullets. Okay. But it is personalized based on their performance and uh does that answer your question? So there's there's a there's a file that includes
all that information and they did an outstanding job of putting all that together. >> That does. And so I just make the observation, will there be an opportunity as we um build a relationship between the parent and the teacher for a teacher if they choose to
to go in there and to craft some solutions together rather than it being automatically generated? Will they if they want to do that? So they'll have that option. So, I think what what I hear you say is in addition to um some of the things
that we've standardized, maybe an opportunity for teachers to add to that based on what they know about the child. >> Correct. And I think that would go to board member Murphy's point about children are are different and you might have to have some different things that you have to do according to that. Just and
>> certainly something we can look into >> and building and building the relationship between the parent and the teacher. Um, and I'm glad to hear that you said you're going to continue to refine the report. My question because some of these things I get summitative, informative mixed up myself. So when you use that kind of language on here, um,
just think about making it a little more layman's terms and out of academics terms so that it's plain language so that the parents understand what you mean. And so think about the terminology on here as well. Um but I think this is excellent and I appreciate you all
giving this um um presentation to us because this is this is a gamecher and and again I want to say thank you to your team and um my understanding again I want to raise that this is the first that you are aware of any other district doing this.
>> Yes and thank you for all the input the board has given. Um there there are some things as we continue to improve it that we need to look at. Thank you. >> Thank you, Madam Chair. One other presentation. You all asked us about
attendance and discipline. This update provides the board with an overview of current attendance outcomes and student discipline trends across the district. This presentation also highlights the first semester average daily attendance ADA chronic absenteeism data emphasizing
progress, persistent challenges, and emerging patterns requiring targeted intervention. In addition, a year-to-year comparison of discipline metrics will be shared, including a focus analysis of suspensions involving um our students. Together, these data
points offer critical insights and support informed decision making around prevention strategies and continued efforts to strengthen both attendance and positive behavior supports districtwide. This also will show you all how we're going to eventually uh
work with parents as well as students to answer some of those questions around why. So, at this time, I'll turn it over to Mr. Bates uh and Miss Davis. Miss Davis. >> Thank you, Superintendent Richmond uh and board commissioners. What you're
about to see is a snapshot, just a snapshot of the data that we pull quarterly. Each quarter, we do what's called a comstat report out. And this comstat report out is where we take a comprehensive look at continuous improvement. We take a look at all data
forms, all data streams, and even some that we have yet to uh begin to tap into. So tonight, this is a brief and a short snapshot of what we do with our continuous improvement process. I better get the clicker.
What you're looking at now is the 2425 compared to the 2526 uh suspension rate data by grade level. Uh normally during a comat report out these data uh charts they're very you know they're large so I didn't put all of them in there tonight but tonight
you're taking a look at 2425 by region uh from to 25 26 and you can see well no these are the I apologize these are the grade levels and historically we see a spike in grade 8 and grade nine not just from last year but from this year as
well. One of the other data sets we take a look at is by region. Although we weren't in regions last uh school year, our PowerBI system can pull that data and do it efficiently. So, we can take a take take a look at it. As you can see, there's not much difference. But one
thing I saw when I took a look at this is you can see that the southeast and the northeast regions have some of the lowest suspension rates across the district. We can, you know, attest you we can hold that to the demographics that we see. you know the children who are in the CSI those are the students
who are mostly inside the 240 loop so it doesn't mean that uh the CSI region is doing worse than the others it's just that they need more attention we also then take a look at ourselves comprehensively uh through the SDIS and that stands for self-directed
improvement system you'll see here we have a goal at the end of this year to get our suspension rate down to 11.7% by 2026 the district will have a 10% decrease in suspensions equating to a 1.3 percentage point reduction per year
in district managed schools. So the data you've seen are district managed schools only, no charter schools. Our baseline for a suspension rate was 13% over last school year. Currently, we're at a 7.7 suspension rate, although we're under that 17. We want to keep this down by
continuing to providing supports to the schools. And taking a look at the uh sus suspension rate by region. Again, we see the CSI was leading the way at 10.1. However, again, we have to take a look at the socioeconomic demographics.
Northwest 8%, Southwest 7.2, Southeast 5, Northeast 4.7. And if we take a look at the grades again, 8th grade 10.7, and there's a spike. It's a huge spike in 9th grade to 15.2, 10th grade at 13,
11th grade at 10.8. Normally, seniors normally get it together and they begin to uh act better because they have graduation looming over their head. And it's apparent with that 84% graduation rate, we're doing just that. Then we do what's feedback. And as Dr. Richmond
mentioned in the previous um presentation, we have to ask why questions. Why questions make us focus more on the strategy that we're going to implement. Why are out of school suspension rates lower in the northeast region and the southeast region? My strategy to answer that question would
be to collaborate with the northeast and the southeast region principles to inquire about their behavioral messaging and their RTIB behavior plans. Additionally, I would like to ask to be a part of their comstat report outs. I actually worked with the southeast region today and taking a look at their
regional data and they're doing just fine. The next question, why are eighth graders through 11th graders historically leading suspensions? Most of the time you see that spike in ninth grade. Uh however, we saw an uptick in eighth grade this particular year. One thing I
believe one strategy work with those top 10 schools to incentivize the ninth grade and those 10th graders for positive behavior. The next question, why are disruptive behaviors leading the infractions? Although you didn't see that in the data sets, you will see it again in the next
slide. However, my strategies to those work with the discipline support team to identify those most prevalent disruptive behavior infractions after identification provide progressive discipline training to those schools that are that have those high
rates and again provide PD on deescalation strategies. A lot of time those disruptive behaviors are something minor that escalated up to where the student may receive a suspension. And on this last box over here to the uh far left, you'll see that each strategy is
aligned with a date in which we will get these things done or address those issues that we identified. Taking a look at the data analysis on I keep forgetting the clicker. This data set shows us the count of
office discipline referrals or ODRs uh by the number of days they were suspended and office discipline referrals some of us may call them old writeups that result in suspensions. We are moving from one year having about 6% no about 11% of our students receiving
suspensions for 10 days or more all the way down to our students. Thank you. All the way down to about 6%. In the middle you will see some of those behaviors that are leading right now. These are the current leading behaviors or infractions that occur in our district.
