Board member Williams, present. Board member Otay, present. Board member Porter, present. Board chair Coleman, present. You have six in the affirmative.
Thank you. Please stand for the pledge of allegiance. Please remain standing for a moment of silence. Tonight, our honors are in honor of India Fowler, executive assistant to chief of business operations, and Jacqueline McBride,
Grant, physical manager, business operations. Please keep their family and loved ones in your thoughts and prayers. I'd also like to add Dr. Rick Pototts, who was a longtime educator both here in Memphis Shelby County Schools as well as CBU.
I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you. May be seated.
We are now on to the approval of the agenda. Are there any amendments in Superintendent Richmond? No amendments. Board members. No amendments. There being no amendments to the agenda,
is there a motion for the approval of the agenda in a second? So moved. Second. Motion by board member McKisik, second by board member Williams. Roll call vote, please. Board member Mc Mckis.
I. Board member Garcia. I. Board member Porter. I. Board member Otay. I. Board member Williams. Board Chair Coleman. I.
You have six in the affirmative. Thank you. We're now on to the superintendent report. Inter Richmond. Yes, board chair and uh other board members. As part of my superintendent report, I'd like to share with you our
most recent TECAP results and provide an overview of our academic plan. Mr. Bill White uh from research evaluation and accountability and data strategies department will lead the TECAP presentation. and Miss Alicia Ker, our deputy chief academic officer, will
follow with additional information on the academic plan at a very very high level. Uh please know that what we're about to see in this particular presentation reflects the unwavering commitment, strength, and resilience of our schools, teachers, and leaders. We
couldn't have done this work without them. These TCAP scores are more than numbers for us. They tell a story of educators who went above and beyond. Students who persevered through challenges and a community that rallied together to support their success.
Tonight, we honor their hard work and celebrate growth that we've made while staying focused on the hard work ahead. So, at this time, Mr. White, would you present our TCAP data? Thank you, Dr. Richmond. Good evening,
board members. Um, if you just take a look at our first slide here, um, one of the things to recognize about the data that I'm presenting is that this is just one piece of the puzzle. And quite frankly,
it's uh, not even a complete piece. And what I mean by that is the Tennessee Department of Education tends to put out the data that are used for accountability purposes in phases.
And what has been shared uh publicly thus far are some of our raw TCAP results. So when I say raw, what I mean by that is they have not applied all of the accountability rules that they use
to refine the numbers based on some business rules they have for that. So for example, uh these data do not include the test scores for our students who uh have disabilities and take our alternate
assessments. So those have to be added in. Um, one thing that the state also does, um, out of fairness is they don't include students who have not been with us for 50% of the year or more. Um,
these data, I believe they did make some adjustments related to our English learner students. One of the accountability rules is that for those um English learner students who are still new to the country, they will
exclude some of their test scores. So there's adjustments that get made along the way and as they release these data in phases, um sometimes they haven't applied all those accountability rules. And what I hope we'll do um at a future
meeting sometime is go more in depth about the accountability models. Um but that's not the intent of tonight's presentation. Tonight's presentation is primarily about what is it that we have received thus far. Um, but this table
does show you from a subject area standpoint the subject areas that get used in the state model versus the federal model. And when you look at the federal accountability model, you'll basically see it's primarily or solely
English language arts and math. But then the state accountability model is the one where um science and social studies also get included. And just to kind of at a very high level talk about those models, the federal accountability model
is the one where people are used to us uh hearing about the priority list. Who are the priority schools? That's based on the federal accountability model. The state letter grades is the thing that most people think about when they think about the state accountability model.
And I'll talk a little bit about the timeline on those at the end of this presentation. But what you can see from this slide that I'm showing here is that in all four subject areas, ELA, math, science, and social studies where ELA is your
yellow line, your math is your orange line, science is green, social studies is a bluish line that we have seen over the past four years uh fairly steady growth in those subject areas.
uh math showed the largest growth over that time period of 2022 to 2025 by 8.4 percentage points. Science by 7.5 percentage points. ELA rose steadily
with 3.2 points overall. Social studies up by 4.4 during that time period. Um and again overall all subjects improved over the four years. And these represent our proficiency
rates. So meaning the students the percent of students that scored proficient. When we look at it by subject area and by grade band, you'll see that uh for ELA, for example, um in grades three
through five. Uh so our elementary students who participate in state testing from this is just looking at 2024 compared to the most current 2025 they went up by 2.3 percentage points from 26.8 to 29.1.
In 6 through 8 we had a slight increase of.3 points from 17.6 to 17.9. And in 9 through 12, unfortunately, there was a modest decrease of about6 points. But when you add up all the
grades together, overall we do get the uh 3 through 12 improvement of 0.9 from 23.7 to 24.6. And the following slides for math, science, and social studies, they're set up the same way with the various grade
bands and then the overall. And in math, in elementary, 3 through five, we saw a 2.6 percentage point increase. Um, in 6 through 8, 2.4 in 9 through 12, 2.5.
And overall, um, we went from 18.7 to 21.2. 2 science again the same structure for this slide where in elementary there was a.7
uh slight increase there uh in 6 through 8 1.6 six in 9 through 12 a2 increase and overall the 25.7 to 26 6.7
was a onepoint increase in those proficiency levels. Social studies the only difference here is that in social studies there is not an elementary assessment for social studies. So you won't see that grades three through five grade band. But for
six through eight, there's the 2.1 point 2.1 percentage point increase. And then at high school, just a um small decrease there of 0.2. And then again, all grade levels together, you do get that
improvement of 1.8. You can look at this also at the course level. And of course there are lots of different ways to slice and dice the data but going by courses. Um so when we talk about high school math for example
that's comprised of the end of course assessments in algebra 1, algebra 2 and geometry. And then the science assessment in high school there's just one. It's biology. Then you'll have your ELA grades three
through eight. In high school for ELA, you get English one and English two. For math, there's the elementary and middle school assessment. Um, and also there's science. In elementary, middle. Social studies, you have the six through eight,
but then in high school, you just have that one assessment to represent high school, which is your US history. And if you look at those changes from 24 to 25, you'll see that in the majority of those by course level or type of course, um
you'll see that positive noted by the green, but the red does show the declines in English one, a small decline in English 2, and an even smaller decline in US history. Uh just to show you in terms of the TISA
goals. Um, now note under 2025 I've underlined preliminary because these proficiency rates are going to change once they apply those accountability rules. So these are not the real data that are used for TISA goals or for any accountability measure, but it gives you
a starting point of some sense of where we are. So the 2026 goals, so this school year we're coming into based on those TISA goals that were shared with the board. I don't even remember when that was at this point, but hopefully you'll recall that we did talk about
those. You'll see the gap and Dr. Richmond has consistently talked about a 5 to 10 percentage point increase that is needed and you'll see it falls in that range for each of the subject areas. Um so for grade three to meet
that TISA goal we would need a 7.8 percentage point increase for example. So just to give you a timeline here of some upcoming releases. Um the August 15th was is a little confusing and this
is our best interpretation because we had received a lot of communication that said when those district and state results were released of what I just showed you on those percentages of proficiency that the school level
results were also going to be released. Well, when they did that release, they told us after asking that day that they were going to hold off on the school level until August 15th. So, I'm still a little
questioning that date just a little bit, but uh that's the most current information we have. So, all of these dates are the dates they've shared, but I do caution that sometimes things change. August 28th is our understanding of when some Tivos data will be publicly
released. Now, you'll see there's a huge gap until we get to the point where we're going to get those federal designations and the state the rest of the state report card data and the state school letter grades. November 21st is when we're expected to
get, and just forgive me for using what people commonly call the list. Uh people talk about the list meaning the priority list and um that will come out on November 21st according to this timeline. Remember that's part of federal accountability.
But then we don't even have a date in December. We're just told that sometime in December we will get the rest of the state report card and we will get those school letter grades. Um, I will say for the past couple of years, those school letter grades have tended to come out
just right before the winter break. So, I'm kind of anticipating that it will be similar to that u this year. And um that concludes my part. Um, you may have some questions or some followup,
but I will say that Miss Ker, as you heard, is going to follow up with. So, we have these data. Now, what's our plan? So, that's the part that she will proceed with, unless you have any questions about anything that I can help with at this point.
Bo member Hugh Garcia, thank you. Um my question is have we the data was the last four years where are we at compared to prepandemic levels? Um I know people have asked like
there we know that there was learning loss. Are we currently in every category above where we were at prior to CO or are we still make are we still recovering? You know, it's a great question and I am
hesitant to speak definitively not having looked at that recently. Okay? But we can go back and look. I my my memory is that we've pretty well recovered. Okay. But I don't want to sound too definitive about, you know, the percentages without taking a more careful look.
