Deborah Stanford, network leader. Alicia Kinder, network leader. Kimberly Chandler, network leader. Sheree Jones, network leader. Tito Langston, business operations.
Edgel White, Education Services. Bill White, strategy. Justin Bailey, general counsel. Richard Boa, information technology, Orlando Parker, Charter Schools, Joyce
Doris Coleman, District 9, and Roderick Richmond, interim superintendent. Thank you everyone for being here. We'll get right into it. Procurement committee meeting. We'll start with that one and we'll turn it over to Dr. Richmond.
Yes, ma'am. Thank you, board chair Coleman. Uh, at this time we're going to move into the procurement meeting. And I think first up is go to first slide, Miss Stewart. Miss Stewart is up and she'll uh go over the custodial contract
extension. Thank you, Superintendent. um board. First, let me remind you that our custodial is split into four zones. Um zones two and three are parku and service master and zones two and three
are not on the agenda today. Those contracts last until December 2025. So on the agenda today are zones four which was the original HS zone and zone one which was u the the zone we had to
remove the vendor and split them between parku and service master. So first up is the custodial contract extension for HS. We're simply asking to keep this the way it is today. Extend it to December 31,
2025. Um that will get us back on track with the other two uh zones, zones two and three. So all custodial contracts will be renewed uh fresh for next calendar year. Um total cost, we flip to the next slide,
please. The total cost is there at the bottom. $4,25,000438 92. What what has the performance of the vendors looked like in terms of cleanliness of buildings um staff um
staffing in general? Are they able to uh replace what's going on? Like if someone doesn't show up, we still have are they able to Right. So all three of our vendors are actually doing a great job. Their cleanliness scores are hovering around
between 92 and 94% monthly averages. Their staffing, they're all completely staffed, 100% staffed. We just got out of our quarterly meetings last week where I met with the leadership from all three companies. Um, and they all are are meeting goals. They're all quick to
respond. During the flood, for instance, we had they were on point. All three vendors have been performing great. Okay. Thank you very much. Yes. We don't have anything to let you know we want to speak. I have the same question. Can you send
me something on the principal satisfaction? Yes, ma'am. I can send that. I can send you I can send I'll send you this I can send you the scores for all your schools and then the principal satisfaction as well.
All okay. Do you have any analysis of how one school is cleaner than another? Uh what do you use? What is the barometer that you use uh from school to school or from business to business? And how many businesses do we have contracts with for custodial services? We have contracts
with three vendors for custodial services. I can send you the metrics that we use in every building. It's the same metric. Of course, it's people that are filling out the scores. So, different people, there's a quantitative, you know, element in there
because I might mark it differently or score it differently than you would, for instance. So, but I can send you the metrics for all. So, can you tell me the number of hours average of the that these people work and the amount of money they earn? I can get that to you as well. The minimum was $15 an hour is
what we settled on when we took these contracts. and they work an eight hour day, but um you know there's overtime, there's they get called in for different types of emergencies that they come to help us with when we call. Um but the
typical would be eight hours a day and $15 an hour, but there might be some range in that payment scale. If you were in the district when this was an in-house thing, how would you compare the services and the amount of money we're spending for what we're getting? I wasn't really involved in this part of
the services. I was just I did work here during the in-house. So, all I have to go on is my personal experience in my walking around. Sir, well, I can share with you that the schools were clean when I attended them and taught in them and I never worked at a dirty school.
I've never had complaints as I've heard of late in schools. So, and I worked a long time in the schools of SH Memphis and Shelby County. So, I I don't hear the same thing now. That's why I'm asking what barometer do you use to make to measure up to the cleanliness of the
job these vendors are doing. Um again I can send you the metrics we judge them on our build our building engineers score them on daily and weekly. Um so you can see exactly what we are looking at when they get their scores. Do you have a metric that
includes those of the employees in the building primarily the teachers their opinions? Um, I don't know that we go down to teacher satisfaction, but we do have principal satisfaction and of course they So, you only get one person work with their teachers. Um, I'll send
you the metrics and you can I'm saying your metrics you said it does give the principal satisfaction. That's one person. Yes, sir. Plus our building engineer, plus our custodial supervisor. Um, of course, teachers reach out all the time. If schools are dirty, I hear from them. Our director of custodial
grounds hears from them. We have four supervisors that hear from them. So, they're in the buildings all the time. Our building engineers are there all the time. So, they're all Let me ask you the question that I really want to ask you. Whose job is it in a school today to clean a bathroom if it is disturbed um
miserably by a student with either an accident that has occurred or blood or species? Whose job is it at that time in that building to clean that up? The custodial vendor. Well, they don't. Now I'm told that teachers are required to do it because they are not hire they
that is not their job. They say they don't clean bathrooms during the school day. They clean them one time and that's before you get that when you leave I guess or when you leave. So you're saying that it is the person who's in the building at that time job to restore something like that? Yes sir. Absolutely. And any instances that you
hear of like that I would love for you to send them on to me so I can take care of them. Are they supervised by anybody from the district or is it all done by of the uh service that the company supervised by our building engineers who are supervised by our custodial
supervisors? So our building engineers who are hired by the district has some sway and say over the employees from these corp from these uh Yes sir. Miss do they evaluate them? Mr. Williams. Yes sir. They do. Yes sir.
Miss Stewart, can you get for the sake of time, can you get like the rundown of what each building what should take place in the building so um board member Williams will know. So when someone contacts him saying something is not
being done, he'll know. Absolutely. Well, what should take place and what takes place might be worlds apart. So I guess if you know what should take place, then I could compare it with what I know does take place. Thank you, board member
Murphy. Oh, sorry. I my my question is just a clarity question. I just came in, so I don't know. I just wanted to make sure that they were in compliance. That's my only question. Yes, ma'am. They are. We got the scores today. Everybody's in compliance. Okay. I'm satisfied with
that. Thank you. Any other questions? We can move on to 2.02 contract custodial contract extension parku. So again this is for half of zone
one. This is the zone that was taken from the vendor last year and split between parku and service master. This is for the parku portion of it. Um, we are adding Caldwell Guthrie to the Parku contract that park Caldwell Guthrie was the one school that we had pulled out to
do the in-house experiment and doing just one school that way is not successful. So, we're adding it to the Parku contract. Get your mic. Can you explain that? What wasn't successful? So this is before I sat took
this job. There was an agreement to you take one school and use it as a case study kind of to look at in-house custodial services but without having the appropriate management in in pro in you know in place. Um it was just
custodial staff in the building um being managed by a building engineer but who also has many other jobs. Um, so in order to be able to manage it appropriately, we're just treating it like every other school in the district. So, was this the was this the um pilot
that former administration was talking about at the beginning of the school year or I believe so. Okay. All right. Thank you. Yes, that's the one that was pulled out to be pilot to see about bringing it back in house was cwell. Yes, it was. So
it wasn't it wasn't I want to make sure I'm clear about why were there some ch what were the challenges and then what were some of the were there any advantages what were the challenges
sure so in my opinion to do a true pilot we would need to have a subset of schools where we have a manager over that subset of schools or a supervisor to actually run the custodial staff like our vendors do. So what we had was just staff in the building and then our
custodial supervisors were having to go answer a lot but they were also responsible for vendor management of all the schools in their zone. So it just wasn't really set up for success there. So, superintendent, I'd like to ask you,
is there any scenario that this might be um successful if we have it appropriately set up just so we can honestly say whether this is we can weigh whether this is more um effective, efficient, and cost um cost or more cost effective.
Uh thank you for your question, board member McKenna. I think um as Miss Stewart shared, in order for us to do a pilot, we would have to have a more robust sampling of schools. Uh I will
say though as we think about it uh bringing it back in house would be one of those things where we would have to uh consider many things and one of those things would be um oped liability. Uh other post employee benefits as people
reach retirement age. As you all know uh when the legacy uh municipal schools broke off we were left uh with that liability. And so as we start thinking about bringing certain things back in the house that we're no longer responsible for, we then have to start
to think about those benefits. And as we forecast our budget, we know people are living longer. Uh we know people are not uh retiring at the ages that they used to retire at. Uh and I would just want us to take that into consideration if we
start to go down uh that road. But if it's the will of the board, we do have a current zone which is what we're talking about today where uh we are sh several custodial uh companies are sharing that zone. If we wanted to take a subset of
those schools and start to pilot um doing it inhouse uh we can but I would think we would need to take a little time to plan that out. having gone I appreciate that having gone through that process 15 years ago
there were those were that amongst other things were um it was about cost efficiency and effectiveness so I'm more concerned about whether we're what we're doing is going to keep the schools safe clean and sanitary and what's the best option most efficient most effective and
most cost effective and so um I will leave it to you and your your staff to to give us any suggestions around that other than what we're doing. Yes, ma'am. I will say um and Mr. Langston as well as Miss Stewart can weigh in because
they've been overseeing it as well as Mr. Weary. I'd like to say that I think over the past 6 months uh this has probably been one of the best uh times that I've seen where we haven't
had as many complaints about uh our custodial services and partnerships as we have in the past. Uh, as I've gone into schools, uh, I think about, uh, board member McKisick and I, we visited La Rose on what, last Wednesday or
Thursday, and the school was, uh, incredibly clean. As I go into other schools, schools are looking really clean. Uh, and I'm just not seeing or hearing uh the bevy of complaints that we were hearing uh prior to moving to
having three to four vendors helping us with our custodial versus uh what we dealt with in the past. I appreciate that. Thank you. Um Chair, if I just may add, Dr. enrichment. I think um obviously this is going to be part of a broader conversation as we get into
facilities in general and what that footprint looks like for our district. So maybe we can incorporate that as we have those conversations. Thank you. Miss Stewart, we we once were getting the scorecards for what I when you go into the buildings. Can we go back to
getting those scorecards or Dr. Richmond, I apologize. Yes, ma'am. You can have them. Absolutely. Do you like the ones? Are you speaking about the ones where I had the school and the percentage each week? Yes, ma'am. We can do that. Our team
have has discussed the scorecards and I I want to say and again, Miss Stewart, you can correct me if I'm wrong. Um, most if not all of the scores of the custodial uh contract partners have been above 90%, wouldn't you say?