disruptive behavior, excessive tardies, fighting, insulent insubordination, class cutting, disreputable conduct, cell phone violations. I want to point out last year cell phone violations did not make the top 10 list. However, I think our schools have been very
intentional with the new policy to address just that. Uniform dress code hitting and or kicking. Hitting and kicking is very different from fighting and tobacco use. So we can see that we are getting some things done and minimizing the data or reducing the data
on the number of days. This also supports our district goal of reducing chronic absenteeism. My self-directed improvement system, we have to reduce the rate of office disciplinary referrals resulting in oss
lasting six days or more by 5 percentage points. My baseline data is 15%. So, I have to go from 15% down to 10%. The current data, it looks like we're at about a 7.4% of suspensions lasting six or more days.
I don't expect a round of applause, but we are. If we just give it time, it'll continue to work. Why has the number of ODRs resulting in OSS days over over 6 days increased from quarter 1 to quarter two by 77%.
Now, that's not a lot, but we take a look at it daily. My uh strategy for that, review the 4-day suspension protocol and ensure progressive discipline steps are in place prior to approving a suspension for more than 4 days. I want to stop a moment right there. The over 4-day suspension
protocol was something that was brought in at the first 10 days of school. Our director, Chief, our chief, Chief Broadway, noticed a huge spike in the first 10 days on suspensions that were more than 10 days. and we immediately developed a plan that was uh rolled out I want to say 10 days after that as a
result we are seeing a dramatic result reduction and students spending long times on suspension 10 or more days expulsion and or remand so I'm very proud of that the next one was why are schools still issuing ISS over 10 plus days to non-zero tolerance offenses and
what I want to do is develop discipline and attendance dashboards and share those bi-weekly with those regional superintendent I have seen just from today's uh regional meeting with the southeast region. The regional superintendents are truly digging in and providing those supports and feedback to those principles about our district-wide
goals. The last one, why has the number of ODRs or office disciplinary refers for disruptive behavior increase? For that one, I developed two strategies. What I want to do is be sure that we implement the seven mindsets seal curriculum with fidelity. And we're doing that at this time. I believe it
the full roll out started second semester. And we again want to provide PD on deescalation strategies. Again, this is just a snapshot of the discipline data. I tried to pick those things that sort of were that bubbled up in the business system review last week.
So, uh, thank you all board commissions for allowing me this opportunity. I was a little nervous, but I'll get with it. >> Excellent job. Thank you. I have board member Love, Garcia, and Murphy. Thank you for this presentation.
I have a couple of questions. Um, I would be interested to know if the disruptive behavior is girls versus boys. >> Yes, ma'am. I'll get that to you. I just didn't put all of them in there cuz most times for each SDIS, we have about six
or seven data points. But yes, ma'am, I'll pour that data for you and get that to you ASAP. Thank you, Bo Commissioner. Love. Um, I have four grandchildren and I know the boys can't steal long versus the girls.
They have ants in their pants. >> Yeah. >> Um, the next question is uh directed to the superintendent. What is the data telling you about the schools in the
suspension rates? Do we need more services? Do we need more uh counselors? What is the data telling you? Uh thank you board member love for that question. Uh as we look at the data, we continue to ask the why questions and we continue
to put strategies in place. What I would like to do before I ask for any type of uh investment would be for us to implement some of the things that we're already investing in with Fidelity. So for example, the seven mindsets. Uh we
want to implement that seal curriculum with fidelity. We know this is the first year that we're back rolling out uh having our RTI square B specialist. We know that we now have someone who's leading the social emotional learning work. So before I ask for an investment,
what my team and I would like to do would be to implement some of the things that we're already investing in to implement those things with fidelity. uh and part of it is training staff to better be able to deal with some of the behaviors that exist uh with our
students. >> Final question. Um the principles involved in that um gathering of the information >> they're involved with it by way of this information is pulled from PowerBI.
PowerBI is fed by Power School. the building principles and administrators, they're the ones who load that information into Power School. PowerBI pulls that information and we use that to uh we filter it and disagregate it to create our compat report out. Yes, ma'am.