Okay. Yeah, I'd love to see that. And then um I'm not sure if this question is for this may be an academic question but uh it seems that the third through fifth grade ELA was pretty significant in terms of an increase um to what do we
attribute this to? Do we have program programmatic data that you can say there is a correlation between them? Yeah, I mean my hope is that some of the academic colleagues here can help with that as we move into the academic presentation. But I I know that we had,
you know, we had concerted concerted efforts with seas and tutoring. Um, and we saw some results there. Um, there may be some things that I'm honestly not thinking about right now that my colleagues can weigh in on.
And then I Yes, Dr. Richmond. Yes, board member Garcia. I think uh Mr. White is uh absolutely right. When we look at where we've uh made the investments, I think we are seeing uh the yield of that investment in our prek
through three continuum. Uh when we see where we've improved in grades 3, four, and five, uh the team and I have talked about again, we know in middle school, we really got to take a hard look at middle school overall. It looks like we made some moderate gains in middle
school, but nowhere where we need to be. And when we look at English one and two, uh we look at first of all, do we have a a a highly effective teacher in those grades? Uh we know this past year we didn't have the support of tutoring in
the way that we've had in uh in those grades before. When you think about uh English one and English two uh and so going forward, we want to be more uh deliberate in providing the supports and things that we need in those grades as well. uh and I think we'll see the same
improvement. We didn't have a formative assessment in high school, so we weren't able to track where those students were uh throughout the school year. So, starting day one, having those materials and resources in place, we think we're going to see uh the impact that we would all be proud of next school year
and hopefully a snowball effect when you invest in literacy for K through 3. Yes, they they become middle schoolers more proficient and that builds on it. Uh my last question was what do the designations mean for schools and this is for the listening public if they are
CS CSI or priority school is what are the implications for funding what how should uh if I have a if I'm a parent of a student who gets a designation and we can save this when that list comes out but I just want it to be I want to put in the public domain what does that
mean? Yeah, it would be the bottom 5%. The bottom 5% where there would be turnaround action grants and uh seed grants available. As you all would see even tonight, those additional dollars and grants have always gone to our bottom 5% schools. As you all know, our
vax uh Dr. Fox to head up uh our eyes. We'll be bringing back uh our eyes and we'll be using some of those best practices that we've used over the years uh to move those students. But the other thing that I want the listening public,
I've charged my team, we want to do a better job of educating the listening public around uh TECAP and high stakes testing and assessment. Uh the one thing I want everyone to look at is we do not get the full picture until halfway
through the school year. Uh my colleague that uh just joined our team uh our chief of staff comes from Mississippi. I asked him today in cabinet, when do you all know your letter grade? And he told me in August.
In Mississippi, they know in August what their letter grade is. They have all of their data back in August to make real time decisions around curriculum and instruction.
They implemented letter grades. I want to say maybe about seven or eight years ago, maybe two or three years before we started to. But there's no reason that we should be receiving data back in December and being asked to make
realtime decisions. There's no reason for us to even be really talking about the data. I wanted to present the data because I don't want uh my team and I to seem as though we're running from the data and we're not owning the data. Uh but in order for us to really make the
decisions that need to be made around instruction, we need the data in real time and not peace meal. I also don't want to be speaking to the data and we not have all of it where we can discuss it uh in a meaningful way and with
fidelity even though I know people are talking about it like we have the full complete picture when we don't. If you listen to Mr. White, the school data, school level data is really still embargoed. Am I right, Mr. White?
That's correct, Dr. Richmond. Which means if that data is still embargoed, what it says is there's something about that data that's not complete, but yet you've sent us district level data, and we're expected
to defend that data. We're expected to look at that data as the gospel. We're expected to uh have to explain to the public why uh our students aren't achieving at certain proficiency levels. Uh and I think it's difficult for us to
do that when we don't have the full complete picture. And so again, I want the the broader public to know uh that again, this picture isn't is not even fully complete. and it's not complete until we're halfway through the next
school year. Well, commend you for the transparency. We should share what we know when we know it and that way and we're we're we're saying exactly what's happening. So, I think that that is the best that we can do and make decisions with data. I will say just as a a plug, if you have
a child in the district though, the TCAP parent portal actually has all of the results and you can see your your students meets expectations and the categories of which they need to work on. You better believe I printed my babies um and what we're going to work on this year. So at at the home level um
you do have access to some detailed data. So it's not too early to start weaving that into the things that you do at home. So, TCAP parent portal, you can see all the results for your students. TCAP. Uh, thank you board member Huitt Garcia for that plug because um that is
important for our parents to be reminded of. And I just want to add to what Dr. Richmond is saying that um under his tenure as interim superintendent, our plan is to share what we have when we have it.
Boardman Williams. Let me tell you how because I'm seeing here numbers and letters that may I don't know what they mean. I don't know who is doing well and who's not doing well and the the
ultimate things that I would really like to know is how much does our curriculum impact what the students are doing on the test. Are we teaching these skills in a way that they are making gains or learning something or or some of them being omitted
in the and I'm going back long long time ago when I was in curriculum we followed what was on the test and that's what we taught and the students did fine and I'm not sure if they're being exposed to what they're being tested on if what they are getting in this curriculum that
we are using is sufficient enough to do well on this today as it was in past years. Yes, sir. Uh, thank you, board member Williams. Um, in terms of the first part of your question,
um, our schools do have access to a lot of these data though that they are embargoed all the way down to the teacher level and the student level. So they are even though they've been asked to protect the data because of the
embargo, they are working with their teams including their teachers to look at those data at the classroom level level, at the student level. Um, and then as board member Huitt Garcia said, parents themselves through that portal
can go ahead and see how their child's doing. and it gets pretty specific about the standards that they uh were successful and then those that they need some support in terms of the alignment with the curriculum. I mean certainly my
academic colleagues again can expand upon this but everything that we try to do we try to make sure aligns with state standards um whether it's curriculum materials or assessment materials such that it can mirror as much as possible
state expectations and match what they're going to be tested on. One of the things too that I know that Dr. Richmond wants to help educate people on is um not only has the curriculum changed over the years but testing has
changed over the years and a lot of the expectations as compared to years ago about what is considered to be proficient is much higher. What voice then does the teacher have? Are they exposed to? Are they because
I'm hearing from teachers that they are not given the concepts and the things that they're testing the students over. It is not complemented in the curriculum they are teaching but in the sublab is not actually what this test consists of. And if they believe that and they're
teaching it, I mean it's working probably to their disservice. My concern is are teachers involved enough in the process of what the students are going to be tested over so they can teach it because it is unfair to test students over what they are not exposed to. If
it's in if it's not in the curriculum, they can find a way to teach it. If they know that they have to know certain things, they can teach it. But if they don't know and it's not in the curriculum and they're not to taught, then the students are being tested over materials that they've never seen.
Yes. Thank you for that. uh board member Williams um as Miss Ker comes and presents um she's going to present at a high level on our academic plan. What she's going to share is all of the stakeholders that we've asked to weigh
in on our academic plan along with doing some of the things that you're uh suggesting around uh lesson plans, having teachers to weigh in on lesson plans, uh having teachers to weigh in on the assessments. She's going to touch on all of that as we move through again
board members at a high level our academic plan. And what we're going to do is as we move into the school year at our committee meetings and work sessions, we'll bring you parts of our academic plan each month so that you all will see where we are with the plan.
It'll be a high level tonight and then we'll post the draft plan. We'll send the draft plan to you all so you'll be able to see our academic plan in totality uh which we'll continue to refine as we go. But I wanted uh Miss Ker tonight to
give you all a highlevel perspective and view of what we're doing uh with our academic plan. So Miss Ker. Okay. Thank you. Good evening uh Dr. Richmond, board chair and members of the board. Tonight I do have the honor of presenting an overview of our academic
plan and this plan is designed to bring clarity and coherence and excellence uh to every school, every classroom and every student. Starting here, this plan is grounded in
what we call the instructional core. That's the relationship between students, teachers, and content. Here's our theory of action. If we align instruction to highquality content, if
we build teacher and leader capacity, and we ensure that all students, especially those furthest from opportunity, consistently access rigorous, engaging learning
environments. That went too fast. There we go. then students outcomes will rise. But we know that uh the core doesn't strengthen itself. That's why we've added this fourth driver of leadership.
That's to reinforce, develop and sustain uh that core across every school likes. Dr. Richmond, did you say the light? Light. Did you say that? Oh, okay. I'm sorry. All right. So, what drives our plan?
This drives our plan as well. The pathway to greatness and Dr. Richmond has uh spoken about this before. It moves us from a fragmented effort to a coherent system. This is not about like isolated initiatives. It's about
aligning every department, every resource and every instructional decision to what matters most and that's student achievement. This goes to what Dr. Richmond was just speaking about who informed this plan.
Uh many of you already know that we received a report or feedback from the council of great city schools at the end of last year. We read their report thoroughly and we took all of their suggestions to heart. Then we listened to the student voice over 100,000 of
them that were expressed on the panorama survey. We allowed 100% of the principles, some of them two in two or three ways to participate in this uh the leadership institute. We we created focus groups and there were surveys.