Yes, sir. They have. a question of if we're going to do scorecards, can we make them available posting them somewhere on the websites affiliated with the schools or something so that everyone knows? Sure. Thank you. And also one question. Um, for a while
we were getting complaints that the plant manager in the building was doing the scoring for the scorecards. That still the case or I I don't know if that was true. I just heard that a few times. So the the
building engineers do a daily walk and they hit five or six areas each day of the week which gives you a weekly score. Then the custodial supervisors go behind them and the principal weighs in. So we have triple checks going on so that it's
not just the building engineer because that's that as you can imagine isn't successful. Thank you. Any more questions? There it is. Next
item. service and this is for the service master extension. So this is just the the other half of that zone one uh the other 22 schools in zone one um the contract extension for that through
December. And you see the total cost there at the bottom is 1.893 and $26. next is Education Logistics Inc. Uh Mr. Langston. Thank you, Dr. Richmond. Next slide. So, board members, uh Dr.
Richmond, this is our education logistics contract. Um it's our software that we use to route the buses. So the recommendation here is to approve the contract for education logistics um to provide bus routing software and services in the amount of
$25,133.37 is for the upcoming year and this is the first year of the initial three-year contract. again um it is software that routes our buses to get our students um um routed to um to school and it's also a portion of it is
that edil log parent portal app that we use to be able to track our students um when they go get on the bus until they get home. So um this is education logistics. Um is the pus company working efficiently?
Um we haven't had an update in a matter of months. So Mr. Look, when you say that if if they're working efficiently, what I like to say sometimes when some services no news is good news. So, similar to custodia, when you don't hear nothing,
that means it's going well. Um, a bus wreck all the time on the news. That's that's a that's another fair question. Um I I I w I I will say uh in in relations to that every time that there is a bus um accident we are reviewing
and and investigating to see what happened and we are holding the vendor accountable for any such incidents that's happened. I will say obviously with us having a larger ridership with over 20,000 students over 170 schools unfortunately the the allow the
opportunity for Rex are higher than that. um is there's a higher uh ability for there to be a wreck. But you can I can assure you that we're holding uh vendors accountable anytime there is an accident to ensure that if it's their um
if it's their issue or their fault um we're asking the first student who's the vendor to how we're aligning our dollars to our contractors contractors and making sure we're are in fact holding them accountable to make sure that we're
we're getting what we're paying for. That that's a first assessment. Uh we actually talked about that in the cabinet today. I think what you'll see is um not not only education logistics, but one of the things we want to be transparent about is all of our contracts and how we're measuring the
outcomes to them. This one is no different. Um again, um um not that we haven't done it in the past, but just being transparent. This will be a way to show if things are are working. um and it help us determine our budget uh
decisions as we make them. So, we let data drive our decisions and we can't go wrong. So, to answer your question, yes, ma'am. I appreciate that. Have a question. Um I'm not sure if it's on there now, but um will those buses have cameras?
They currently have cameras now. Okay. That leads me to my next question because if those buses had cameras, I had a complaint recently about a special needs child that was on the bus and the bus stopped for 2 hours and the baby got home and she was soiled but nobody
reported it. And if it was on the cameras and the cameras were working, why come it wasn't reported? Those those are the questions that my parents ask. Yes, ma'am. So, what I would ask that every time you get something like that, you route it to us and I'll get Miss Williams and Mr. weary if they y'all can
raise your hands. We actively investigate those things all the time. So, as soon as you get them, if you send them to us, we'll make sure that um we provide you an update so you can give your constituency response. Have like bus monitors or anything? So, for speed students, we do pay for bus monitors as
well. So, in addition to cameras, as Miss Murphy asked about cameras, we have cameras and specifically for speed students, we have sped monitors on buses. Okay. Thank you, Mr. uh Langston or whomever, can you provide
um the phone number because I think that's part of the problem. People are we need to do a better job of educating our families how to report a concern that they may have because having been to the center that is the clearing house for all of that. If it is time stamp
dated that is what is most important. I think oneoff is where the problem is taking place. if we can do a campaign even to remind people of the phone number uh to call or or or go online when they have a problem because onesie
twoosies we're not catching it or tracking it. Yes, ma'am. We will um we have um a call center. So, there's the call center that families can call. There's also the transportation
department that they can call as well as we have a who do you call um uh directory that we've updated I think four or five times uh this year but again we'll put those things on our website and we'll do a better job of
communicating it out just maybe even a text blast I mean we're at the end of the school year so but just a is this a constant reminder I know I have to be constantly reminded on types of things like that thank you Dr. And I want to speak to board member
Murphy. I had an incident just like what you're speaking about and I contacted Mr. Weary. Raise your hand Mr. Weary. And within 15 minutes the problem everything was resolved. He was able to track the bus to call me back and say the children. And he even did a
followup. I'm just letting you know that we it works. He even did a followup the next day with the family because the the the grandmother reached out and said he had contacted them personally to make sure and and then he put measures in
place for the children to make sure that they're safe. And I agree with board member McKissa. We need phone numbers, you know, post these phone numbers like that little magnet thing that you put on your refrigerator with all these phone numbers. That would be a great idea that
uh we could do that and when you register for school. Yeah. That we could have that you know that little refrigerator magnet that you put on there or a business card. Um while back we got a Huh.
A while back we got the little cards board member kissing. You remember we got the little card with the QR code. So it's ways that we could help to Yes. something important important phone numbers to know. Important phone numbers to know. Thank you for that suggestion,
Vice Chair Love. I'm not going to charge Thank you for your question. Uh Vice Sher Love, I will say and I remember that vividly being um um bus drivers coming. Again, this year we haven't heard such a thing. Again, fingers crossed. Um but that is
again vendor management. So, as we hear things like that, code of conducts, um there's a couple things that currently happen. Right now, we have a system in place where all bus accidents as well as any incidents are tracked. When those things happen and again, we're heavily
investigating them um working with the vendor, holding them accountable as well as um holding our internal sales accountable for anything like that. Yes. And I I appreciate that question as well. One district level leader that we'll
probably be uh seeking out this year is as we hire a chief of student support services, we want to hire somebody who's helping with climate and culture issues. Uh what I'd like for that person to do would be to track data uh school data
through P school where we're looking at where are all of our incidences occurring whether they're in the cafeteria in the auditorium in the hallway on the bus uh and for us to work with schools again to have a response to
intervention uh square B plan or what we used to call a positive behavior intervention support plan at each school and what should be addressing is schoolwide rules should consist of one of three things. Rules, consequences,
and rewards. And so even when students are coming to and from school on the bus and they're behaving well, how are we continuing to reinforce that behavior? But also, if we're seeing data that is saying that we're having issues on certain buses, how are we addressing
that as well? So, as as Mr. Langston said earlier, our whole approach across the district is going to be one based on logic and based on data. Uh, and one thing again we need to sh up is in the past we had as you know the seed
department and one area in that seed department was having someone who was overseeing discipline which we'll be referring to as climate and culture as well as social emotional learning going forward. Um, in the meantime, I want to shout out
Stephen Wuri because he always answers my calls and the parents never call back and he didn't pay me for that. Chief Langston, do we have a number of how many parents actually
track the bus? Do we have a way of knowing how many parents track the bus? I'm I'm even though she don't want me to, I'm gonna put Miss Williams on the spot. Um, she's she she's actually our director of transportation. At one point it was about 4,200. Miss Williams, you
have an updated number. 5814. 5814. I knew she'd know it on the on the on the T. 5814. Now, uh, we currently have approximately what 25,000 or so students who ride the bus. 20 between 20. It normally averages
between 20 and 25,000 students. Well, member Murphy question since you said that. Um, so can we be able to track them like the Uber and tell them to see where they going? have an app. So, as a part of this, we have the Edelog parent portal app. Um,
that's a right now we have 5,814 families who are um taking advantage of that. Again, they have an app where they can track their student who gets on the bus. You don't have it. You you want update on your communications. Okay. Um, and it wasn't my fault cuz we did it
really well, Miss Murphy. I'm just playing. You know, now seriously, we even talked about it today in cabinet how this was the first year that we rolled it out. Obviously, we want to continue to get better. So, as in addition to sharing phone numbers, um we want to educate the um parents who have
bus riders to increase we want to get that number to over $10,000 10,000 for next uh school year. Thank you. All right, next slide. Next slide. Power School Main Service
Agreement, William White. Good afternoon, board members, interim superintendent. Um, it's time for us to do our renewals with the Power School Group. The Powers School Group is a company that provides
a variety of products that the district uses. So when you see that total amount, it encompasses several powers school products that we use. I will say um that Mr. Baroa and I um had some negotiations
with Power School yesterday where we will be revising that number for the good. Um it will be approximately 5% less than what you're seeing here. So we um did have some discussions about their pricing yesterday. Um we will however be
adding one component of power school. Um but still it's going to the price is going to go down significantly in that um Miss Stewart uh recently decided with some of the needs that she has in her department to add what's called the
power school predictive enrollment analysis piece. um this will allow her to be using some state-of-the-art software and um some consulting services such that our predicted predictions about projected
enrollment can be more precise and I would certainly defer to her to say more about that. But I just wanted you to know that this is an umbrella for a lot of P school products. The primary ones um are our P school student information system which is probably what most
people think about when they think about P school but they also have a component called P school unified enrollment which is what we use for registration online registration online optional applications online general choice
applications there's even a piece that our alternative schools uses for enrollment in that program and then they have something called Power School Unified Talent. And a couple of things that we use there are um what we locally call PLZ, professional learning zone. It
um is actually a powers school product that in provides professional learning for our staff. Um it's also the place where all of our staff evaluations for the district are housed. Um so you can see it's a it's a fairly broad spectrum.