>> Um this question is for the superintendent. Um I can't tell you what to do, but I will suggest that you talk to the principles. Each school has a different set of
problems and I watch the news every day and uh Raleigh and Frasier continues to be on the news for gun violence and all type of things and that
can affect our schools and our students behavior. >> Yes, ma'am. Board member Love, what I want you as well as the uh broader community to understand is this process we're presenting from central office,
but each principle at the school level is expected to come and report out on both academic and and nonacademic data using the same process. They're to pull their data out of PowerBI. They're to ask these same questions relative to
their own schools and communities. We're not implementing strategies at their schools for them. They develop their own school uh strategies related to the data and related to their demographic of student. What we're putting in place are
processes for everybody, as I said, for everybody starting with myself down through the organization to be held accountable for that scorecard and the metrics that are aligned with their individual schools andor in the case of
discipline and attendance, their own departments. Board member Garcia, >> thank you. Um, this is really helpful. I think we could probably ask questions all night. I I would also I just want to plug that um as we get more information,
these types of conversations should be informing the investments we make in our budget. So, I want us to continue to dig in. Um, I'm curious on the data analysis slide for the 2526 suspension rate by
region. What is the teacher vacancy or open staff vacancy rate by region? And is there a uh correlation between the number of adults that are surrounding our students and the number of instances
of behavior or discipline issues and if you don't have it tonight, I'd just like to see that. >> Yes, ma'am. We'll we'll provide that data and and we are constantly looking at those types of data. So, great question. Thank you, board member Murphy.
>> Thank you, Madam Chair. Um Dr. Richmond, I don't know if you are considering this, but I think that um we can minimize some of the suspensions and some of the behaviors in in our schools if we consider uh conflict resolutions. And maybe then and like I like staff
said, we can't tell you what to do, but I mean maybe that will help uh decrease the amount of suspensions and the disruptive behaviors. >> Yes, ma'am. Board member Murphy, thank you for that. Within the seven mindsets, there is conflict resolution. And that's
why I said before my team and I come to you and we ask you all for an investment we want to implement. If you all remember the seven mindsets was a new is a new curriculum. We started piloting it in the fall and then we started full
implementation beginning in January. So what we're trying to do is to implement that with fidelity in hopes that it will also help to curtail some of the disruptive behavior that we're seeing in our schools.
>> Thank you um Dr. Richmond and your team. I um have an observation and I want to say first this is excellent. Um this gives us a clear view into what the data is and how you are using the data and what your plan is. And so this is
something that we can all follow um both the board and the community as well. I want to also raise up how you all are using data because I noticed when you um identified that the southeast and the northeast region suspension rate was lower. That is a question that then made
it into your compet um processes or procedures or programs we can use. So, I really appreciate that and I hope everyone appreciates that as well as how um dynamic you all are thinking about this. So, thank you very much. >> Yes, ma'am. Board chair, trust me, it's
been a dynamic day with these issues. >> Board member Coleman, >> I have a quick question. Um, are we making it where the principles are not reporting the suspensions or are
we giving extra chances or more opportunities? Because now I think about Miss Marble's always talking about the the teachers. If if I if I'm going to send you to the office and the only thing they're going
to do is send you back, what what steps are in place to prevent that from being the case >> to prevent the principal from send Let me see if I understand your question. >> I'm going to make it real simple. >> Yes, ma'am. >> What is in place to make it where these
children that are causing disruption in our classrooms are actually are being taken care of? Whether this is in school suspension, out of school suspension, whatever the case is, what is being done so that our teachers, our educators in
these buildings are not afraid to be in the building? >> Yes, ma'am. Uh, that's a great question. Great question, uh, board member Coleman. Actually, each year we present or create and pass out what's called the Memphis Shelby County School Suggested
Discipline Guidelines. This provides a it's not telling them what to do, but it gives them a suggestion lined up with policy and state law where they can issue those out of school suspensions. Now, we're not saying because we have a goal to reduce suspensions. Principles
still have the autonomy afforded to them by the state to issue those suspensions. The over 4day suspension protocol puts guard rails up to ensure that we'll be able to keep our children in school, keep those children from slipping into chronic absenteeism. However, those
guidelines are very explicit. We just we are just about finished revising them for the spring because I know historically in the spring certain behaviors spike behaviors like fight. So, what we have done is created a condensed version that we can share out that still align with district policy
and state law to afford those principles an opportunity and or a resource to ensure that they're making those right decisions. Furthermore, a hearing official who are the foremost authorities on discipline, suspensions, and appeal processes in our district,
one is assigned to each reason to provide that advisement to those school principles and building administrators that may have a question. And if they can't reach one of them, they call me, Miss Coleman, and we advise them according to the law and the policy and what's best for their school. Some
schools, I think it was mentioned earlier by board member love, some schools have a different environment and feel and energy to them according to their community. So we do make those and support those principles in making the best decision for their school's climate and culture.
>> Yes, ma'am. >> All right. Seeing no further questions. >> Next is Miss Davis. Miss Davis, if if you can move move through. >> Yes, sir. Thank you, Dr. Richmond. Board members, thank you for allowing me to come before
you to talk about uh attendance. Uh just give a real quick overview, highle overview. Next slide. This breakdown of our attendance rate just to remind you that this is data as of the first semester.
This our goal this year at the end of this year that our attendance rate is 93.4 4. And as you can see by regions, uh, the Northeast region is leading the way with 93.4% of their attendance rate overall. I do
want to point out and I and I have to publicly acknowledge uh the superintendent, our senior leaders, as well as our regional superintendent. They push us on this work as Mr. Bates spoke to. And although CSI is at 89.4%,
Dr. Stanford is a mighty mouse and she is always always communicating to our offices about this work. So I do want to to say that uh the the CSI schools were recognizing that we need more support in those schools in terms of uh the
attendance liaons and uh we we are moving forward with this work. Next slide. The next slide shows you the attendance rate by grade level. And as we can see, our kindergarteners have the lowest attendance rate among K through 8. And
our goal is, and you'll see it in a moment on the uh SDIS card, is to what we've continued to do all year, and that is to reach out to parents and understand what the barriers are. And I know it sounds kind of cliche, but that is the real work that is happening every
single day. We've reached out to districts across the country, LA Unified, Atlanta Public, and the one common thing that I always hear is a touch point with parents. So, we want to make sure that those students in in Davelin's program, preK program are
transitioning to kindergarten, and we're offering them the full support. Grades four, five, and six, they have the highest attendant attendance rates in K8. And as you can see, the attendance rates begin to drop off in ninth grade. As Mr. Bay said with 12th graders they
have a different mindset at that uh point where they're just thinking about graduation. So our high school 10th and 11th graders uh we are providing some additional supports around our our high school students trying to understand why
they are missing school uh at a higher rate. Next slide. This is the SDIS uh card for attendance. Again you see the baseline which where where we were last year the goal is to increase by 2%.