There were over 3,000 teachers who were involved in either a survey or focus group. Well, all of them had the opportunity to participate in the survey. And then there were some focus groups. About 1,500 families were surveyed and we had uh focus groups with
them as well. And then we have what we call AOTI every week and there are about 50 district leaders who are in that space. We work together to disseminate data and feedback from our surveys and our focus groups. We also spoke with
both union leaders about this plan. Bill already showed you what the TISA goals were. Um, and we're just starting with 2026 and we're just reinforcing it in this in this segment here. We know
that eventually we we want to get to um the 52% on ELA grade two, but I want to draw your attention to uh on-time graduation rate and ACT composite. I do want you to know that these these goals
are bold. Nationally only about 29% of students score at or above 21 on ACT. What we are aiming for is 35%. Also, there's not necessarily a TISA goal for graduation rate. So, we've set
our own graduation rate uh for 95%. There are five academic priorities that that drive this plan. First is foundational literacy, highquality curriculum, tiered interventions through MTSS and for all stakeholders, college
and career readiness, job embedded PD and leadership coaching. All of these academic priorities surfaced as a result of the data uh mining process uh that also includes stakeholder voice.
foundational literacy by third grade um isn't just a benchmark, it's a lifeline. And I think we all know that. Um that's why we have protected a 45minute foundational skills block and a 90minute daily literacy block in elementary school. And we've grounded everything in
the science of reading. The science of reading is a body of research that explains how the brain learns to read. It's not automatic. It must be taught with intention. We have to make sure students have phenemic awareness. That's
how uh sounds work, phonics, how letters and sounds connect, fluency, vocabulary, and comprehension. Um to bring this to life, we've even enlisted uh educators we have in our district who are
certified in letters to help us develop our elementary school lesson plans, ensuring that they are researchbased, developmentally appropo appropriate, and classroom ready. This is how we prevent
gaps before they open. Um, we give every child the tools to become confident. High quality curriculum, great teaching demands great tools. Um, we have adopted rigorous standard aligned materials like
wonders, envision, my perspective, but materials alone um are not enough. We've also, and this is something we're very proud of, worked to create lesson plans for teachers where
we and we're going to where we have taken the test, the standards from the test, plan backwards to uh ensure that every teacher can align the standards with the work that they do. There is
also a place for embedded weekly instructional prep and aligned feedback s cycles to support excellence in delivery. Curriculum fidelity is not about control. And I think this is very
important. It's about equity and every child deserves grade level instruction. No matter the school, no matter the classroom, no matter the zip code. Tiered intervention
is how we move from reaction to prevention. I did mention and we we all know that there is an a system of MTSS where we have RTI A RTI B and we have tutoring. We have all kinds of things
for intervention. We've also this year though developed intervention systems for the teachers, the principles and the schools because everybody deserves a scaffold. Um this is not punitive. It's it's very intentional and it only
tells us what level of support we will give people. This is not a dis designation. It's not a score. It's not a you know whatever. But what depending on where you fall, you may see receive once a week support. You may see receive
once every two weeks. You may receive once a month or you may even be on a consulting basis. We have four tiers. Tier one that's those are the people who are uh knocking it out of the park. They they they they get a consultant, right?
And those principles get a consultant, principal coach. But if you're at a level two, you may need once a month. Level three, that's twice a month. And level four, that's that's weekly. Twice once every two weeks is level three. And
then uh level four, I'm sorry, is weekly. And so that includes the academic coordinators who go in to support teachers. So if that teacher falls in that tier, that's all it means. It it doesn't mean you're going to get that score or that's the level teacher you are. It only speaks to the amount of
support you get. College and career readiness. I do know that in August the CCTE program or the CCTTE director will be speaking and explaining to you our complete uh
program guide that we're going to follow this year based on data, this whole data gathering um in August. But graduation, this is important, is no longer the end goal. Readiness is. We're expanding our
ACT prep uh dual enrollment. You've seen that through theus that you've agreed to already. Um J uh and the CCT program expansion, job embedded PD and leadership coaching.
Great systems grow great people. um from expectations to tools to PD. What we promised principles this year is that anything they they were going to have to implement in schools, they would get it
this summer. We are excited that we were able to honor their commitment and I think principles are equally excited because we are ready. They are ready for day one. When you see job embedded PD and leadership coaching, you'll see
these are the things that we're going to do. One thing that I do want to point out is while these lists look long, these are not new practices. We are ensuring that we practice or implement with extreme fidelity. It's
going to be the systems that we use to follow up. This plan once again is moving us from fragmentation to coherence. We're going to have one accountability system, one coaching model, one walkthrough tool and
one definition of tier one. This is our new vision for excellence as it's actually about 180 pages long. So I gave you a really really really high uh view instead of reading 180 pages and we
will share the whole plan with you in totality. Thank you Miss Cleaner. So uh board members we wanted to bring that as you all know back in February 1st of March we had our initial retreat and uh one of
the deliverables was the academic plan. So again in being uh in line with that expectation I wanted Miss Kinder to bring at a high level uh the academic plan but we're also prepared uh as early as tomorrow to send you all a draft of
that plan. The second plan uh was the facilities plan uh and we'll be meeting on the 13th of August with the ad hoc committee to start moving forward with that plan. And I don't want to get ahead ahead of uh board member Otay in regards
to that, but again, I want my team and I uh to deliver those things that we're telling you all that we're going to deliver uh during the month of August. We'll also talk to you all about our uh strategic partners in literacy as well
as our prek through two around literacy and our pathway to greatness. and we'll bring you our CTE plan in those months. We've tried to frontload all of our uh contracts. So, work session and board meetings should be freed up for us to
truly focus on the work on the real work of moving uh student achievement in our district. Uh I have a few people that I'd like to introduce and then this will complete uh my report. I want to just uh have a couple. You have a few question. Okay. I'm
sorry. Board member McKisik, Board Member Williams, and Board Member Huey Garcia. Thank you, Chair. Thank you, Dr. Richmond. Thank you for the comprehensive reports we received this evening. I'm not sure if these are exactly questions, but observations, things to
keep in mind as we move forward as you outlined in the the timeline. I would like to see what that timeline looks like and the and the time frame uh sent to us, emailed to all the board members. But I guess just some observations as I hear the really the big picture overview. Um first of all, I was really
glad to see how you addressed from birth to second grade. That was really good because we all know that too many times children are coming into school already behind. And so I'd like to see how are we going to work with community partners for that birth part of it and and maybe
trying to capture our parents, our young parents on how to set up their children for success even before I think too many people think well when they get to school that's when they'll start learning and we all know it starts when they're in utero. Um so that's just one
observation. Uh next observation is regarding the alignment of the curriculum. I do understand and I love the concept of no matter where a child goes to school that child can learn um no matter what zip
code. But my concern is is there room in there for the individual creativity of a teacher to be able to expand beyond that and to make sure that teachers know that? I think, you know, some will automatically, it's just inherently in
them. They get it. They, you know, they can't help themselves. But others are like so afraid of breaking the rules that it might really limit what a child is exposed to while in their classroom. So that is just a concern. I see Dr. K,
she's already giving me the the headline. Um so my last observation is regarding these really robust goals by 2030 when it's been a challenge historically
for this district because of things that are beyond the control of our school district. The intense and immense poverty that our community and our members of our community are having to deal with. and we all know how that impacts when they come into the
classroom. So, you know, just uh I'm curious to know the the benchmarks that are going to happen along the way before we get to year 2030 or even year 2026. I mean, it was what from 28% up to 37%.