Um we're recommending approval of this at our um May meeting. Uh again, by the time we have our board work session, you'll see a better number there. And um you know, it's these are critical
mission critical systems for the district. Um, last year we had an issue with the power school not communicating with our parents. Is that fixed yet?
Yes, ma'am. So there's a product outside of P school that we use for those rooc calls and text messages called final site and it pulls an extract from powers school to pull in the phone numbers and the email addresses and what we had
learned back then is that um we had narrowed those criteria too much and that's why a lot of the parents weren't getting the messaging but we have resolved that problem. So, it's much better now in terms of the phone numbers and email addresses that come from P
school into that product. Um, this is just a question. Can the schools send it out instead of the district when there is a uh early dismissal? Yes, ma'am. Um, we can send out messages
using final site um districtwide from the central office or schools actually have the ability to send out their own messages um to just to their school population. Um now thank you. How long have we had power
school? So, um, since 1718, when you say 1718, that sounds like 1718. You mean 2017? The 17 the 178 the 1718 school year. I didn't even realize
how that came out. I'm so used to saying 1718, 1819, 1920. Since school year 1718. Thank you. Some dinosaurs or something. Okay. That's the that's the year that we implemented what's is the
existing P school software. Okay. Yes. So my question and I don't is that um I'm always going to ask about efficiencies and effectiveness. So before we can get to whether it's been effective, are we measuring are we have we set up measurements and metrics and
aligned them with expected outcomes so that we can be sure that this is doing the best job we needed to do for us? because if there's something that will help us think about is there something else out there that might um take care of all of our our needs or even better
cuz it's that's it's software and I know they're updating it but there probably might be some competitors out there. I don't know. Um so I'm just wondering if that's something that we can make sure that we do this year is set up clear metrics around that to make sure that we
are being um it's doing what we need it to do. Yes, ma'am. It's a very fair question. There are competitors. Um, your student information system and some of the related components are not something that necessarily have to be bid in the same manner because once you
put one in place, the conversion to another one is a mammoth undertaking. But that said, that doesn't mean it doesn't need to happen on occasion. So, I do think we need to look more deeply in that. We have done some looking at, you know, like downtime and that kind of
things and the the system's pretty stable and they are um a worldwide product that's probably the most common. That doesn't necessarily mean they're the best, but um we also are constrained somewhat by the products that the state of Tennessee will let us use because of
state reporting, but again, there are a couple other products beyond power schools. So, I do think it's something we need to take a look at. Dr. Richmond, I appreciate that. Just as we as you build your dashboard of of measurements around the things that
we're tying our budget to, that would just be something that I'd like to I think would be helpful for everyone. Yes, ma'am. How does P school support instruction and parents communications and knowledge of students grades? I hear my wife
talking to parents and saying referring them to power school so they have access to it too as well. Yes. To see the students progress, their grades, their work. It's like the teachers record book I guess is on power school. That's right. Exactly right, Mr. Williams. Thank you for your question. And quite
frankly, we're always pushing our parents to make more use of it. Um part of the power school student information system is the teacher grade book. Yes. And so it's online and when parents use the P school parent portal, they can
actually see those assignments and those grades. So it is a great I'm glad your wife is doing that. It's a great way for the parents to stay on top of how their child is doing in Well, she often refers them to P school to go over the grades. Yes, ma'am. And I hear that they say she didn't do this one, didn't do this one,
this is the grade for that. So they have the teachers record book on power school so the kids have access to it. That's great that she does that. I think um just a quick question for clarity. Um for some of the parents that don't know how to work the power school like the
grandparents, what are we using in place to make sure that they keep track of their children's grades? Um, I'm not aware of anything that we do similar to the powers school parent portal other than the fact of course we do send out progress reports uh every in
the middle of the nine weeks and of course report cards. Um, I think that would end up having to be something that the teachers and the school would have to work with that parent on. Thank you. Thank you. And I think I think to that end that parents also have a responsibility to keep up with the
student's grade. their children's grades. They shouldn't have to wait for the teacher to send them. They ought to ask for them when they come through the door. Yeah. But when they're when they're older and their grandparents and they're just uh taking care of the child, they don't know that. They have educated on that portion of it. They know that they need to know what their
children are doing. If they're old enough to keep them and raise them, they need to rear them like they responsible. Board member Porter. And well, no. So, so has this always been a cost for power school since 2017? has always been a costful hit. It's gone up for us every
one year renewal. Um, it typically goes up a little bit. It's kind of hard to trace the history because they offer so many products and we have sometimes added products like we're adding the one from Miss Stewart's
office, but we've also subtracted some products over time. Like you may remember that Naviance, I don't know if some of y'all remember that was a Power School product. So that cost got extract subtracted at one point when we moved to school link. So it's a little it's a
little difficult to kind of look across time for all of that. But typically with any software you're going to get just a little bit of a price increase at least each year. And um it's another thing and I'm not trying to beat teachers up because they do have a lot on their plate, but sometimes on as a parent uh
the grades get input in input into power school late and you sometimes sometime the child receives a grade that they may not, you know, deserve or as a active parent like myself, you know, I'm always checking power school to make sure my son turn assignments in on time, but um and say the teacher may miss the
assignment. So it I think it needs to be something in place for like I guess a teacher assistant would do something like that. help the teachers with getting the students assignments in on time so he or she can implement into a power school so we can get an accurate count of what our um what our students are are seeing or receiving rather. Yes
sir. It is important that the teachers when using that grade book and it's really supposed to be their only grade book that they enter those grades in a timely fashion. Yeah. Thank you for their suggestion. Thank you.
Any other questions? We good? Okay. All right. Next slide. Safeware, Inc. Uh, Director Riley from Safety and Security. And good good afternoon, U board members and inter superintendent
Richmond. Uh, the ask here is for a one-time purchase of a training simulator. Uh, this simulator will give our and allow our officers to maintain professional development with constant changing certifications that the state does require. It will place them in a real-time environment and have realistic
incidents that we can always train to to maintain our certification that are required. What does that actually look like? Is it a a building, a room? What does that Yes, ma'am. It's a simulator. So, it has five screens uh to give you 360°ree
coverage. So officers can also break those five screens down to different rooms and go into different rooms and encounter uh different situation like deescalation or active shooter or anything like that. Okay. My it's a one time and I see that it's a grant, right?
Yes, ma'am. It come the funds come from the public safety grant. Okay. Wonderful. Is there um I I'm have a question about sustainability and as you know you have to upgrade or anything like that. Do we have any idea what those projected costs might be? I'm just
You might not know. So, no cost. No cost to get it. It comes with a fiveyear. Oh, five years. No. Yes, ma'am. So, if technology changes, they'll come in five years. Yes, ma'am. So, we're not pay no money, ma'am. We don't have to pay any money. No, ma'am.
at some at some point. Uh board members, I'd love for you all to visit uh our new uh safety re real time safety center uh where we converted Alton Elementary. We repurposed it. I'd love when you all get a chance for you just go by to see it.
That's where the simulator will be. Yes. Yes, ma'am. And I would add that's one of my students from North Side High School years ago. So, he's doing well that I'm proud of. Thank you, sir. Dr. Richmond, if I can add on a little bit, uh, Director Riley's being a little
modest, and the reason why I say that is because when I saw this simulator, even at this cost, um, I think he lured me into it knowing that I would like it. When I saw it, it's it's the most AI thing that you can consider for officers. The other thing that that um
Grant gained my attention is if we also put this in Alton, we're at least for now if I as I understand it, we'll be the only ones with this. So we can bring people to us and charge them revenue generator. That's right. That's right. So the other piece too is we have we
have um SRO's. We have um what is it? Sheriff's deputies in some of the schools. We do. Is this simulator specifically um is it specifically geared towards schools school? Oh man, we can create any environment. Um it's just like a virtual
reality, any environment. We can even create Tresma High School environment. Um while we're doing scenarios, we could require those SRO officers to come in and simulate within our schools. We we can offer it to them. I don't know about requiring board. Well, they said I
forgot that one contract that says they do all of this and support and and that would be helpful, right? Yes, ma'am. Okay. Thank you. Hi. Um, so who's going to be programming this? How does that work? It comes with
um certifying three trainers. So, our team will be certified as trainers to provide the scenarios to operate the equipment and that comes with the purchase. And the the company will train the trainers, so to speak. Ma'am, thank you.