As of December first semester we are we were at 92.3. A lot of the work we can see not to say that there is um there there's additional work that we need to do and we understand that as we round out the
second semester. So the why questions here, I'm not going to read those questions to you, but these are just kind of some questions that stood out to us as we've been doing this work. A lot of it will center around or has centered around attendance liaison and the professional development that we give to
them. Uh so that we are all able to support our principles uh who we receive phone calls from daily. They're monitoring this information just like we are in PowerBI and any change in the data they are certainly reaching out. So
our strategies is one of our strategies is to track the declines in terms of being able to pivot when we see a student as Commissioner Murphy kind of talked about last week when we see a student that's having a high number of absences making sure that we're making
those touch points and understanding what is uh going on with that particular student. We've also this year, and I think we've done a pretty good job of recognizing our bronze students. It's the tier three students that uh are not necessarily coming to school every day,
but they're making improvements uh by coming to by showing up for greatness every day. And as Mr. Bass indicated, the multi-tered support, that's our ecosystem where we are meeting with family liaison and the behav the RTIB specialists around this work. Next
slide. chronic absenteeism. This is a big big uh body of work that we are trying to maintain um where we are. The goal this year, we ended the year last year with our chronic absenteeism rate
of 31.5. The goal this year is to reduce that by 5% or more. Uh at least get it down to 26.5. Currently we're sitting at 27 which I think is is good work that we're we're doing but we still have a lot of work to do. So Northeast region
again has the lowest chronic absenteeism. I do want to say with the CSI zone, we have uh kind of restructured the attendance liaison where we've put a lot of our more seasoned and more knowledgeable liaison to support particularly our CSI high
schools by giving them a full-time uh liaison to to focus on the work. Next slide. Chronic absenteeism by grade level. Sixth grade has the lowest rate uh in with chronic absenteeism. All K8
grades have a high risk of chronic absenteeism um under 29% ranging from 21 to 28 and the rates increase as we get to 9th grade. Slide. Thank you. The SDIS card for our
chronic absenteeism. Again, we want to get those rates down to 26.5. This is where the work comes in. And I know Commissioner Love knows this like the back of her hand, but just making sure that schools are holding those SAR meetings and that we're holding these
SAR meetings at the district level. And I think this work is starting to show. I've always said if we address our attendance issues on the front end, that will certainly help us with truency on the back end. So the work around um just
making sure that we're looking at those students who were withdrawn, making sure there are no days absences lingering after after the withdrawal date. just really making sure that our data is aligned with uh what we want it to to
look like and to develop uh understanding meeting with our student congress to understand what the needs are in terms of those grades that have a high rate of chronic absenteeism and a low rate of attendance. >> That is my presentation.
>> Thank you, Miss Davis, and thank you team for uh three wonderful presentations. I appreciate it. >> Thank you. Moving on to unfinished. Are you done with your superintendent's report? All right. Moving on to unfinished business.
No unfinished business. New board business. The next item and we have 12.1 proposed policies. First reading. It is recommended that Shelby County Board of Education approves the following. Suspension of section A1 of
policy 100005 superintendent evaluation from January 27th through March 31st. Suspension of policy 20001 annual operating budget from January 27th to March 31st. We must first vote to
suspend the rules. We've been asked to adopt this upon first reading as opposed to second reading. So the question is on the suspension of the rule to approve on first reading suspension of section A1 of policy 100005 superintendent
evaluation and policy 20001 annual operating budget. Do I have a motion to suspend the rules for first reading of item 12.1? >> No. Do I have a motion to suspend the rules?
Motion to suspend the rules. >> Do I have a second? >> Second. >> It's been moved by board member Porter and seconded by board member Vice Chair Coleman to suspend the rules. Do I have any discussion? Seeing no discussion, Mr. Oh, by Murphy. Oh, I'm sorry. Second
by board member Murphy. Do I um I see Do I have any questions? Seeing no questions. Mr. Jenkins, please let's call the role. Board member McKisik. >> I. >> Board member Garcia. >> I.
>> Board member Porter. Hi. >> Board member Murphy. >> I. >> Board member Love. >> Hi. >> Board member Otang. >> I. >> Board member Williams. >> I. >> Board Vice Chair Coleman. >> I. >> Board Chair McKenna. >> Yes. >> You have nine in the firm. >> We have um approved suspension of the rules on the first reading for
suspension of policy 104 and policy 20001. Next up, we now will vote to on those actual policies. The next item of business is suspension of section A1 of policy 10005,
superintendent evaluation from January 27th to March 31st. Do I have a motion to approve the suspension? >> I move that we should lead with >> Let me Let me finish.