That's huge. So, those are just my observations as I listened to the overview which was very comprehensive even in a shortened form. So thank you. Yes ma'am. Thank thank you for those great uh observations. Um again when we come in August we wanted to talk about
really what you would call cradle to career our pathways to greatness. It does talk about how to support parents with prenatal uh support as part of our prek through two and working with our strategic partners in literacy. That's why I put those things together uh so
that when we bring them in August, we'll be able to speak to uh that body of work. The second thing is, of course, if you're an effective teacher, uh Miss Ker talked about a tiered approach to support, uh that's what we mean, a tiered approach to support. If you're a
high performing principal or a teacher, we're going to let you earn that level of autonomy. But we have a number of permitted teachers and we know one way of helping them is by doing lesson plans and things like that so that uh we can take that off of their list of things to
do. Uh and last but not least, the team and I talk often about aspirational goals and smart goals. The reason we have what you would really call these aspirational goals is based on TISA. These milestones have been set for us. So we don't want to go below the
milestones that have been set. That's why you'll hear me talk about I think 10% gains are aspirational, but I think in order for us to get to where we have to go by 2030, we have to set both smart and aspirational uh goals and to really
encourage our students to pour into our teachers with the support to align our curriculum and our assessments. So again, the things that we're teaching and assessing are better preparing students to do well on the test, but also to get back focused and centered on
teaching and learning and quality instruction, which again is why uh my team and I want schools ready and prepared to start to deliver instruction day one uh for our students. So, thank you again. This is all very encouraging. I know we've got other board members, but this
is what we have got to hit and nail home as opposed to what the state dictates what we're supposed to report out because honestly that all that information as a parent is just kind of garbly. And so I it it it was just hard to process, but it's like, okay, a brief
mention, but this right here, what you're talking about, this is concrete. This is real. this is tangible and understandable and gives hope as opposed to those random metrics that were were put out by the state. So, thank you. Thank you,
Bo Williams. Thank you, Dr. Kaider. That was a very good presentation. But my my concern and my ask is this. Of the 300 or so teachers that they're talking about today that we need, how many of those people would be teaching these courses? Do we have classrooms or did we have
classrooms last year that did not have quality instruction in them with the shortage that is at hand and what could we do to I guess we're trying to riveted that some kind of a way but I do know that there were probably some classrooms that went without proper instruction because of the teacher shortage of the
300 I think that the news projected today as we are today 300 teachers showed how many of those folk uh English and math and science teachers you know I'm just curious to know that maybe that is where and some of it is online now it's instructional other ways and it's
not a live person there teaching maybe so there may be some impact there but your presentation was superb and it's what we need and I hope they can do it and the teachers will embrace it and use it because it is up to them to make it happen if it is in the curriculum and the children are taught they will they
will survive they will do well thank you board member Williams for that question uh the team and I are starting to look at the data around uh the staffing vacancies that we have. Uh they'll tell you today um I set a smart
goal. Uh I'd like for us to have uh no more than a 100 vacancies to start school. I'd like for us to be under 100. And I think if we're under a 100 vacancies, this will probably be the first time in for as long as I can
remember that we've started the school year with less than 100 vacancies. Now, when we get there, I don't know, but that's the charge uh that I've put in place for our HR team as well as uh our senior level team in order for us to
recruit and start to effectively uh place and put teachers in place for day one. Now one other thing that helps us is that last month uh we bought to you all uh the online platform in order for
us to have uh those teachers through proximity. So even with proximity we should be able to have all classes covered day one. Uh and I think where we do have a few openings just to kind of answer your question I think is sped and
elementary uh grades. So sped in and elementary grades uh from the top of my head is where I know we have uh some vacancies and I'm hoping again we can get that number down to under 100 teacher vacancies before we start school.
Bo member Huitt Garcia. Thank you. My question is around the tiers of support. First I love it's easy to understand if you're doing a good job you're a veteran teacher and you're knocking out of the park. We don't need to be up in your classroom every day or
week. Is this the is this I'm going to use a term that teachers have reflected to me. Is this the clipboard crew that we're talking about that would come into classrooms about number of visits? Is that the tiers of support? How often you have folks in your classroom?
I I'll let Miss Ker answer that question. She don't want you. Well, no, ma'am. It's not the clipboard. Okay. Uh no, these are the coaches. We have academic coaches, academic coordinators
who will be deployed to support teachers if they fall into the tier where they are they need required. This is side by side planning side by side looking at you giving you feedback. These this isn't like a fishbowl group of people who come in and make notes and
leave. Okay. No, thank you. The second question was, are the PD requirements uh tiered to match the level of support that you need? So, do you need fewer hours or different types? Yes, if you are tier one. Yes. Great. And then I want to echo make a
comment let us a question and I we have to put the TISA goals up there. Uh but I also want us to be rooted in reality. So, I think um Chief White put something about here's the difference, right? This should for me this time next
year when we're presenting TCAP data, we should have a line that says here's where we're actually tracking towards. Doesn't mean we we change where we aspire to get to. Um but also know the consequences of that. And then again,
what is an ambitious but feasible target based on the results that we're seeing. So like keeping an act sort of of a your budget and then actual, right? I just want us to not lose sight of that and that this to be a a living document that we can reference and continuously
improve upon based on what's happening. So thank you for this and I know we're going to have far more conversations about it, but I won't prolong our meeting. Thanks. Let me say this. If anybody can get it done, uh Dr. kind of can uh because remember she brought Barack Obama to
this city years ago. So I'm sure she can bring make this change as well. I have every confidence in her to do so. That's a lovely endorsement. And I think Dr. Richmond is going to introduce uh some folks to us including uh some new positions.
Yes, board member Garcia. If are those all of the questions? No. Board member Murphy. Thank you, Madam Chair. Dr. Kinder, that was an amazing presentation. And we can now see the goal. We see the goal. We We've already established what the goal is going to be. And I don't think
anything is impossible. Impossibles don't stand with me. We can make an impossible possible. And we can make that work if we continue to work and execute what we have right now. I think that we No, I'm not going to say I think. I know that we can strive in excellence and meet that goal. So, thank
you so much. That's why we have proximity in place anyway because if we can't fill them all, we have proximity there just to fill those gaps. But I think that we can do it. So, let's execute it and keep it moving. And thank you so much. Thank you, Bo Porter. Yeah. Just real quick to uh
to address our board members Williams about the teacher vacancies. I think as we start in the future have those tough conversations about consolidating schools, closing schools, that will help, you know, the headline as far as the vacancies because I do agree with you and and what um board member
Michelle um said about, you know, how can we how to get the teacher autonomy to just really just run free in the classroom because the lower grade teachers, they do seem like they they hit with all the state standards and teaching to the test. So I for me I am tired of hearing those narratives but just hearing this presentation tonight.
I do feel better about going into the school year with a clear focus. So thank you for the present. I just want to say something about you know the future conversations we'll have about closing schools. Thank you board member Porter. Uh I appreciate that comment. As you said we
will be able to maximize on our teacher effectiveness as we rightsize the district. But uh Mr. Langston always reminds us and I want to remind board members, our staffing formula is more robust than the state formula. So if we
didn't staff at the level that we staff, we probably wouldn't have any vacancies. And so I do want uh the public to know that because of the students we serve, we've tried to have a more robust staffing formula to lower the teacher to
pupil ratio. So So thank you. Uh but I want to continue to add that context to the conversation. Um I also want to just kind of announce a few people. Next week uh we'll announce all of our new appointments. I'll also talk more about
regionalization and I'll bring forward to the board our org chart. But I'd like to just kind of recognize tonight our new uh chief of staff, Mr. Hannah. our chief of student support services, Dr. Broadway,
our deputy chief academic officer, Miss Ker, Regional Superintendent, Dr. Michael Lowe, regional superintendent, Miss Licia Brooks. And I think those are all of the new
appointments. Uh Dr. Malone, did we recognize you last time? If not, Dr. Malone, I'd like to recognize him and Mr. Cedric Smith. Those are our directors of operations. Uh sitting beside Dr. Whitaw is Miss
Williams who's sitting in tonight uh for Miss Oliver. Miss Oliver uh had a death in her family. So Miss Williams is sitting in uh for her tonight. Thank you, Miss Williams. That concludes the superintendent's
report. Thank you. We are now on to the agenda of staff action items. The first item on the agenda tonight is 9.1 approval 2025 2026 school year agreement to administer
school nutrition program. Yes, board chairs recommend that Shelby County Board of Education approve the 2025 agreement uh to administer the school lunch program for Memphis Shelby County Schools as required by the school nutrition office of Tennessee Department of Education. The approval of this
agreement is required to continue reimbursements of breakfast and lunch meal service including the school breakfast program and the national school lunch program. 9.2 purchase approval 806 Technologies Inc. 125,000.
Yes. Board chairs recommend that Shelby County Board of Education approve a purchase for a one-year contract in the amount of $125,000 with 806 Technology, Inc. for the Title One Crate web-based platform to support the Title One District Charter and
Nonpublic Schools as well as neglected and delinquent facilities. 9.3 Purchase Approval Alsa Elementary School laptops and computer carts $212,362. Yes. Board chairs recommend that Chev County Board of Education approve the
purchase uh to Broadway Typewriter Company, Inc. in the amount of $28,262 for computer hardware and Unisar Sparkco Computers Inc. for computer hardware deployment and asset tagging and the
amount of uh $4,100 for ALS Elementary for the computer devices and deployment of the hardware. The total cost is $212,362. 9.4 approval Frontline Technologies Group LLC $184,6238 Board Chair Coleman is recommended Sher
County Board of Education approved the award and contract of Frontline Technologies Group LLC in the amount of $184,6238 for renewal of the software maintenance and technical support for the Hannes Hannes Asset Management Software. of the
Memphis Chevy County Schools Board of Education approved the contract for the Hannes Asset Management Software and Services on June 29th, 2021. 9.5 Approval Curriculum Associates Incorporated 2,847,860.
Board chairs recommended Chev County Board of Education approved the one-year contract and purchase for Curriculum and Associates, Inc. in the amount of 2,847,860 for the purchase of the I Ready assessment and intervention tools. The I Ready teacher toolbox and online learning platform will provide grades
K12 with both the universal screening assessment and curricular resources to support intervention instruction align Tennessee Department of Education TDOE response intervention and intervention framework. 9.6 Six, appro YMCA $215,40.