Board member Murphy, here's a great thing that I like about this is that that we'll be the only um city that has it. We'll be the only one that can do the training and we can, like he said, generate other revenue coming in because we're the only ones
that have it. And I think that this is a good thing for us. It's a good thing for our officers and it takes our officers to another level. So, I am in favor of it. Thank you, board member Murphy. Tomorrow of your time. So, I didn't know. No, I didn't know this this the
only one that the city will have the software. This the software. We're the only entity in the city with with this software. Yes, sir. The only one in the city. Um, we in the state in the region, but we're the only one in the city. I got you. Have we considered just um seeing what the MPD because they have a new training center as well kind of
collaborating with them and and I mean because it's all for the same effort is preventing crime and protecting property and everything. Correct. Yes, sir. They train with us now. They come over to Alton and train. Oh, so they're using our software to train. No, we don't have it yet. Well, but they use the facility to train as we train together. Yes, sir.
Okay. Yeah, I was just saying. So, so with their new realtime crime center that was just um open downtown, what software and everything that they're using to monitor? Uh that's just CCTV software that they're doing for cameras. This will be more so training
environment like AR AI or VR. Okay, I got you. Well, member Hugh Garcia, is there a as we have officer positions filled or there's turnover, is there will there be a process for training like monthly? So, when we have new
individuals come on staff, this is something that you can offer as like part of an onboarding process or uh we can use it anytime. The state does require we do annual training. Okay. Uh with this particular equipment, right now we just do scenarios, but this takes it to another level with use of technology. I I trust you to manage your
team and this is great. Thank you for bringing this to us. I just I the thing I point out is we do have turnover across the district and I'm sure that's not unique to teaching positions or support staff. So just making sure that we get access to whoever joins our team.
Yes, ma'am. Thank you. I just want to say thank you again. This is great. And um I do think we have an opportunity to to your point, board member Porter, to cross trainin because we do have the issue across the city
with some of our our youth and if we can help our other law enforcement agencies understand how to to deal with them in a different manner, we might have some different results. So thank you. We can we can be the trailblazers in this. Yes, ma'am. Definitely. Thank you all.
Thank you. Next slide. Next is Bolton High School roof replacement contract. Miss Stewart, thank you. This is simply a date amendment. There's no cost uh involved in this. This is the Bolton
High School roof replacement amendment that the board approved in November of 2024. Um during the bid process, the date amend was supposed to be amended. It did. There was a addendum issued saying the completion date would be December 2025, but that wasn't captured
in the contract. So, I'm simply trying to fix the contract now to match that. Any questions? Super. I have a question kind of sort of like what board member McKenna has been asking the return on this investment for this roof. Um we
said previous outcome roof patches are continually requested and applied at this location. There's no record of complete roof replacement at this location. The existing roof is 32 years 32 years old. There have been over 17 work
orders. Are we tracking the steps the process who goes out at 3 months to say they've replaced the wood? I I don't know about how what roofing means, but are we able to track that to say and
then also to keep records of this taking place? Miss Stewart. Yes. Yes, ma'am. Uh we are and the good news is we have a really excellent construction team now that I'm super proud of. Um we have a new
construction director. We have we're monitoring warranties like I don't think had been done previously. We are on the job daily. I have our project managers are on jobs daily. Um their vendor management skills are excellent. Our
construction director came from a major construction company here in town. So is familiar with all of those processes. So we have put in place a lot of um compliance things uh measures that we're measuring from the contract angle as
well as warranty things um that we're that we're following. And this is in writing. So we can go back and say at 3 months into it they took all the nails. I mean I don't know but whatever they supposed to do at 3 months into it they
did this at six months they did that. I know it doesn't take that long to put a roof on but absolutely and you know I looked back in contracts from previous jobs as I was trying to get get studied up on this and th those type things
weren't present. So we have them present now. Um so we are holding the vendor's feet to the fire on all jobs so that we don't have all these mistakes that we we saw in the past. And this will be posted so anyone can see this. Um let me see
how I could get that posted. Right now it's in thick contract documentation and language. So give me a little bit of time to figure out how I can get that. Thank you. Yes, ma'am. Thank you. Any other questions? Next
slide. Uh, this one I'm really excited about uh, real estate offers and update uh, discussions. I'm going turn it over to Miss Stewart, but again, I want to thank Miss Stewart and her team. Uh, as I've shared with the board, I want to thank board member Garcia for bringing
the resolution. uh and as we've shared through our team, we're committed uh to really really taking a deep dive into uh how we look at our facilities across the district. But again, I want to thank Miss Stewart and her team uh as she goes through the presentation uh regarding
some of the real estate office. So, Miss Stewart, thank you. Y'all are going to get tired of hearing me talk today. Um so, this is the overview. all of the schools uh are the buildings listed on the left side there. Each one of those um has a slide
coming up in the presentation. I'll just point out that um Tennessee code, you'll see the two codes there, 49131 36 and 491-614 uh deal with uh specifically charters and real estate and then ASD charters
and real estate. Just so you have those numbers so you can refer to those Tennessee codes. Next slide, please. Um, first we have the Grace Creek Administration building which is at 2800 Graze Creek. This is off Highway 64.
It's about um three miles from Faget County basically. So Arlington is just to the north of this property and unincorporated Shelby County all around it. Um it sits on 40 basically 43 acres. The building is 22,993 square feet. That picture you see
there, the little building that looks like a Y, that is the administrative building that you might be familiar with if you've ever been out there. It's what you see when you first drive onto the property. Highway 64 is at the very top of that picture. So, you turn off of Highway 64, go down that long drive, and
then you run into the Y-shaped building, which is the administration building. Also on that campus is a large warehouse, some gas pumps, an old mechanic shop, an old trades shop. Um, the tenure maintenance costs from our
facility condition assessments is $13.4 million. This campus was appraised at $8.3 million. The offer is $9 million. If there is remediation necessary, they're asking us to pay $500,000 of that cost, but that still gets us an
offer of $8.5 million, which is $200,000 above appraised value. Uh the potential buyer is Industrial Capital Holdings and their proposed use is warehouse and office because that's what's there
warehouse and office. I think this is great. Uh were was this the only offer we received on the building or are you presenting our the only the best offer? I'm presenting only the best offer but I can tell you the other offer. So the other offer on this was uh
2.5 I believe million dollars. Um, same use warehouse and office. Understood. Thank you. Oh, and I meant to add the board member district. This is in board member taste district. Next slide, please. Oh, I'll go to the next slide. You can go and do
that. But let me tell you that these are just for you guys to be able to have conversation and talk about and give me any comments you would like. They won't be on the May board meeting for vote. will take your contact your comments and I'll go back if there's any changes I
need to make or any negotiations I need to take further I will and then they'll be on June after the contracts are developed. My comment is for the superintendent. I think we're I know we have to go before the commission in about a week and I know our capital
request no matter how generous will not meet our needs. Are we planning on taking the revenue generated from these real estate offers to put to reduce the pressure off our general fund for capital repairs or what are we planning to do with the funds? Um, at this point
we haven't uh made any decision around what we're planning to do with the funds. Again, we wanted to bring this before the board to have some discussion around some of the offers uh before any decision was made. I think it would be
uh if I'm a county commissioner listening to our budget uh request, I think it does go a long way to say we are making strides to get deferred maintenance off our roles and generate revenue. So bringing that comprehensive picture of you know the things that
we're going to you may bring before the board in June and so we're doing our part. I think that would be just like this is movement we haven't seen in a long time. So commend you for leading the team. This and Michelle for Miss Stewart for all of your hard work on
this. I think to get to a place where we're talking about a hard offer on a building is we haven't seen in a minute. So yes, ma'am. Thank you. Uh board member Garcia again. Uh as I was saying, I appreciate
it. uh board member McKenna bringing the resolution in regards to our facilities and for us to see how so much of this now is starting to really start to fit together. Uh I think we're going to be on pace uh to really do the things that we've said around academics, around
facilities and accountability. And I think it's going to go a long way with our community as well as our governmental entities seeing uh that we're committed to doing this work. So, thank you. The second property is the former Riverview Elementary School, which is
currently operated by Vision Prep. They lease it from us. Stewart, Miss Stewart, hold on. Board member Kenny had a question for you. I'm sorry. To board member Huitt Garcia's point. if we're are we having um a um another opportunity to do a budget retreat
between now and the 14th in committee today. In committee today. Okay. So, I think bringing this back up would be great so that we can talk about a possible um strategy for making that request and demonstrating what we're
trying to do with our buildings. Yes, ma'am. Okay. Okay. So, Riverview, former Riverview Elementary, currently operated and for the past 14 years operated by Vision Prep. They've been leasing this building from us. The building at the
top of the picture is our Riverview School, Riverview K8. This is in board member Williams District. The buildings at the bottom with the newer roofs are that's the Vision Prep operated Riverview Elementary that we're talking about here. The appraisal was $1.6
million. The offer is $700,000. Uh, but Vision Prep has put in 1.4 million of their own capital dollars, which is why you see the new roofs there. Um, and they also have spent $790,300 in lease payments. Um, their
proposed use is of course a charter school. Yes, ma'am. So you you've seen this a lot across the district with charter schools about they they know redid the roof. They put a lot of investments investments into the
school. So I think it's a good it's a good move by the district because I have received complaints about hey we investing a lot of dollars to this charter school. U you know can we we want to purchase the building but can we you know um be can the district be generous on on the purchasing offer. So
just by me seeing you know I'm pleased by that. Thank you. I I would agree. I would assume our appraisal is also where it is because of the investments that they've made and for the maintenance that they've they've done to the building ongoing. I think it
also just shows that Vision Prep is committed to the environment for their their students knowing that those capital investments still belong to us while they're leasing it. So, um and the the statute requires us to consider them
first. And so given their commitment to that building and that community, I think this feels like a fair offer given what they have paid in rent and and invested in capital. So um I think keeping having first right of refusal is
really important given how much they have invested. Um next slide please. I have one. Oh, sorry. To that point, I would like to implore all of us to think about not only this real estate policy, how we deal with real estate, but how we our
relationship with charter schools. So, this is this this is exactly example of what the charter school policy contemplated for us to do is to work with them. um they have invested heavily in a building um with the deferred
maintenance and this is a perfect example of how we've partnered with them and and leveraged they've leveraged their resources to ensure that our resource is kept up to date and even improved and we're able to leverage getting additional revenue from that
which will then help us leverage it for our other buildings. So, I want to make sure that the board is is is thinking about these things in alignment. The next property is the land of the former Reigns Haven Elementary.