Do I have a motion to suspend the section A1 of policy 105 superintendent evaluation? >> I move that we suspend. Second. >> It has been moved by board member Murphy and seconded by board member Williams. Do we have any discussion? Seeing no
discussion, Mr. Jenkins, please take roll call vote. >> Board member McKisik. >> I. >> Board member Garcia. >> I. >> Board member Porter. >> Hi. >> Board member Murphy. I >> board member love. >> Hi, >> board member Otay. >> I >> board member Williams. >> I
>> board vice chair Coleman. >> I >> board chair McKinn >> I. >> You have nine in the firm. >> We have approved the suspension of policy 10005 superintendent evaluation section A1. Now we're moving on to the next policy
which is suspension. Do I have a motion for suspension of policy 20001 annual operating budget? I move that we suspend policy number 20001 annual annual operating budget.
>> Do I have a second? >> It has been moved by board member Murphy and seconded by board member Garcia. Do we have any discussion? No discussion. Mr. Jenkins, please take a roll call vote. >> Board member McKisik. >> I. >> Board member Garcia.
>> I. >> Board member Porter. >> Hi. >> Board member Murphy. >> I. >> Board member Love. >> Hi. >> Board member Otay. I >> board member Williams. >> Hi. >> Board vice chair Coleman. >> I >> board chair McKenna. >> Yes. >> You have nine in affirmative. >> It has been approved that we suspend
policy 201 annual operating budget January 27th through March 31st. Next on the agenda is our consent agenda. Do I have any items to be removed from the consent agenda? Seeing no items to be removed.
>> I'm sorry. I believe there were two items. Craig, >> we removed those earlier. I just came back to it, but I'll remove them again. 13.2 has been removed. And I think it's 13.2 has been removed
to request for action. All right. Chair. >> Yes, ma'am. I have board member MK. You want to be recognized? >> I'm sorry. Thank you. Am I recognized? Okay. Thank you, chair. Um, regarding Oh gosh. Item number
13 13.9. Um, is it possible to extract one item from that or one portion of that? >> Yes. >> 13.0. Um because there there's several the recommendation is broken up. So
would you like to remove what would you like to remove >> discussion regarding IDB Wells? >> IDB Wells. So we are removing discussion for IDB Wells board member Low >> the schools if I have to take them one by one I have to remove them out of the
consent agenda. So if you want me to remove this whole if you want me to remove this whole thing I can do that and then we can take it one by one. Otherwise you could just move remove individual schools. >> Um Corning. >> Okay. We are removing Corning Frasier
Corning Elementary from item 13.9 and we're removing uh IDB Wells Academy from 13.9. We will we will take that up under request for action. All right. Seeing no other items that are requested
to remove, do I have a motion to approve the consent agenda? >> I move that we approve the consent agenda. >> Do I have a second? >> Second. >> Second. >> Um, you can give that one to MC. All righty. Now, um, we have motion from
board member Murphy. I have a second from board member Garcia. Could you any discussion? No discussion of All right. Roll call vote. >> Board member McKisik. >> I. >> Board member Garcia. >> I. >> Board member Porter. >> Hi. >> Board member Murphy.
>> Hi. >> Board member Love. >> I. >> Board member Otay. >> I. >> Board member Williams. >> Hi. >> Board Vice Chair Coleman. >> I. >> Board Chair McKenna. >> Yes. >> You have nine in the firm. >> All right. The consent agenda has been approved. We're moving on to
Bear with me. Next item of business is the add-on that we had request for action under 14. We have general council performance objectives. It is recommended that the Shelby County Board of Education approve the general counsel performance evaluation for 2026.
Do I have a motion to approve item 14.1, general counsel performance objectives? I move that we approve the general council's performance objective. >> It has been moved by board member McKisset, seconded by board member Murphy. Do I have any discussion? Seeing
no discussion, Mr. Jenkins, please take a roll call vote. >> Board member McKisik, >> I. >> Board member Garcia, >> I. >> Board member Porter, >> Board Member Murphy, >> Board Member Love, >> I. >> Board member Otay,
>> I. Board member Williams >> I. >> Board Vice Chair Coleman. >> Board Chair McKenna. >> Yes. >> You have nine in affirming. >> Thank you. It has been approved. Um item number 14.1 approved. General council performance objectives. Moving on to 14.2. Approval of occupational therapy,
physical therapy, speech therapy, aiology, and interpreters for the deaf. Dr. Richmond. >> Yes, Madam Chair. has recommended Chevy County Board of Education approve a first amendment to the contract for certain special education related services and interpretive services. The recommended first amendment to the June
2025 renewal contract for vendors will reallocate the previously approved combined total of $11 million amount among the various vendors to meet the district's current operational needs for delivery of special education related service and deaf and harder hearing interpretive services. No amendment to
the combined total of 111 million is sought at this time. Amendment is needed to match the current demand for services and with vendors availability to deliver services. The recommended amendments will expire on June 30th, 2026, unless subsequent amendments before that time.
>> Thank you, Dr. Richmond. Do I have a motion to approve item 14.2, occupational therapy, physical therapy, speech therapy, aiology, and interpreters for the death? I have questions. Just remember board members, in order for you to to get this item on for discussion, I need you to
get it on the floor. So, I need a motion and a second. >> I move second. I move that I'm sorry. I move that we approve 14.2 of occupational therapy, physical therapy, speech therapy. And I have my second first
board member for board member McKisca. It has been moved by board member Garcia and seconded by board member McKisik um to approve item 14.2. two, occupational therapy, etc. Um, and I see that we have lights for discussion. Board member
Garcia, I think it's board member love, then Garcia. >> Um, the question I have is about the evaluation. My light been on. >> Okay. So, I have a question um on deck.