It is recommended that Shelby County Board of Education approve the contract to the YW.CA in the amount of $215,40 for a one-year term. Professional services for the enhancing school capacity to address youth violence grant for five high need schools. This
contract is based on RFP02072 S25MT, enhancing the school capacity to address youth violence. 9.7 approval of Herbert's STEM Center classroom naming rights. Board chairs recommend the Chev County
Board of Education approved the following classroom naming rights in consideration for the donation received for the construction of the White Haven High School Herbert STEM Center 9.8 8 approval. KEV Group Incorporated $128,553.90.
Board chairs recommend the Memphis Chev County School of Education approved the contract to Kev Group, Inc. and the amount of $128,553.90 for the school funds online and school cash online payment software annual renewal to track the overall daily
operations of the district's school accounting practices. 9.9 approve a lease of former NW Northwest Prep to Memphis Academy of Science and Engineering $295,247. Yes, board chairs recommend Chev County Board of Education approved the lease of
the former uh Northwest Prep building to Memphis Academy of Science and Engineer Mace for $295,247 for one year. 9.10 10. Approval of Power of Words Therapy Services LLC, $129,000.
Yes, board chairs recommend that Shelby County Board of Education approved a contract to Power of Words Therapy Services LLC and the amount not to exceed 129,000 for the speech screening service for enrolled prek students for fiscal year 26 first option renewal. The
speech screenings are used as a developmental screening mandate by the federal government to be provided to students. Board member Hugh Garcia, I know we we just got some news about
Yes. Um, prek, is this contract uh the is the scope the same and the amount the same? It says not to exceed. So, I'm assuming the only charge is for the students that are screened. Board Chair Garcia, thank you for that
question. Uh we have a number of preK contracts on here today. Uh we will review all of them to make to ensure that they're in line with the number of preK and Head Start students that we'll be serving going forward uh during our cabinet meeting earlier today. We
realized that and so we didn't want to remove them, but we do know that we need to get with procurement uh to refine them to ensure uh that they're aligned with the possible enrollment that we'll have in prek and head start. Okay. So, thank you for and then next week as part of
could we get an update on what the current thinking is given the news? I know we haven't talked about it publicly and I know it's I'm not putting you on the spot tonight. I know we just received that news, but I think given that a lot of our business and finances are tied to it, I I would love for us to have a public conversation
um next week since we are beginning school soon. Yeah. Thank you. Uh board member Garcia, I've spoken with Mrs. Gordon. A number of staff are to meet with the regional team in the morning. Uh there'll be a 120day plan uh to transition. Uh, and so
we wanted to wait until next week to update everyone on what that transition will look like over the next 120 days. So, we'll be sure to bring you all an update at the board business meeting next Tuesday. Excellent. Thank you very much. These funds are also federal federal in
North giving back to us. Is is it there is there not some federal money that comes through to supplement some of this information this money? Okay. Yes, sir. because it's required. Yes, sir. 9.11 approval of Raptor Vis Visitor
Management Systems 100 138,845. Yes, board chairs recommend the Chev County Board of Education approve a one-year annual renewable contract in the amount of $138,845 for the Raptor Visitor Management System, a cloud-based school safety
platform. The system will provide software subscription services to 166 MSCS sites, including four early learning centers, 91 elementary schools, 27 middle schools, 37 high schools, and seven administrative sites.
9.12 approval RCM Healthc Care Services $258,475. Yes, board chair. It is recommended Chevy County Board of Education approved a contract to RCM Health Care Services in amount not to exceed $258,475
for nursing screening services for up to 5600 preK students for fiscal year 26 first option renewal. The nursing services are mandated by the federal government to be provided to students. 9.13 approval Coveton Flooring Company,
Inc. Ridgeway High School, $272,480. Yes, board chair Coleman is recommended to Shelby County Board of Education approved the contract with Coington Flooring Company, Inc. and the amount of $272,480 for the Ridgeway High School Gymnasium floor replacement project.
So, Dr. Richmond, the city did not want to help us or they would not help us with this. Uh, Madame Chair, thanks for that question. I'll defer to Miss Stewart, but we did speak on this today during cabinet meet. Miss Stewart,
thank you, Superintendent. Um, Chair Coleman, there is I finally got to the right department and there's a way that you can file a claim with the city. So, I've uploaded all the information and pictures and personal statements and quotes. Um, and then we will, I'm assuming, be reached out to by the city
and I'll keep keep going after this money. Thank you. Yes, ma'am. 9.14 approval sale former Denver Elementary to Capstone Education Group Incorporated $1,600,000.
Yes, madam chair is recommended Chev County Board of Education declare surplus and approve the sale of Denver Elementary School property at 1940 Frasier Boulevard, Tennessee 38127 to Capstone Educational Group, Inc. for $1.6 million.
9.15 approval sale of former Graves Elementary land to J&J Investment Properties $190,000. Yes, madam chairs recommend the Shv County Board of Education declare surplus and approve the sale of former Graves Elementary vacant land at 3398
Graves Road, Memphis, Tennessee 38116 to J&J Investment Properties for $190,000. Approval sale Westwood Middle School to Frasier Community Schools $555,692. Yes, madame chair. It's recommended Chev
County Board of Education declare surplus and approve the sale of former Westside Middle School at 3389 Dawn Drive, Memphis, Tennessee 38127 to Frasier Community Schools for $555,000 and $555,692.
And for the listening public, once we sell these buildings, the funds that we collect go into our general account fund. Yes. So this is helping us take care of our babies. Thank you.
9.17 approval schoolbased probation layers on programou $25,000. Yes, madam chair is recommended Chevy County Board of Education approved the renewal for the 202526 school year for the school-based probation liaison
program in collaboration with juvenile court and Memphis Sha County schools. The program has an allocated budget of $25,000 to provide stipens to the recommended leaison providing services to students on probation. 9.18 donation acceptance Yuan Kesler
Shrine School $85,000. Yes, madam chair is recommended Chevy County Board of Education approve a one-time donation from Yuan Kesler Inc. of a dehum dehumification system for the therapy pool area of Shrine School. The
system is valued at 85,000. 9.19 approval Tennessee Department of Mental Health and Substance Abuse Services Tennessee Prevention Network Renewal Grant Contract 2025206 school year $100,000.
Yes, Madam Chair, it's recommended Chev County Board of Education approve a $100,000 renewal grant with the Tennessee Department of Mental Health and Substance Abuse Services for the 202526 school year. 9.20 Approval of Tennessee governmental
grant contract $22,339.35. Yes, Madam Chair is recommend Chev County Board of Education approved the acceptance of the Tennessee governmental grant contract in the amount of $22,339.35. 9.21 approval state and local cyber security grant $816,000.
Yes, madam chair is recommended county board of education approve the acceptance of the state and local cyber security grant in the amount of $816,000. The grant is for 16,000 Crowd Strike Falcon complete MDR licenses to be
utilized on staff devices and critical systems across the district. 9.22 Approve of Vantage Learning LLC $469,695. Yes, board chairs recommend that Sher
County Board of Education approve a $466,695 amended contract with Vantage Learning LLC, a web-based writing tool used in all six through uh 10th grade English classes that builds writing skills through prompts, instant scoring, and
feedback. 9.23 approve a youth court. Yes, madam chair is recommended Sher County Board of Education approved theou renewal request for the 2025 school year for the youth court program in collaboration with juvenile court at Memphis Shelby County schools. The youth
court program allows students opportunity to learn about the justice system by receiving training from attorneys and judges. This program also provides youth offenders with the opportunity to accept responsibility for their actions and to make amends using restorative interventions.
9.24 Two for approval. Sheffield Elementary School playground installation $200,74656. Yes, Madam Chair has recommended Sherby County Board of Education approved the contract to PlayWorld Systems, Inc. in the amount of $200,74656 for the installation of a playground
system at Sheffield Elementary School. We do. Thank you. 9.25 25 approval first amendment to Lester school sales agreement. Yes, it is recommended the board of education approve the first amendment of
the purchase sale agreement with the capstone education group for the Lester school to include updated legal property bounds and limits. No dollar amount. 9.2. Hold on.
Uh, Miss Stewart. Yes, that's the bounds and limits are simply the boundaries. There was a survey done and we needed to update the contract to show the correct property line. That's all that is. No dollar amount. Okay. Thank you. Thank you. 9.26 adoption chart
authorization amended. Round Kirby Middle School. Yes, madam chairs. recommend the Shv County Board of Education adopt a denial of the following charter application for Kirby Middle School. 9.27 adoption
charter authorization amended round Dreamcatchers Charter School. Yes, Madam Chair is recommended Sh County Board of Education adopted denial of the following charter application. Dreamcatchers Charter School. Board member Porter.