Um, some of you may remember that in 2015 we built New West Haven Elementary and Reigns Haven Elementary and Fairley Elementary were combined into West Haven Elementary. The building here was demolished in 2019. appraisal is 105,000. The offer is
105,000 and the potential buyer is the Greater New Liberty Baptist Church and they proposed to use it as a sports field and park for the neighborhood. Uh board member Williams district by the way. Any
questions? Next slide. This is Wooddale Middle School which sits across the tennis courts from Woodenddale High School um in board member Coleman's district. Um it's you can see the acreage there. It's almost 15 acres and almost 185,000 square feet.
The 10year maintenance costs on this one are 7.9 million. It's 55 years old. It's currently operated by Iota Charter School for the ASD. It is coming out of the ASD this year and going to be operate or be authorized by the
Tennessee Charter Commission for next school year. Um you'll see the two appraised values there. Tennessee code says that they can either they we as the district say appraise value or higher. Tennessee code says appraisal can be our
we can have our appraisal they can order an appraisal and then the average of the two is fair market value. So, that's what happened here. And the average is $2.5 million. Um um so that's the offer on this appraisal. So, if they are not
authorized by the Tennessee Charter Commission in 2526, then Iota just owns one of our buildings. Correct. It it could end up being an empty building if they are not approved to operate. So, they're already approved. They already approved. They are. So, um, our board, uh, said no.
Okay. When they came to us, I guess, and Arlander can correct me if I'm wrong. Um, but I believe we said no, we won't authorize you. They went to the state. The state authorized them. So, they will operate for the state next year. Okay. I misunder I thought they were about to request that.
Um, my worry was just the broader implication for the community if we had the potential to have empty buildings. So, I think the appraisal makes sense and the offer makes sense to me. I will add board member Garcia as part of the contract there probably will be a
reversion similar to what we're doing with uh Promise Hollywood. Whereas for some reason if if Iota closes or chooses to no longer operate the charter, we'll have a reversion clause where the school
can come back to us if need be. So we wouldn't have students in that particular area without a school to attend if for some reason something happened to the charter. I don't I don't think uh Wooddale is on
our list of of unused underutilized unused property. Wooddale High School or Wooddale Wooddale Middle School is underutilized. It is let me tell you is it on our list though or are you just on our list because the state
requires us to put only schools we authorize on our list. So since this is authorized currently by the ASD it is not on our list. It's not on the list. Okay. Thank you. It is underutilized. Okay, thanks. Um, next slide, please. This is Denver Elementary
School, which is in Miss board member Lo's district. Um, it sits on almost 23 acres and is almost 85,000 square feet. The main building is the one to the left in the picture you're looking at. That's 68 years old. The annex with all the
rooftop units is 13 years old. tenure maintenance costs just over $4 million. Um, it is operated by Cornerstone Prep for the Tennessee Charter Commission. Currently, it was part of the ASD. It came out early and went to become a Tennessee Charter Commission school.
Appraisal 1.6 million, offer 1.6 million to be used as a charter school. Just to bring to our attention board members, um, Dr. Richmond, Miss Stewart, and anyone in your team. Thank you. Because if all of these go according to
plan, you have just raised $13.4 million. So, thank Yes, ma'am. Thank you. Thank you. Yes. Thank you. This This has been a request to purchase for how many how many years? So, 10
maybe. I believe we've talked about it for a long time, but the actual first offer came after I got it appraised. I I think the uh cornerstone I think they're in portables now and maybe a church. They have a their setup as temporary slashshared space. This one at
Denver. They're actually in Denver. They are in Denver already. Yes. Okay. Um I know that this has been a conversation for a long time. So I think this is a mut a mutual win in a long time. Uh again, they've shown dedication to the community and children there. So, I
think giving us our full appraisal is fair. Next slide, please. This is Hume's Middle School, which is in Uptown over by uh St. Jude kind of about 8 acres, 131,000 square
feet. The building is 100 years old. This is, of course, Elvis Presley's High School. Uh the 10-year maintenance costs before closure were $4 million. It closed in 2024 after 10 years of operation by uh Frasier Community Schools for the ASD. Um it appraised at
$1.42 million. The potential buyer is new ballet ensemble and the proposed use as a performing arts school and the building would also house various nonprofit uses. Their offer is $850,000 um minus any costs to remediate
anything hazardous that's found after the sale. or anything any costs necessary to render the improvement safe to occupy and operate as a school. So, while we recognize this building has been vandalized,
um we sell properties as is um and usually of course seek appraised value or higher. Um, that's why the the recommendation here is denial because that $850,000 minus those costs that are quoted there, we could get down to a Z
property offer. So, doc, yes. So, Dr. Richmond, um, just want to make some commentary on this. So, Humes, uh, it had been in my district. I'm not sure with the redistricting where it is now, but I've been a part of this conversation for several years now. And oh, is it still
in my district since it closed? I wasn't sure. Um I I personally would I would like to see us approve this. I think $850,000 is a very fair offer in light of the building. As you said, it's a hundred years old. And when these schools uh sit
vacant, uh I I'm getting, you know, emails from regarding Florida Kansas elementary and how it was just completely been decimated um in the time less than a year being vacant and how vandals have come in and and these aren't just vandals. These are people who are very professional at stealing
things. And I just would hate to see that happen to a historical building, any building, any school building. But I've been in conversation with New Ballet for well over a year now regarding this property. I'd love to see us just kind of put a period on this as
a board member McKenna. You know, if it comes to um eventually being almost a donation, it's a gift back to our community, our greater Memphis community. So, I would love to see personally us approve this um as sooner rather than later before more damage is
done. Let's see. Board member Kenny, I I appreciate this and I I I've seen the the vision of what this could actually be in that particular community and just as a side note, that's the
community I actually work in. Um so I could see this being absolutely phenomenal. One of the things I would like to just explore because what um I think what I understand Miss Stewart is that if it's an offer but it's really it may not
really be an offer. It's an ask for a donation because if we do all that remediation it can wipe out the 850,000. So is there a possibility? So is that really what Ballet Memphis is asking for is a donation or are they willing to put some money and take the
building as is? So the offer I have says exactly what that says on the screen in the quotes. The minus any costs to remediate any hazardous material found or cost necessary to render improvements. So
um I did tell them that we sell property as is um that those clauses aren't anything that we have done in the past. So let me ask you this question. What would be our demolition cost? That was a clarifying. We can't demolish
this because it's a historic landmark. We can't. Okay. So, is that true? Oh, yeah. I do. No, we would. Okay. So, uh be sitting there, right? So, Dr. Richmond for I I know you said, you know, we sell buildings as is. What was the scenario
with North Side because now it's being developed into a wonderful paid $600,000 for it. Oh, okay. So, I mean, there's some precedents here with old buildings and and right, but they paid $600,000 for it, period. And
they and they and they're doing all of that. They went and financed it. So, I can I can see us if we can talk to them about being real about an offer and saying $850,000 and not and or ask for a
donation. I mean, I I just want to be clear. Are you asking us for a donation? because that's a little I'm assume there's at least Yeah. So that's it's probably because the third floor has been uh not even been able to be occupied because of the
damage that's up there as or whatever is on the third floor of the school. So it's just that it's just it's been so much back and forth. I really would love for us to put a period on this. Uh come June, I guess all this is going to come up. You said June, not May. Is that is did I understand that correctly? So, you
know, I don't know what conversations you need to have with new ballet ensemble just to say, let's get this done and what's a realistic number to put a period on this and then so because I I imagine it's part of the problem coming back coming back. Okay, we found this and then like two months later we
found this and just continuing to chip away at that. Is that part of the problem? Yes, ma'am. uh we don't know and and again Miss Stewart could probably answer better than I can for us to let's say we sell the school you get in let's say there's asbestous or
there's some other hazardous waste or material and we continue to have to pay for those things and if that's the case it would start to eat into uh the profit and I think what Miss Stewart is sharing is there's a possibility that they would
pay the $850 $50,000. But when we have to remediate any hazardous materials, we could possibly end up paying more than what we received simply because of what may be found that we're
not uh currently aware of. Yeah, we have precedent set with North Side because that's going to that's um I think they're going it's for lack of a better way, it's a mini cross town. They're developing it into that. This is
diff a little different because it's going to be a school and nonprofits. Also, we have donations being asked for community groups as well. So, I think it's something that we this is June. We want to put a period on this by June. I think we really need to
talk about what are we going to do? What is the process? What are the priorities? How are we going to weigh these these situations? Because we are authorized to donate and we're authorized to donate under circum circumstances that we think are in the best interest of the
community and our students. So we just have to decide for fairness and equity across the board as we do these things as we get um as we um rightsize our footprint and make it and not just by demolishing buildings but also by um
that is something again that can be absolutely a gamecher in that particular community. So, I really want us to think about how we move forward with this particular proposal, but that we're doing it in a fair and equitable way because I know later on down the slides,
we've got two community groups. I think it's a um one is a church and I'm not sure if the other one is as well, asking for donations of of the buildings and for very specific purposes, which again we can do. We just have to be consistent. And for me, just because I've seen the
vision as well, just for um the what what this building can do for the community um and just throughout the whole um city in general, having um I said other nonprofit use um our students get more into the arts and us have being a potential partner with New Ballet. I
know we have to be physically responsible for with our dollars. that that's um most important. But just having a vision if you want to say you want to, you know, put students first and just just taking a shot on what the possibilities can be, I'll be all for it. So just my last thoughts, Dr.