We I I was going a little too fast, I think. >> Yeah. Yeah. Yeah. Yeah. >> All right. >> If you all don't mind. >> All right. I'm going to move back just in in for a point of order and go ahead and let you have the question. >> Um, when is this evaluation due?
I let me ask um board I'm not board member Mr. Bailey can you tell us via your contract when we have to do this evaluation? >> Sure. Thank you chair and thank you board member love. So um much like the superintendent uh my contract calls for
an evaluation of my performance. Um and in order to have a basis a foundational baseline for that evaluation we have to set the performance objectives. So all this is is is agreeing to the performance objectives of the things that I'll be or the general counsel will
be uh evaluated on when that time comes. >> Thank you. >> Yes, ma'am. >> All right. Did you get your question answered? All right. All right. So, we're moving back to 14.2. I apologize for that. Um I have Love and I have
Garcia. Love, you weren't on this one, so that wasn't it. So, I have Garcia and Williams. So, was receipt >> 14.2 the occupational therapy. >> Um I understand that we use vendors
for or we contract services for hard to staff positions. Uh are any of these positions posted or if we were able to hire full-time employees to deliver these services? What would be the cost
differential knowing that it is a a talent shortage if we could bring these positions in house? What is the what would the cost be? Thank you board member Garcia. I'll defer to Dr. Whitaw. Dr. Whitaw, is there a presentation that we need to
load or can you answer that question >> to superintendent and board members? We do have a presentation, Dr. enrichment, but it was basically around the vendors and why we needed to do this service. But to your question, board member Garcia, what I can give you that um board hire occupational therapist, we
have 16 hired, we have two vacancies. Board hire physical therapist, we only have six. Board hire speech therapist, we have 14 hired and 14 vacancies. board hired speech language pathologist assistant uh assistants. We have five
board hired aiologists, three board hired interpreters for the uh deaf heart of hearing. We only have three hired and nine vacancies. So, these positions are um hard to fill and we do and we've had
them posted and as soon as we interview or uh just making sure people have all of the qualifications that we need, but these are the vacancies that we have and these are this is the number of people we have serving in those positions. So if we were able to fill all of those
positions, what would be the impact on our budget >> that I will get with Tito to make sure that we get that answer? >> And then I mean the the question I'm asking Chief Langston >> um is if if there is, you know, a
million dollars difference, I would want us to look at incentives or signing bonuses to attract that talent to Memphis Shelby County Schools. Is there something we can do to look at the the pay to be more competitive to get them in-house because I the the demand for
these services has has continued to go up. >> Um and we want to make them employees and attract them to the district. So I'd love that cost and then if there if there is a big differential, what can we
do to hire these talented folks to join our team? Thanks. >> Thank you. board member Williams. >> It's categorically unfair uh because for years we've had we pay the people who work for the agencies more than we pay
our own employees doing this same work and that is why the vendors are getting paid and the employees who they serve are probably making less money. But it would appear to me that if we could get those people on as district employees, we could save money and they could earn because our employees who we have earn
far less than those vendor employees and something is right not right about it and we certainly should be able to rightsize that in some way if we brought it all back in house. >> Thank you board member Williams. We will definitely look into doing that.
>> Thank you board member Love. Um, I have a question for the superintendent. Do we get any money back from uh the insurance companies? >> I'll defer to Dr. White Law. Do we get any money back from the insurance
companies or Dr. Luckett? Yes, we do get um funding back from our Medicaid reimbursement and so we can get you uh a layout or a one pager note noting what we receive and for what disability or for what service we can get that information.
>> Thank you. >> Seeing no other lights, do I have a motion to approve item 14.2, occupational therapy, physical therapy speech? Oh, I already have the motion. I'm sorry. No more lights. Let's go ahead and roll call vote. Mr. Jenkins.
>> Board member McKisac. >> I. >> Board member Garcia. >> I. >> Board member Porter. >> Hi. >> Board member Murphy. >> Hi. >> Board member Love. >> Hi. >> Board member Otay. >> I. >> Board member Williams. >> Hi. >> Board Vice Chair Coleman. >> Hi. >> Board Chair McKenna. >> Yes. >> We have nine in the firm.
>> Thank you, Mr. Jenkins. The U motion is approved for the occupational therapy, physical therapy, speech therapy, aiology, and interpreters for the death. Moving on to item 14.3, approval, Cognia, Inc. in the amount of $292,600.
Dr. Richmond. >> Yes, Madam Chair. Is recommended that Sherby County Board of Education approve the payment of $292,600 to Cognia, Inc. for the annual accreditation dues for all MSCS schools. >> Do I have a motion to approve item 14.3,
approval of Cognia, Inc.? I move that we approve item number 14.3. >> It has been moved by board member Murphy and seconded by board member Williams to approve item 14.3, Cognia, Inc. Is there
any discussion? All right. No discussion. Roll call vote, please. Mr. Jenkins. >> Board member McKisac. >> Hi. >> Board member Porter. >> Hi. >> Board member Murphy.
>> Hi. >> Board member Love. >> Hi. >> Board member Otang. >> Hi. >> Board member Williams. >> Hi. >> Board Vice Chair Coleman. >> Hi. >> Board chair McKenna. >> Yes. >> You have Aiden the firm.