Yes. Um the Dream Catcher Charter School. Um what exactly do they do? They do they provide additional service that no other charter school provided in the state? So I was trying to read through the documents and then and they do have grant money that's coming from the state to authorize advance charter. Just
trying to really just real simple. What is the district's opposition to that? And I know we have all the data but just something real simple. Thank you, board member Porter. Uh, Miss Parker, would you mind uh answering that question, please? Yes. Good evening. Uh, Dr. Richmond, and
board members, um, board member, um, Porter. So, uh, as far as Dream Catcher Charter School is concerned, they are proposing, uh, a school that is, uh, supporting 100% homeless students through a Montasauri model for all grade
bands K through 12. And so our district currently uh has a department uh that supports uh our students who are experiencing or or are at risk of experiencing homelessness through the McKenna Vento Act. And so that is uh led
by Dr. uh Karen Ball Johnson. And so with that, our district does have measures in place to support those particular students. As far as the grant is concerned, uh the school uh was awarded uh the CSP grant which is a startup grant, but that grant is
basically around facilities. Uh and so with that, we acknowledge that they do have preliminary grant money, but there are other components that are missing within this application and this applicant for us to recommend this application for approval.
And so you guys do go back to them and and suggest the uh improvements and u what they may have missed on the application everything cuz just overall it seemed like it's a it's a great opportunity and I don't I didn't know that the district does have a department that serves those children in their capacity but probably just thinking
about do we service enough children in those capacities because I do want to continue to to build with our community partners so to say. Yeah. Thank you board member Porter. Uh Miss Parker would you share again? I think this is the second. So, we did
offer feedback. This is the second iteration and on this round they still didn't satisfy the rubric, but I'll allow Miss Parker to add additional context. Yes, thank you for that, Dr. Richmond.
Um, Miss uh Timberlake, if you would turn to slide uh 21, please. Keep going. Thank you. It's in the appendix. More specific. All right. So, as we all know, in order for a school to be recommended for approval, the school
has to meet the requirements of the Tennessee Department of Education's scoring rubric. And so with that they must meet or exceed in all applicable categories which will be operations which will be academics and additionally finance. We also have board policy 1011
that we layer in after the TDOE rubric. So in order to even meet board policy you have to have met the TDOE rubric. Unfortunately this applicant based on the amended round submission did not meet those requirements. And so here is just some more specific information. Uh
we did acknowledge as you see the strengths in this particular application that they did receive that grant. We did acknowledge that it is an innovative school model uh for uh you know the area. So those are things that we acknowledged as strengths. But when you
look at the concern sections, there are just vast concerns around the academic model. There are concerns around uh being able to support that vulnerable population of students. There are concerns as it relates to meeting state requirements from our foundational
literacy in the earlier grades. And then when we shift to the upper grades because they want a kindergarten all the way through 12th grade model, there are concerns related to uh the episodes and the CTE offerings and all of those opportunities for our high school students. Moving down in the feedback,
we know that we want to make sure that our uh ESL students, our uh special population students, students with disabilities are definitely uh taken care of as there is a clear dedicate dedicated plan to provide services for our students with disabilities. uh as
you see in section one in the middle uh the concerns it talks about the McKenna Vento act and there were some key components that were missing in the application that is required by federal law related to the McKenna Vento act and so those are some things that were
missing as well. Uh as we know charter schools are governed by their own governing board and so ensuring that they have uh a governing board uh that uh is able to provide the kind of oversight and the guidance that they need to be a successful school to sustain that school model. That is key.
And so the information provided in the application did not give confidence and we didn't get any additional information in the amenda round that we needed in order to ensure that their governing board was going to be able to govern the school to be able to uh have the school model uh being the best that it could
be. Um when we look at the operations we also look at um an area. This particular applicant just stated that they wanted to open a school in the city of Memphis. We don't know where in the city of Memphis. we don't know where as far as uh you know where they're wanting to
serve. They just said the city of Memphis. And I will say that typically uh this is we we normally identify a region or a neighborhood when we talk about charter schools opening. And so this particular applicant just cast their net very wide and said the city of
Memphis. Uh and uh as you continue to look down um basically overall um the application is just severely underdeveloped. Um and um as far as sustainability, we want to make sure that we recommend schools that are uh going to be successful, schools that are
going to be able to thrive. And so with this, based on the information that we received, uh our recommendation cannot be approval because it did not meet the TDOE rubric nor board policy 1011. You know, thank you for that because it just it seems like we can I don't want
to prolong the meeting, but it seems like that we just have a a problem with the Monasuri curriculum, the way it's being taught and regardless of where the school is located. Like we say, we advocate for children in the district. You know, it well it sound like that's what is some
of the concerns it was saying about the monatory model. But thank you for the presentation and I can talk offline as well. It's all good. Thank you. Yes, sir. Thank you. Thank you, Bo Member Murphy. Thank you, Madam Chair. I think you answered my questions because I think one of my questions was uh where were we
going to were we going to place those homeless students in another area or another school. So, you did answer some my questions. They will be replaced. And uh given the circumstance, we did give them two two opportunities to fix it and they haven't had that opportunity to fix it. So, thank you for clearing that clearing it up for me.
Yes, ma'am. And I do would like to remind everyone that there is an opportunity at the appeals level through the Tennessee public charter school commission. Uh so if uh denied at the local level, schools in Tennessee do have an opportunity to appeal to the commission for review as well.
Thank you for member Otai. Thank you more chair coin. My question was actually answer um I'm going to assume that since all the amendments were supposed to be submitted the deadline has already passed, right? So
let's just say they were to make any changes to improve and get you what you needed or to be in compliance. That wouldn't be enough time to do that between now and the next meeting. Correct. So through this authorization cycle, this was the last opportunity, but applicants are always able to apply in
any upcoming rounds should they wish to reapply. Okay. So then no more amendments or adjustments can be made between not at the local level and then they can appeal to the commission in this round but they can also apply next year as well if they would like. Okay. Thank you. Yes ma'am.
9.28 adoption charter authorization amended round Hillrest High School. Yes madam chair is recommended county board of education adopt the denial of the following charter application Hillrest High School
9.29 29 adoption charter authorization amended round still I rise academy yes madam chair is recommended sheriff county board of education adopt the denial of the following charter application still I rise 930
adoption charter authorization amended round kip cordova collegiate elementary yes madam chair recommend Chev county board of education adopt the approval of the following charter application Kip Cordova Collegiate Elementary
9.31 approval Entry Energy Partners LLC Riverview Rise US Department of Energy grant project. Yes, Madam Chair has recommended Chevron County Board of Education approved a contract to Energetic Energy Partners,
Integrity Energy Partners LLC for the design and construction of the energy efficient upgrades and renovation of Riverview uh school majority funded through a grant from the US Department of Energy's Renew America Schools
program in the amount of 10,93,995. The project's name is Riverview Rises 9.32 approval dual enrollment memoranda of understanding between MSCS and the college partners Christian Brothers University. Yes.
South Southwest Tennessee Community College and Tennessee State University 2025 2026. Yes, madame chairs. Recommend the Shelby County Board of Education approve the memorandum of understanding between MSCS
and the following college partners for the 2025 26 school year. CBU three-year agreement, uh, Southwest Tennessee Community College one-year agreement, TSU 5-year agreement, and Middle College and CBU three-year
agreement. Board member Williams, is there any reason why we do not have the same affiliation with Le Mo on College since we have a school on that campus? Um, board member Williams, thanks for
that question. Um the memorandum of understanding that we have with the school with the school that's on the campus is a a separate memorandum of understanding in regards to the facility. In regards to dual credit or dual enrollment, uh I'll allow Dr.
Taylor to answer that question. Dr. Taylor. Okay. Good evening. Thank you for the question. We do currently have a partnership with Leo and Owen. Uh we have a currently executedou with them and it does not expire until next June 2026.
Any classes at the college? Yes, they do. Uh through So that's not a relationship with we have a relationship with Christian Brothers with the University of Memphis and TSU and not Lemon College and we and we're on their campus. Yes. Yes. She she she answered yes we do. I'm saying but why?
Since we are there and we're taking courses and we don't have to pay they don't have to pay. Dr. She stated that we do expires this time next year. We do have anou with them. They've been there for some time that this is the first year that it'll probably be renewed. My concern is why
not have one there? We have one that we pay. Yes sir. Yes sir. It expires next June. These these are renewals board member Williams. These are renewals. What has happened is expiring this year.
Yes. Theirs is on a different cycle from these. So, are you telling me that we already commit some forms to Leo College? Because Yes, sir. Yes, sir. Go a ma'am. Uh, I would I know again there's a facilities
that Miss Stewart may know the cost of, you don't know it off the top of your head. And then there's theou that we have in regards to dual credit and dual enrollment. Do you know the amount? We spent about 175,000 last year uh in
tuition fees with Leoan board member Williams. She said we spent about 175,000 last year. We paid Yes, sir. We paid that to the college. Is that correct? Yes, sir. But very good. I think it should continue. Yes, sir.