Richmond, not to step on you, but just I don't know what the next steps would be, uh Miss Stewart, Dr. Richmond, regarding this. I mean, the building, like you said, historical, it's 100 years old, which is significantly older than North Side. So all of that needs to be taken into consideration. I don't know if they
that organization can go back but whatever conversations that can be had because like I said this has been going on for well over a year and I'm just really concerned with it just falling into further disrepair because of
vandals looting the building for whatever is in there and uh it just would be a headache and then it will come an ice word that just sits there so prominently you know on Jackson Avenue. So, thank you for that feedback. We'll we'll go back uh to the negotiation uh
table and we'll start to see what we can do. Board member Murphy, um I just got just one um suggestion that we just go ahead and um just continue. Let's just like you said, put a pin there and just talk about it later. But I think that we need to
declare this as a historical site. It is. See, I didn't know that, but now I know. But at this point, we just need to discuss it more. Board Board member, you done? I'm done. That's it. Board member Tai. Thank you, chair, superintendent, and
administration. Um, I see that it's recommending for a denial. I know we've had conversation, Miss Michelle, about this. Um, I think it just to your uh point, what would that look like as a as an actual donation? Cuz I don't know if you guys have seen the building. The building has been stripped. Like she said, it's done professionally. This is
not some just vandalism. So, it probably would end up costing the same amount or more like uh interim said. So, I would not be opposed to it being a donation um because of the work that they're going to have to put into the building. And I've had conversation with New Ballet as well and I like what they're doing in the community. I actually grew up on
Faxon Street. I went to I went to Humes as well. So, I wouldn't be opposed to that. So, I want I would like to see what that would look like if that's an option uh for just a donation uh for new ballet. Thank you for the feedback. one. Um, I'm inclined to donate it versus take this
offer just because of the administrative cost if we are going to consider it. But I think board member McKenny's point of making sure as we're looking at all donations, we consider them equally. One thing just to put into the discussion is we're looking at not just
our footprint in physical building environment, but what's available to the community. I would love to talk about once this is build out. Could we have a this is contingent on anou where they they actively recruit students to
utilize the access maybe the number of spots that are available for art intensive programs or services for family. Can we use that as part of a wraparound services? So if we are going to give it to a community group, we want to make sure Memphis Shelby County
School families benefit. And I think that I see there's another community group here too. If they're working with adults, make sure parents get first right of refusal for workforce development. I think that is a that is part of the culture and and what we can offer outside of academics. So having
some sort ofou contingent on the donation once they are operational seems like a fair reinvestment into MSCS and and I agree. Um I just want us to be clear that we're clear amongst ourselves so that we're clear with community as to
how we move forward in these places and spaces. Um and again if we're talking about some of the things we're talking about with the the feeder pattern and creating these sort of as I call them campuses and you're thinking about community and you're thinking about
using schools again as that nexus for community. Um I think this is a a something that we can do in a very unique way. we can be we can really think about this innovatively and uniquely and they're they can be in an anchor um in that community. Again, I've
I've worked there for seven, eight years um and recognizing that this is a performing arts school and that they do have to to um bring people have to apply to be in there, but there is an opportunity as board member Huitt Garcia said to talk to them about how do you
include the existing community that's there? um and and and and tap into so that they can tap into those resources. I see we have um them in the room. So, hello. But I and also if no one else has
seen what this looks like, if we could bring it, it's phenomenal. It it doveetales well with uh Cwell Guthrie as you all know when it came back uh to the district from the ASD. Um that school is
a steam uh science, technology, engineering, arts, and mathematics. Uh and we're partnering with St. Jude around the STEM focus. So it would dovetail well when we think about the arts uh having uh a reputable nonprofit
like New Ballet uh in that area to support that school. Yeah. Yeah. That's and again that's what I was saying cuz approving this you you send a signal throughout the whole city but say okay hey you know we're willing to do business but not necessar Memphis Chevy County schools but just nonprofits in
general in Memphis saying hey they are open to the arts and um and more creative to to reuse vacant buildings. So yeah, that's what I was saying as well. But thank you. One last thing and we can move on to the next item. I hear you guys saying including existing community. They did propose that they
would have uh like a resource center there that's available to the community which I think is very much so needed. Um so um yeah, I wouldn't be opposed to like I said the complete donation of that. Um, I know we've been talking this to the degree, but um, just I I don't I
want to be mindful also of Overton High School, you know, because I think we always regarded that as our performing arts high school. So, I don't know if any future partnerships if this school should come into existence, which I hope, but just to really remember that mainstay of our community and perhaps
some partnerships or something like I know how you can go over and take culinary classes at Kingsbury for example, even if you're going to a different school. Um, so just to make sure in the spirit of community that uh all students who have an opportunity
whether they're in the proximity of humans or what have you. Thank you everyone for your robust discussion. I was gonna say something. Um, I've had a partnership with New Ballet for way over 15 years.
This has been a dream that they've had for a while to hear everybody talk so robust about let's make this come to fruition. They're in the Rose School. New Ballet is in Larose. New Ballet is in Dunar. To board member
McKisick's point, New Ballet has a partnership with Overton High School. So to see the arts and nobody in North Haven, I'm sorry, North Haven. Nobody hit on one of the main points to me is
that we're always right now, Boys and Girls Club closing. All these different places are closing, but we have someone in our city that wants to step up and help our children. That for me that's that's worth the
$850,000 to know that somebody wants to step up and say, "Hey, let us render service to the children." AOU would be excellent, but it's just hard touching to know somebody wants to help. And they
started somebody the next one come that part of town. Someone come to Hickory Hill, somebody come to Orange Mile to do something for our children. That's my two cents. I'm with board member McKisick, everybody that said, "Let's do this."
This was our Was this our only offer on the building? Yes, it was. I I just think it would be I think it sounds like we all want to get there and figuring it out. Um we have some time before June, but I think it'd be uh I couldn't good conscience
leave a building open when there's a vision like this um ready to get to work. So, I think let's find a a path for it. If if I might suggest at our next um committee meeting that we ask them to share the vision because we're
talking all of I don't think everyone all board members have seen and even if they had, I think it's something that that we should see. Sure. Katie, can we come to 2567 York Street? Can we do a field trip?
2157. I I know it's York Street. Yeah, we could do a field trip. What grade band would this be? A high school or would this be a 68? 6 through 12. Okay. All right. Next slide. Any any other questions?