>> All right. That has been approved. Moving on, um we pulled for we now have 14.4 which is the approval of proposed school consolidations ID Wales. It is the recommendation is in alignment
with board policy 7002 school closures and disposition and the MCS facility framework. It is recommended that the Shelby County Board of Education approves the closure of the of IdaB Wells Academy. Do I have a motion >> chair? It it seems as if they're
flip-flop on the agenda. I don't know if we have to follow that exactly, but let's >> see. >> It seems Frasier Corning uh seems >> All right. Well, then I will I'll flip it. It's 14.4. We'll do 14.4 school closures and that's for Frasier Corning Elementary. It in
alignment with board policy 7002 and the MSES facilities framework. It is recommended that the Shelby County Board of Education approve the closure of Frasier Corning Elementary. Do I have a motion? >> I move that we accept the uh
administration's recommendation. >> Do I have a second? There's um the mo it's been motioned by board member McKisick, second by board member Williams. Do we have discussion? Board member McKisix that you're the maker of the motion. You may begin if you'd like to.
No. All right. Poor May love. Oh, you're the Go ahead. >> Um, this is a school in my in the district I represent. Um, Frasier Corning has been a part of
the ASD for several years and it came back to us several years ago. My kids went to that school and I know what the superintendent is trying to do,
but I would um that principal has been working her tail off uh for three years. She had 50%
uncertified teachers in her building and she still came to work and made some improvements in that school. Now, her attendance isn't where it needs
to be and her enrollment isn't where it needs to be. But we have a greater issue. All of the ASD schools are low enrolled and high facility
scores. Um, >> what else? Oh, um, I am concerned that if the board votes to close the schools, more kids will be walking to Whitney
versus now. and a certain side of the street doesn't have sidewalks. And I understand what you are trying to do,
but I still don't see a plan of how we can improve the academics. Um, I have been on the board for many years and painting the walls and
uh, a teacher or two just won't cut it for me. We owe it to the students and the teachers to have a plan in place before
we close schools down. Thank you, board member love, board member Murphy. >> Thank you, Madam Chair. Um, I I do agree that I I know that we have to make a decision and many of you already know I just don't agree with closing any
schools because we have to figure out where our teachers are going to go. You know, are will they have a job? Will they be able to provide for their families? Those are all the things that we need to consider before we close schools. I just don't agree. I'm going to say no anyway because I just don't
agree with closing schools. But those are all the things we need to consider before we close a school. Thank you. >> All right. Seeing no other lights, Mr. Jenkins, please take a roll call
vote. Board member McKis >> I. Board member Porter. >> I. >> Board member Murphy. >> No. >> Board member Love. >> No. >> Board member Otang. >> I. >> Board member Williams. >> I.
>> Board. Vice Chair Coleman. >> I. >> Board. >> Chair McKenna. >> Yes. >> We have six in affirmative. Two naysay. >> That mo that motion has been approved for the closure of Frasier Corning. Next is 14.5
approval proposed consolidation of um IDB Wells. It is in alignment with board policy 7002 and the MSCS facilities framework. Is it it is recommended that the Shelby County Board of Education approves the closure
of IDAB Wells Academy. Do I have a motion to approve approve? >> In order to if there's I need a I need to get on the floor for discussion. >> I move that we approve the closure of Ida B. Wells Academy.
>> Second. Thank you. It has been moved by Chair Coleman and seconded by board member Garcia. Any discussion? Board member McKisik. >> Thank you, Chair. First, I'd like to speak to the amazing students and
families who came out tonight um to advocate for your school. It is more than admirable and your passion. We all heard it. I certainly recall the times that I've been to IDB Wells and attended amazing Black History Month programs and
the living play and living museum rather. So it is extraordinarily difficult and so I want to be sure and give this its proper due of discussion tonight to honor your presence here tonight and ask a few questions of Dr.
Richmond. As you know, we've had discussions about IDB Wells and as was illustrated in some of the public comments tonight that the school's been around for a while and the nature of it being an al alternative school previously from discussions I've had
with some of the um teachers and staff that has never operated as its own individual standalone school. It's kind of been a school within another school building. And so I I would love for us to explore that first of all. And then
um the next questions I have are regarding just the cost because there is a reality. We this isn't just a willy-nilly decision that's been made. Um a lot of thought. No one ever wants to close a school. Not a single board member up here wants to do this, but you
know, we are charged with making difficult decisions and being fiscally responsible. And so from what I've been told there there's declining enrollment. There's 84 students across grades K through nine. Um, and so those are all
things that the facilities committee that had put in months and months of work when they brought it back to us. So, Dr. Richmond, if you could speak to that and just, you know, what is the cost per student to keep this school
open? Um and then in general what is just the average cost to run a school to to speak to it because I whereas we look at all the academics and all the accolades we also have to look at the the numbers. So can you speak to that
just in terms of two things? So let me narrow my focus. Two things regarding the cost and the why because I know there was at least one parent who asked they didn't understand the why behind it if they are having successes academically and then what are some
potential alternatives of operating this school within another school because it is unique in that it is it offers alternative to younger grades. It's not one of our alternative high schools. is one of the few if not only alternative um elementary school. Thank you.