Board member McKis. Thank you. I think I almost forgot what I was going to say, but to piggyback on uh Mr. Williams, I had the pleasure at the end of the last school year of spending a day um and with Le Moine and at their middle college um high school
there. And it it's u they're really doing some great things. And I know there's uh some ideas percolating uh with the new president at Le Moine and wanting to further bolster the relationship with MCS. So, I look forward to being a part of the conversation since that school is in the district that I currently represent. My
question was, you made me lose my train of thought, Mr. Williams. Um, oh, it was just a cl a clerical update. It's just what you were saying is not exactly matching what we are seeing on here regarding the TSU. I
don't I don't see that level of detail mentioning those. just to make sure that it's aligned with whatever is posted publicly and what you're saying verbally. I hope. Yes. Former student of mine. Well, there you go. We knew he was awesome.
We knew you was on it for some reason. Thank you. Board member McKis, can you board member McKis, can you just add a little more context in regards to what doesn't match? just um I think you mentioned like CBU and uh three-year agreement,
but it has 5-year agreement here and things of that. Just a little clerical technical. I got you. Just to clean it up. Yes, ma'am. So that next week we have Exactly. Yes, ma'am. Thank you. Okay. I guess the the um the summary that we have is a little bit different
from what was provided, but that's okay. No, I'm excited about all this. Thank you. We'll clean it up. Thank you, Dr. Taylor. Yes, sir. 9.33 approval local dual and local dual
credit memorandum of understanding between MSCS and college partners Christian Brothers University and Southwest Tennessee Community College. Yes, madam chair is re was recommend the Chevy County Board of Education approved the memorandum of understanding between
MSCS and the following college partners for local dual credit courses. Christian Brothers University 5-year agreement and Southwest Tennessee Community College STCC one-year agreement 9.34 approval code for kids $162,75510.
Yes, Madame Chair. It's recommended Sherwood County Board of Education approved the one-year contract with Cold for Kids for $162,75510. We're now on to board I'm sorry. I'm sorry. Board member McKisick. Thank you. I just wanted to I'm curious about code for kids. Can you tell me a
little bit more about that? I think it's exciting. Yes. Thank you. Board member McKisick. Dr. White Law, would you add uh context for code for kids? Thank you, Dr. Richmond. To the board members, we're excited about the work as well. Uh code for kids will be working
with all of our middle schools in helping to get their programs off the ground, working with cohorts of students and teachers. And so, we've decided instead of doing uh all of our students, but setting up cohorts in each middle school so that they can get started with
the work and learning how to code. Yes. So we can expand and this is happening at all middle schools. All middle schools with a cohort of students, right? No, actually collaboration is good in terms of working and learning. Thank you. This is great. Thank you.
And they'll be working also with our uh CCTE department. So we'll be expanding it open. Board member Porter. Yeah, I'm excited as well, but uh code for kids. Uh did that did this go out for bid?
Aleth uh Tito, he did not go out for be but I think also but we do have uh a state contract. So it's is a piggyback contract. Yes. Okay. We are now on to board items
10.1 proposed policies. First reading. Good afternoon. We have several policies that we discussed during the committee meeting um a couple of weeks ago. The first one is 000000 school board meetings clarifies that the board chair can schedule special call
meetings when deemed necessary or when requested by the majority of the board to do so. Additionally, the drafted language moves spotlight on the arts and special recognition to the board business meeting agenda. The next policy 00002
board members qualification and election. Um, it adds language for required orientation and ongoing development for all board members. Policy number 0004, board officers and duties. It clarifies that if the chair office is vacated, the
vice chair will assume the chair's duties until a new chair is elected. Policy number 0005, method of election of board officers. It requires um the election of board officers to occur at a business or
special call meeting in September except when county elections are held. During that time, the election for the board officers will occur after the newly elected members have been sworn in. Policy number 0012,
board policy development, adoption, dissemination, and review. It's just cleanup language um that includes the board district general counsel as a responsible party. Policy number 0016 orientation for school board candidate.
Um prop proposed revisions make the policy applicable to board members and not school board candidates. It also provides general provisions regarding responsible PD expenses and requires prior approval from the board chair for
district paid expenses with exceptions for the annual TSBA conference, the TSBA fall district meeting and um one annually required TSBA school board training meeting. The next policy 0017
board conference travel. We're requesting that this policy be repealed and the language because the language was incorporated in the previous policy one 00016. The next item 00025 constituent services. Again, this is
just cleanup of this particular bill of this particular um policy and we've included the board district general council as a responsible party. The next item 5024, student suicide prevention. Um,
this is a statutoily required policy that provides a framework for student suicide prevention, intervention, and post vvention, including but not limited to training for staff and resources for parents and students, equitable access
to district mental health services, as well as having a co coordinated district crisis response team available to provide timely support after a suicide incident. All of those above policies were discussed in committee. The next
policy was not, but we did um inform you all that if we were able to complete the policy review, internal review in time that we would be bringing it before the board for consideration. So, moving on to policy number 6024,
cell phone personal communication devices. And in your document, it starts on red page 32. and I will wait until we can move to red page 32 because the listening audience
has not had an opportunity to hear nor see this particular item. So again, the revisions starting on red page 32 are aligned with recently enacted law prohibiting students from using wireless communication devices during the instructional period. Our
proposed revision covers the entire school day. Under the policy, students are generally prohibited from using or possessing um these devices during the school day with exceptions for permitted use including teacher authorization for
educational purposes for documented health conditions. And an example of that would be like a child who needs to use their phone to cl to check their um glucose level. uh also is outlined in
the students IEP 504 plan or an ILP when used as an assisted um technology device and we've also included language that says other cases as approved by the superintendent or designate. The first
four items were outlined in law. The last one other cases as approved by the superintendent. That's language that the district is proposing to include. Also, unless an exception applies, the policy requires devices to be powered off and
stored out of sight in designated locations such as lockers, backpacks, and secure school locations. Violations of the policy may result in confiscation of the device and disciplinary measures align with the district student code of
conduct. Before we move on to the admin rules and regs, I just want to mention that we did receive recommendations for slight um revisions from two of the board commissioners. Commissioner McKiszik recommended that we include
smart watches under the definition section. So, the law outlines what a a wireless communication device includes. It would be things like cell phones, tablets, computers, laptops, um, and
gaming devices. But Commissioner McKisik is recommending that we also include smartwatches. Also, Commissioner Porter suggested revising the language on page 33 about the appropriate storage locations. Um,
again, that's on red, page 33, where we state individual locked pouches. He's recommending that we use the term individual secure pouches just to um keep the policy vendor neutral. Additionally, Commissioner Garcia
recommended that we begin tracking data regarding the effectiveness of any imposed consequences for non-compliance. As we move to the admin rules and regs on red page 35, we've outlined a progressive disciplinary approach for
any violations of the policy. When we present the policy next week um at the board business meeting, we will be asking for you to suspend the rules and approve the policy on first reading just in order for us to have the policy
in place for the beginning of the school year. Any questions or concerns? Board member Hugh Garcia. Thank you. Uh, we have to we have to change our policy to follow the law. So, my comments are not saying that we
shouldn't do that. My um I really do not like the consequences for infractions. I do I think it's um devoid of personal um circumstances for students of that. I think it's very different if you are a
high school senior and your mother's texting you to pick up your elementary sister or you're scrolling on TikTok during AP history. Right? Those are two different things that I would have a cell phone out for. I think our a lot of our students, particularly high school students, have adult responsibilities.
Um many of them have jobs. So, I'm I'm uncomfortable with the consequences, but the board owns policy. And so, when I the data comment that uh Miss Stewart referenced is I want to know what what
isn't what is the problem we're trying to solve by having these consequences. What will be better in schools by having these consequences available to principles? And I know principles have said they want this. I'm glad that we got their input, but
I do think it is ripe for um exceptions and um like not being implemented with fidelity and having different experiences by schools. Well, I didn't. My teacher just told me put it in my locker.