Okay. Next slide. Uh okay. These are lease renewals. Um, currently both of these schools are uh charter schools. Jouri runs Coleman and Frasier Community Schools runs Westside Middle. And they are currently leasing
from us. This is just simply a renewal of both leases at the same value. And you also may see Oh, sorry. Okay. Go ahead and then I'll add Westside Middle School has been trying to purchase this
building since Superintendent Bray was here and then Tony and then Fav and now you what is the issue um the administrative issue of why we
won't sell Westside Middle to the charter So, we don't have a current offer from them. I had my team reach out and let them know that their lease is coming up for it's going to expire and that we have to renew it and also ask them for a new offer and we just haven't received
anything yet. So, just to have a legal document in place for them to be able to occupy for next school year, I'll bring this, but of course, if once I get an offer from them, I'll bring that right back to you as well. Um, who did you email? I don't know. I'll have to ask my
team because the charter operator told me he has not received nothing. Okay. Was that So, I'm sure she probably reached out to Bobby White still because that's who we usually talk with, but I'm sure she might have also reached out to the principal because I know there's been some leadership change. But if you
have somebody you want me to deal with, please get with me and I'll talk to that person. Um this school is a charter school under us and uh the charter operator vow to
take any child in that zone. Most uh charter operators don't do the zone area. This school is vowing to take any child that's zoned to us. and the um
auditorium is connected to the elementary school, Westside Elementary, and they do share it quite often. We'll we'll reach out uh to the charter uh leader uh to see if he wants to
make make a bid. And if he uh Miss Love, if he gets back with us, um I'm not sure when she emailed him. It might have been just last week, but if he gets back with us before the June date, then we can definitely talk about the sale if
they're still trying to purchase it. Next slide. So these last two are the other two donation requests. This first one is Hamilton Elementary. This is in board member Murphy's district. So it's on the same campus as our Hamilton school, the
K8. K8's on the left. The Hamilton Elementary building is on the right at the bottom. Um the community group asking for it is the Ankor Community Development Corporation. um New Friendship Missionary Baptist Church led by Pastor
Reid and they've been wanting uh this building donated to them for a while. I do have a meeting with them tomorrow, I believe, is the day because I asked them I asked them to talk to me about how they would be able to maintain this
building and if they have money in place. The utility bill alone is $72,000 a year. So, I explained that to them and um you know, when we closed it, it had $7.6 $6 million worth of maintenance needs at that time. So, just like with
everybody that comes to us, we ask for verification of funding. So, tomorrow, I believe it's tomorrow, and I'll let you know for sure. Board member Murphy, um, they're supposed to present me with their plan of how they would deal with those costs. Any questions? Yes. $72,000 a month,
right? Or a year. What did you say? year a year a year 72,000 a year for utilities. So let me add this add this caveat and I don't know if Miss Stewart has shared it. Uh the one thing too that we also want to be careful
about is donating a building but in essence the building is still ours. And and when I say steal ours, if we donate a building and we give it to someone without any cost and they do not invest
in the building and the building eventually comes back to us, we have essentially been responsible for a building that's just been sitting because whomever we've decided to donate it
to did or do not have the resources to bring the building up to some form of compliance. So therefore, if they can't board it up, if they can't invest in it, if they can't do all of that's going to revert back to us. So, I want us to be
cognizant of if we decide to go down this road of donating something to someone, we need to be sure that they can um get the monies needed to invest to if nothing else to secure the
building so that it doesn't have even more deferred maintenance. Uh in the end, I have a question. Go ahead and go. So, I'm trying to think innovatively here. So, for situations, this is unlike
the situation we just had with New Ballet. They have finances. They're going out and doing that um fundraising. And I don't know whether that's the same with these next two. Um Magnolia and I'm just going to lump them in together. And Hamilton, is there a way for us to sort
of take it off the off the the the rolls for if you say take it off the list? give let's enter into anouou for a certain amount of time and give them that amount of time to come up with not only the plan but the financing. So it's
so we're saying we're holding it for you and even we could maybe negotiate a way to share costs, maintenance costs like the utility bill if they're willing to do it in in you know in an equitable manner. If they say we could do $5,000 a year, whatever, but in a way that
they're demonstrating to us that they're serious about it and we're demonstrating to them that we're serious about holding this for you. Understanding what you're saying, Dr. Richmond is is that a possible I'm just going to put this out on the table as we and you know multiple heads are better than one. So that's my
thoughts as we think about how do we how do we do this work with our community. Um my only concern would be anytime you're doing something and you don't have a clear uh process or metric for
determining how you're going to go about doing it, you essentially start to uh set precedents. Uh, and I just want us as we start to think through if we're going to donate uh properties and we're going to consider donating prox uh
properties, I think we really really need to look at what would be the criteria for us deciding to do that so that it doesn't become uh arbitrary. Um, and so u yeah, thank you Dr. Richmond. I I am going to
accompany Michelle tomorrow to to see because we don't know, you know, what's going to be presented to us tomorrow. But I do know uh Pastor Reed personally and I know that he can make things move uh aggressively and he can get the funds to do that. But tomorrow I'll have that
opportunity to listen to Pastor Reid along with Michelle to see what the plans are and how we're going to offset the cost. And again, what I want to remind the board of is uh the reason we're bringing this to committee is for us to uh
discuss it uh before we start to move forward with um accepting some of the offers, former contracts, and the like. Uh we're going to do uh basically what it is that's you all's will. It's you all's decision uh
to make. But again, I just want to caution us about moving forward and not having a criteria when it comes to donating properties. Uh, Miss Stewart, did you have anything that you wanted to add? Um, um, or did I
cover? Is there anything that I missed or left? I covered it. I just I think it's really important what you just said to make sure. I mean, I if you remember when we donated old Melro Melrose High School in 2015 to the city and then it
just sat there until about 2022. Miss Coleman, you probably know the dates better than I do, but it just sat there and we wore that on our shoulders because it was our school and we were the bad guy. Even though we had donated it to the city, you know, seven years before they
started any remodeling, it just sat there empty as an eyesore in Orange Mound. And it it was an eyes sore. It really was. It's a beautiful library now. It is. But it was it was bad. Board member Otay, I just wanted to say uh I
think having a plan and having a timeline in place is going to be the determining factor. And I think these other buildings cuz I haven't had the opportunity to actually see these buildings. Like I've seen Humes is a different situation as it pertains to all of the vandalism that has been done to that building. So that would probably
equal in cost of what they were offering. That's the only reason why I was saying that I wouldn't say donate, you know, all of our buildings, right? Because some of them are have value and do need to be sold. But in that case specifically, I want to speak on that. Uh there was a lot of damage done to that building, which could potentially
lead up to repairs of 800 or $700,000. So I'm not advocating for every building to be donated. And I didn't know that that was still our responsibility. So I do think we should have some type of criteria or timeline in place um the you know those that wanting to purchase or you know have the buildings donated to
them and a plan in place before making that uh decision or making that happen. Yeah. Yeah. When I'm saying it's possibly it could possibly still fall back on us. Uh that would be there's a reversion clause. So, uh, let's say
we sell the building and the group that we sell it to or that we donate it to is unable to fix it up and they then want to do like what uh, Promises wanted to do, sell it to someone else or like didn't we have a
similar situation I think with Graceland? Yes, sir. With Graceland and so we had a similar situation with Graceland. And then what would happen is I've given you something. You may hold on to it for four or five years. You decide that you don't have the capital to fix it up. So you then want to either
sell it to someone or revert it back to us. And what I'm saying is for those four or five years, whatever happens during that time, the property is still coming back to us and it may not be in the condition it was in when we donated
it to you. So that's what I'm wanting to just kind of explain to the board to just be cautious for us to be cautious of it uh as we decide to go down this road. It's something we could probably think about when we're writing up those proposals or when we are offering those
buildings. However, maybe it's some type of written consent involved in that. I think what I was mate what I was going to say in is developing a set of criteria for consideration of a donated building. I also think if the broader
community said if we said as Memphis Shelby County Schools, Hamilton Elementary, we are considering donating to you to the community, we would want to make sure that we got um proposals from a variety of places and maybe this group who I don't know if they can use
all 80,000 square feet. Maybe there is, you know, the healthcare access is part of it. Maybe they we have an opportunity here from one of our hospitals who want to do nursing training there and they get a portion of the building so they can create a sustainability plan but like broadly in our real estate or
donation policy having a clear fundraising plan use uh whatever those criteria are. So, at minimum, we don't consider something until we have those bullet points met. But then I think I just want to make sure it's the
highest and best use of the building and we don't unintentionally blight communities because we haven't asked for a plan. So, a question. Well, right now we don't know what that plan is. Um, again, as I stated just a few minutes ago, I will be accompanying Michelle tomorrow to see what the plan is and
hear what he has in store for that building. So the I think just to bring it all around you we we you we have the expertise here. So may I ask and the experience may I ask that you all bring
a set of criteria because you have the experience you you you've you've experienced where this is have gone arai um but I am aware that we don't have to put a a reverter clause into it. Just to put that out there you hand it over and it's it's not our concern anymore. I
would not want to do that necessarily. I would like to feel um I don't know but I think we need to ask you all to help us come up with um suggested criteria around how to make decisions around donations. Yes. Yes. Um we'll we'll work
on that. Uh I think one of the reasons you do the reverter would be to ensure that students and people within that community have access um to education. Uh, so for I think I'll use Denver, you
know, I would think we would put a reverter there because what if something happens with Cornerstone, you then if they sell it to someone who's not in the education building, we as a district would then have to find a place to educate those students. that may be a
little different from let's say Humes where we have already reassigned students in that area to Cwell Guthrie. So we have a school in that location to accommodate students. So I think part of the reverter is to ensure that we never
have a community that would possibly be without a school for those students to attend. Now, these other two schools, I think you look at them differently. When you look at Hamilton, we know that area is not as densely populated as it used
to be. And we have we have a K8 campus that we're operating. So, really that school is not a school that we would need to bring back online. Uh so, it it depends from uh community to community and building from building. I think we
just have to look at each one uh Thank you. differently and and and of course me and Michelle will report back to you tomorrow after we meet. Can we get a commitment because I know we want to make some decisions by June. Can we get a commitment from you, Dr.
Richmond and administration to come with some criteria? Sure. Some suggested criteria that we can then vote on, discuss and vote on. Yes. Thank you. Mhm. And the final one is also in board member Murphy's district. And board member Murphy, I did
send you that invite for Hamilton. It's on Thursday. Okay. I forward it to you. Yes, ma'am. Um, Magnolia is uh like Hamilton and in the situation Dr. Dr. Richmond was just speaking about as we did reszone the Hamilton Elementary kids to the K8 next door. The Magnolia
children now go to Alcie, the brand new Alie school, Alcie, Chargine, and Magnolia combined into new Alcy. Um, this is also a community group. This is the Magnolia Castellia Community Association. Um, they want to do um, education, training, economic and
organizational resource spaces. Um, I did meet with them la late last week, I believe, and they have they are actively fundraising and trying to raise money. Um they do have been in talks with some county commissioners and city council
folks. Um so I did they were very worried that um we were going to demolish it on June 30. So I did reassure them that that is not happening. Um we had that's a long process to demolish a building. Um but this is a very similar situation that'll fall into that criteria that board
member McKenna was referencing. Go ahead. What's the difference I mean the distance between Magnolia and a couple miles. No, I'm just asking, can you tell us why
you were asking that question? because it looks like they're they're duplicating some of the same services, the training, the resources, and it's not even a two-mile dis distance between
those two locations. Yeah. And they're very, very densely populated over there. So, bring both of them to the table to see if they would be willing to work together. Well, I I will say this uh not to
interrupt you. I will say this. They do have a meeting on May 15th at 5:00 at Magnolia Baptist Church to discuss the plans and what they really want to do with that. They're also going to add a dorm room for homeless families um which their children go to MSCS schools. So,
there's some other things that they want to add to uh Magnolia and Castellia, but they want something in their own um in their own area. And because this area is mine and there's nothing over there for those children, I think that it would be feasible for us to work with them. Yeah.