>> Uh thank you board member McKisik for that question. So the one thing I want to point out is currently IDB Wells is a standalone school where before it may have had a collocation. Uh secondly, I
want to point out um how important it is that when we as a district are implementing any type of school design, the importance of us implementing that school model with fidelity. Idleb Wells was put in place to operate as an
overage for grade alternative placement school. Somewhere along the line, we've deviated from that. Okay. uh in relationship to the cost. What I'll do is I'll defer uh to Miss Stewart. Miss
Stewart, if you all would or if the presentation is available, uh let's >> actually if we can avoid a presentation. Okay. If you could just speak to it in a nutshell of just >> overarching. I think it's about 2 million. >> It is. Yes, sir. That's right. So the
estimated operational savings that our budget team provided is $2,128,378. So that's the operational cost and then on top of that you have the 10ear maintenance cost of $5.8 million. >> So we know that costwise it's just
simply not fiscally plausible. Um, what are your thoughts on because I know I attended both of the meetings of what the school would be transitioning into Norris Achievement Academy. What does that mean? What does that mean that the
students have an option to take IDB Wells and be there? Can you speak to that? >> Yes, ma'am. Uh, I've spoken to Dr. Whitaw as me well as Dr. Thomas who's responsible for our alternative uh education programming and we're looking
at moving ID Wales into NARS. Uh we're looking at if those students wanted to enroll there, what would that look like? And so I've asked the team to look at that. Uh but we would have to adjust uh the staffto student ratio because the
staffto student ratio as it is now is just not it's just not sustainable nor is it cost effective. >> Thank you board member Murphy. >> Thank you Madam Chair. Um I think even
though the enrollment is low at IDB Wells um they are level five, the teachers are level five and they're working hard to make sure they maintain that level five. And I just think that
it's a sad thing to close a school even though we're lowering enrollment ju, you know, because of of certain reasons. And I understand you you have your reasons, but I just I don't know. It just don't resonate with me. I I just don't it just don't resonate with me. That's >> Yes, ma'am.
>> Board member Love then board member Porter. >> Um the question I had what um you answered it. Um I know Alb Wells is a standalone school that serves different populations.
So um I agree with Michelle. Um you um um Adab Wales was previously an alternative school for uh kids that don't need that need extra help.
And if you could um I agree with Michelle if you could go back and research that because there are a lot of kids that need extra help. >> Mhm. >> Yeah. >> Yes, ma'am. >> Board member Porter.
Yeah. I just want to say again like it's already said it's these decisions are always difficult but I also want to say that we can't talk about having a compreh comprehensive facilities plan go through all these meeting all these data points and this is the first phase of getting driving the district to a new
better way of um having those students have a better academic um outcome and been going into a new building. So just want to kind of put that out there like we we are we're doing the work now. this is just part of doing the work and so but definitely grateful for the students in out of Wales and and the community that came out and spoke but uh if we can
just continue to articulate a better vision to where we're going I think that'll be helpful as well. >> Thank you. Um I just like to say um this is always hard to close schools and as I think Mr. Porter said, board member Porter said that if we're going
to meet this this um greatness that we're looking for, we're going to have to think about how do we modernize our buildings and how do we mo modernize our academic programs and our students deserve everything that we can give them
all the resources. And when we have to split it up the way that we're doing it, it minimizes us getting those things to all of our students. So, it resonates for me for IDB Wells. I think that trying to do keep that that history. Um,
I think there's a way that we can do that. I hope there's a way that we can do that. But please understand that this is about us modernizing the district to ensure that we have state-of-the-art buildings and state-of-the-art academic programming. And this is one of many
strategies which is consolidation, closure, and investment and repurposing. So those this is one of many strategies that we're trying to get us there. So I appreciate everyone who has come um from IDW Wells, not just tonight, but you all
have been on it for the past few months of all the schools that we're closed. You all have been here consistently and we that's does not that's that's not lost on us. So I appreciate that. Um, I will now, um, ask for the board members, if there's no other comments, I will ask
that we go ahead and take the vote. And remember that this is, um, this is a recommendation to um, approve the closure of IDB Wells Academy. Mr. Jenkins, could you please take the roll call vote?
>> Board member McKisik. >> Pass. >> Board member Garcia. I >> board member Porter. >> I board member Murphy. >> No. >> Board member Love. >> No. >> Board member Otay. >> I. >> Board member Williams.
>> Hi. >> Or Vice Chair Coleman. >> Board Chair McKenna. >> I say okay. >> Thank you. >> Chair Coleman. I mean board vice chair Coleman. >> No.
All right. Um, chair, you have five in the affirmative, three nays, and um, >> did you do you pass? >> Excuse me. Um, board member McKis >> present. >> Okay. Um, um, board chair, you have five uh, five
in the affirmative, three nays, and one present. Okay. All right. That passes Okay. All right. We're moving on to 15 strategic allocations. 15.1
Resolution approving MSCS board member strategic school fund allocations February 2026 in the dollar amount of $47,000 and $47,65. Recommended action is it is recommended that the Shelby County Board of
Education approves the strategic allocations for February 20 26. Do I have a motion to approve item 15.1 resolution approving strategic allocations? I move that we approve uh 15.1. >> Do I
have a It's been moved by board member Murphy and it has been seconded by board member Williams. Do I have any discussion? Board member Coleman. Um
this has been a long process with the strategic allocations. those of us that turned it in but it's not on now. When will those funds be taken or when will our allocations go? So, the ones that we turned in.
Okay. Okay. Seeing no other lights, Mr. Jenkins, may I get a roll call vote? Board member McKisik. >> I. >> Board member Garcia. >> I. >> Board member Porter.
>> Hi. >> Board member Murphy. >> Hi. >> Board member Love. >> Hi. >> Board member Otay. >> I. >> Board member Williams. >> Hi. >> Board Vice Chair Coleman. >> I. >> Board Chairman Kim. >> Yes. >> You have nine in the firm.
>> The strategic allocations resolution is approved. Seeing no other items on the agenda, it is 8:17. This meeting is adjourned. Thank you.