What are we trying to solve by consequences for infractions are not required by the state? That is something we are inserting into the policy. So what what's going to improve by doing this? I have I have a hard time
getting to if we can escalate it to suspension of multiple days for what is ultimately insubordination or multiple violations of a policy. But if are the consequences greater than what the
disruption was? If I was on my phone for 10 minutes during the school day, but then I'm going to tell you you're going to be out of school for 3 days. What's the what's the greater learning loss? So I I just want to know what are we measuring to say it's going to get better as a result of these conse
consequences for infractions. I would propose at semester we get a report on number of incidences. the things that we do track with our security team, our principles track to know is this is this helpful because we have the opportunity
to revise the consequence section. Thank you. And I do want to mention that um the confiscation language as well as the um the disciplinary consequences are in our current policy. But I do hear we've had
a lengthy conversation around your concern and I think it's a very valid concern. Um, but I do want to mention that those consequences are already allowed under our current policy. I also want to mention that if you have a child
who has repeat infractions that we're not necessarily suspending for the child using or being in unauthorized possession of the cell phone. it would be moved up in terms of our student code
of conduct in terms of insubordination or continuous engagement in a particular behavior that we've already addressed with the child. Woman McKisik, I have to say something now that uh Miss Stewart has put me on blast about smart
watches. I'm going to get it for my daughter when I get home. But the reason why I wanted to mention that is because I wanted to eradicate confusion for administrative staff at schools because if there's like a little wiggle room, kids are going to take it. And so, and if we don't have it, you know,
specifically outlined. I just don't want it to be confusing for parents for for students. If we say, "Well, you didn't mention about a smartwatch, an iPhone watch or whatever they're called, and so I don't even wear one." But um that was that was my concern. Not just trying to
be like a little negative Nelly about it, but just to make sure that everyone is protected and perhaps to address board member uh Garcia's um concerns at the start of the school year because this is going to be a big fat deal, you know, and so I'm I'm wondering how the
fallout happened when that text message went out yesterday. But to speak of it saying here are positive ways to use your phone. wait until after the school day to check if you're working a job. I mean, you know, that's when you whip it out. And just finally have to say it was
incredibly ironic that Mr. Williams cell phone went off as you were going over the policy. So, thank you for that moment of humor. Board member Murth, thank you, Madam Chair. To uh Garcia's point and um Commissioner McKisick point, that's
going to be we spoke about this earlier. that's going to be hard for those kids to come in there without a phone. But for the sake of um starting school on time with these policies in place um like she said, we can go back and hash it out. But when before so school can
start, we'll have the policy in place and then we can work through that afterwards. So thank you board member Garcia. I have an unrelated policy question, so I'll let anybody who has cell phone questions
go first, but hit me last. We're done. Okay. While I've got you at the mic, Miss Stewart, one thing I want to follow up on is we you worked with us to put to pass a resolution on teacher bonuses. Um
I've seen some chatter about where my money. Um do you have any information about um the teacher bonuses um that were coming from the state in as when we we did a resolution in support of the um providing those?
We we did submit the resolution to the state but I will have to defer to Chief Langston to speak on that issue. Board member Garcia. I ironically uh today uh Mr. Langston uh
we have worked with communications. We've drafted uh communications to send out to teachers. I think we received notice Monday. Yesterday, Mr. Lang. Yeah, we yesterday was Monday.
Yeah, Monday. yesterday. We we received notice on yesterday and I think we've said that they should see it on their next check, but we'll be sending out information to teachers as early as are we putting it in the weekly
communications Wednesday or Thursday? Okay. $2,000. Yeah, cuz they ask about $2,000. We Okay, we we're going to deliver some good news then. So, so you'll know in
the next 48 72 hours the official timeline of which you will receive the that $2,000 bonus. So, all our teachers I hope that's the headline. Money's coming. Thanks. You want to share something? Mr. Langston, you want to share something? I'm call my teachers.
Thank you, Dr. Reeseman. I do want to I was trying to get away without speaking tonight, but I do want to because we've been getting a lot of um social media. People have been saying that we have the money. We actually do not have the money in our bank account. So, my morning routine for the past two weeks has been
asking the team if we've received the money in our bank account. We're expected to receive it by the end of the week, which is why the advisory says that we'll pay it next pay period. So, there's a lot of people online saying, "Y'all receive the money that they told us." It's not true. We haven't received the money, but we are expected to
receive it by the end of the week. And we have planned, we have the file in place to pay it next pay period, provided that the state goes through and the funds enter our account by the end of the week. Okay. As long as they get that money. When we get our deposit, you get yours.
Thank you. Thank you, chair. Thank you. Uh Dr. Richmond just I'm I'm getting texts as I'm sitting here you know violating a phone policy but there really is a serious concern from principles because the greater
majority are going to violate or at risk of violating this these are eye babies they literally were born with phones in their hands and so we need to have some sort of stop gap or grace or something cuz it's coming it is coming and I'm
sure across the state so I don't know what you know the best practices of superintendents from other districts across the state of how they're going to address this, but this is potentially going to be a very contentious problem from students to parents um all of it. So, I'm just saying I don't know. I I
don't have the answer, but I'm getting text messages from from principal saying it's coming. It's going to be a problem. A big problem. Yes, board member McKisac, thank you for that. Um what's different policies and
statutes are different and so the devil is always in the detail when it comes to a policy and the people the grassroots people are the people who have to implement it and so we're charged with implementing but I will ask uh my team
as well as principles to uh review the policy to try to always act uh with with common sense and with again, student best interest in mind. Uh we will go back and just kind of review data around
cell phones since we've had a policy in place for a number of years. Uh we will do that. Uh we've started to implement a communications plan around it because we anticipate some issues and some concerns. Uh and so we'll we'll listen to what you as well as board member
Garcia said about continuing to evaluate the data. We don't want to overly uh suspend students and so we're going to do everything we can uh to use what you would call progressive discipline uh before suspending students. But again,
we do want to be in compliance with what's now not just a policy uh but a statute. Thank you. I certainly hope at the state level that they're being just as mindful to monitor what's happening not only here but at school districts all across the state of Tennessee. Thank you. Okay.
board member Williams. You got to turn your light on. Board member Otay, board member Murphy. The concern that I was that I had I'm asking about it's in this document article 9.7 and it is the STEM academy
that is being uh extension that is being done at White Haven High School and there are some concerns that have come up around about that facility because they came last week and wanted to cut cut back on some construction. So he asked what was in the contract and he said that didn't matter. It does matter
because if we pay you one for one thing and you're doing something else we need to know that. So, I want you to look at and Tito was there. I think he has an understanding. But what the guy said who came is that they want to cut the cut the the building. They're going to eliminate so many rooms. I said, "Well,
what about the cost?" He said, "Well, you still got to hold the same." But that doesn't make sense because we have a contract and it's it says how much space we get and how much we pay. So, I just want to make sure that you are aware of that and you can look into it. If they're going to follow the contract, fine. But if they're going to cut space,
they need to cut the money. Thank you, board member Williams. Uh Mr. Langston and I will we'll plan to go out there. I'm planning to go out there to take a look at it. So So thank you. We'll look into it. Coleman, if I may, we're thought we were
going to stick to the cell phones. Did you have a cell phone? Go ahead and then I'll go after you. Now, I have a I have a question or a suggestion and and maybe it'll minimize the kids going crazy over not having their cell phones. If we if they could have cell phone cubbies, they
can take their cell phones in the classroom, but turn them off and they'll be in a in their cubbies and then when they leave the class, they can pick their phones back up. Now, that will help. It It's not secure, but it we have to come up with something because I seen a video the other day. I saw a video the
other day and they took the the child's phone and he broke everything in the house. So, we going to have to figure this out. TVs, couches, the dog, everything. So, I'm saying we got to do something. We can't just take these kids phone like that. Yeah, we can.
Yeah, we can. We can, but it's not going to turn out pretty. But you all are failing to understand this is not a Memphis Shelby County schools. This is state state. I understand we have to follow policy. I understand we have to follow the law.
But the kids, they're not looking at that. We have to figure out something or it's going to be chaos when school starts. And I I would like to point out that in the policy, we're not necessarily saying that the that the child cannot keep
their cell phone. It may look different at some schools. In the policy, we do state that the the child cannot use or be in unauthorized possession of the of the phone. So, if at school A the child
may be allowed to keep the phone in the backpack, purse, um pocket as long as it's turned off and they're not using it. at another school that may have a high incident of of infractions, that particular principal may say, "Well, no,
you need to keep your cell phone in a locker." Or we will have these secured pouches for you to keep your cell phone in. So, it may look different at some schools depending on, you know, the the school itself, but we're not saying in
policy that the child cannot have their phone. They just by law cannot use their phone during the instructional period unless those exceptions are met. School day. School day. Who school day?
That's the entire school day. Correct. The entire school day. Unless there's some exceptions. Go ahead. Thank you, chair. This the last question. Sure. Everybody's waiting for the meeting to be adjourned. Uh I did want to add to the cell phone. I think we should give the schools the ability might might I suggest the autonomy to
deal with the cell phones how they see fit the principles how they see fit based on the climate of the school. Um but I just did did just get a message regarding the the money that I was asked can we please clarify what they mean by the next pay period. So we have a date what do we mean by the
next pay period is the question August 1st. Okay August 1st the money will be there minus taxes. Okay, thank you. Thank you. One more piece of board allocations which you can slough
off till next week. our board allocations. I'm asking all board members, if you have allocations that you want for this month, turn it in before 4:00 on Friday to Karen. Before 4:00 on Friday to Karen
or they won't be on this month's, they'll be next month's allocations. There being no further business, this meeting is adjourned. Have a good evening. Thank you. Y'all always y'all always let me borrow some of y'all money.
Good job. Offer lottery.