I would caution us. Um what we do know about Memphis is Memphis is very neighborhood oriented and everybody everybody loves their neighborhood and they operate within their neighborhood. if they have a feasible plan, I'm I am going to I'm going to um believe that
they've worked with their community and that's what that particular community wants and needs versus what Hamilton community may want and need. So, I would caution us around that. I don't think it's something we shouldn't ask. Have they considered it? But I think to push
it or make it contingent upon refer to make it contingent or pushing it. I was just saying that if they look the possibility of pulling their funds because it's like I say the railroad
track really divides these two communities. We took the kids from on the other side of the cemetery and put them in Hamilton that were that were at Southside. We brought them We want to
teach our young people to work together. So that that was my only ask or suggestion, okay? is that we had that conversation, perhaps have that conversation cuz again they're duplicating some of the same services
and if they come together and pastor Reed seems like I don't know him personally reasonable person and his church is right there. Mhm. Right there. Yeah, I I hear you. And again, I would say let's ask the question and
then govern ourselves accordingly. Exact. Well, I'm going to add to that because they also have other investors that's looking to partner with them to build that area back up. Any other questions about Magnolia Elementary? I don't have anything specific about Magnolia, but I do want I
Oh, go ahead. You got I have one about Magnolia. Have we did we sell this in the past, too? Uh, am I remembering correctly? like a prek or no we for circles of success was it circles of success. That's right. They offered but
their funding fell through. So we offered the board voted to sell it to them but before they could close their funding fell through. Okay. What year was that? Uh 2019 I believe. Okay. And we Okay. So it just fell through.
Who were they by chance the second interested party? They were. Okay. Are they still interested? They're not. Okay. Okay. Not to defer the the process any longer, but I did have a couple things. Um, I do think that was a great idea. I
think a board member McKisik maybe proposed this or uh Hela Garcia if we're bringing forth this plan uh before commission I think the next week or the week after just to show the pro progression that we've made thus far since I've heard that we hadn't done this in a while or ever. Um I did want
to ask a question. which buildings are over most over capacity and which are most underutilized. Maybe we can get a list of that. We don't have to go through that today if possible. Do we have a current list of that? We do. Okay. And then um Kim buildings are you
referring to? All of our buildings or the buildings that are like I know for certain that my school Cordova High School haven't finished the agenda items. That's why I asked you. We jumped off. Well, okay. Okay, let me let me clarify the reason why I
asked that question because we nestled the facilities uh committee under procurement. So this was the only opportunity for me to ask that question unless moving forward we can make sure we separate it once more. Yeah, we yeah we yeah so that was
that was a I didn't have any questions after you guys mentioned you were done answering questions regarding that last school. Okay, let's do 2.09 and 2.10 then we'll do we'll add that one. Okay. Well, we don't have to revisit that. We can just if you can just email it, that'd be perfect. Yeah.
Okay. Next side, next slide. Proximity Learning, Inc. Uh Mr. Langston and Monica Jordan. Thank you, Dr. Richmond. Board members, u as promised um during during last year's budget discussion, we agreed to
bring this item early as as um expected. So, this is while this is for next year, we wanted to bring it now. Um, so this recommendation is year two for proximity learning. Um, it is for our middle grades to high schools from 6 through 12
at a cost for of $4.6 million. Again, this is year two. Um, as I alluded to, um, with this approval and also contingent on a budget approval um, of course, our first um, action is to have
inerson um, teachers. But as a prerequisite to that or in addition to that, we want to have this option to start the school year um from day one. I have one question. Well, probably two
questions. Um yes, I am happy to see this come to we can we can have it at the start of the year so we don't have those issues about teacher vacant. Well, we have teacher vacancies, but we can have a certified teacher in those in those high subject areas. Um, was this the same price negotiated for the
10-month for through proximity? Yes, same price. Yes. But the the contract price was uh set for if we used all of the sections. However, if we didn't use all of the sections, we wouldn't be
charged the full $4 million. Both both will operate the same way. We'll we'll only pay for what we use. We only we'll we'll only pay for the sections that we use.
So yeah. Um so by us we're initially extending the contract, right? And so I'm we're not extending the contract. Are we are we extending the contract or So So again, this remember this is was an RFQ and then initial terms was a um a
three-year agreement. I believe this is year two of the agreement. So, um, in your question related to I think you may be alluding to we started as a late start this year versus next year. The reason why the the the numbers stay the same is again if you look at we looking at sections right now this contract
amount pays for 401 sections. We're currently using 335 sections monthly. Um, on a 10-month cycle we're being build at roughly about $445,000 a month. So 445 time 10 gets you roughly about that $4.6 million. Now
if we go along and um again when the team and I are looking purely from a financial standpoint and then from a vacancy and section standpoint again we're looking at the $445,000 per month and if you do 10
months it gets you to the $4.6 million and right now um this is where we are. Um obviously um we'll know more when we know how our vacancies shake out. Um but right now this is the proposal again coming to year two and um what we'll do
is in conjunction with working with Miss Jordan on the academic side we will be able to staff up starting in August as soon as school starts if needed. I guess but that was the 4.6 was the initial agreed amount. This is right.
Okay. Um, Tito, this contract is for uh next year completely. Not a subsection, not a semester, but next year completely. This is this is this we have a 10-mon school year. This is for 10 months from next
year. Yes, ma'am. Thank you. Of the initial contract, do they have one more year left or two more years? I heard you mention three from that. So this is your upcoming years is year two.
We'll have one more year following that. So they'll have two more years and we'll start at the start of the school year um every the next two years. So we have two more after this year starting. This is for year two. Then we'll have year three and then at the end of year going into leading into the when before year three
ends if um needed we'll do another solicitation to determine how we'll move forward after that. If that makes sense. Thank you. My confusion came because we we approved a $4 million contract in December for
six months basically and now we're approving a $4 million contract for 10 months. Yes, ma'am. So again, it's it's a matter of if you use the services or not. Again, alluded here is the amount of
sections that you use. You you you could use $4.6 $6 million or you could use $2 million. It just depends on how this the amount of sections needed um panning out for you. So, if that makes sense. So, we more than likely wouldn't utilize the
entire 4.6 for this year, right? Um but next year, starting for a full year, we're more than like we're more than likely depending on how many sections that we utilize, use the entire amount if that makes sense. Because we we got that contract late, right? Yes, ma'am.
Absolutely. This Okay. Thank you. Next slide. Donation acceptance. Uh Mark Eden. Uh Mr. Langson. Next slide. I'll take this one. I think Mr. Ed, you have to leave. Um this is a
recommendation for a donation for White Station Middle Schools. So, um board members, we're asking that you approve a donation of $17,757 for White Station Middle School pardons in education. It was awarded to White Station Middle Schools and it's going to support the instructional
programs and PD for the Tennessee Science Teacher Association and Teacher Ease. Good job. All right. And that is it for staff unless again board member OT
community outreach and engagement. Vice Chair Love, this is stroke month and I have my doctor. Turn your mic on. This is stroke month and I have my brain
doctor here for a presentation. Memphis uh brains box presentation. Dr. Chris Ny going up to the mic. Yes sir. Come on. Right there. You have 10 minutes to speak. Yes. Thank
you. Uh thank you for having me. Uh my name is uh Bala Krishna. I'm the vice chair for education at UT and I'm the stroke medical director at Matri Health System. I'm here with two of my residents Dr. Drs. Gardio and Dr. Hul. And disclaimer, we're not going to ask
for any financial support. is just a a guidance from the school board. Um because there is something called neurophobia which is all the students are worried about brain. It's a complex organ. We cannot learn and then nobody's want to come into neurology and uh
Memphis has become a neurology desert. Nobody there's not many neurologists to take safely take care of our patients. The goal is to train and retain and we want to get to the high school students to for them to learn about brain. So I'm going to leave it to our residents to present our presentation. I'll come back
in a in a minute. Thank you all for having us. Like Dr. Krishna said, neurophobia is something that uh we say a lot in the medical community. Students uh are very it's very daunting to learn about the nervous system, learn about the brain and because of that it can be hard to
recruit uh neurologists, neuroscientists for the next generation of doctors and researchers. Next slide please. So what we are proposing is uh what we are going to call the Memphis BrainB. BrainB is something that's been around since 1998
and it's actually an international group. What it is is a uh neuroscience competition for teenagers, high high schoolers throughout the world. Um and it was started um back in the 90s to basically motivate students, get them excited to learn about B the brain um
and hopefully um inspire them to uh enter careers like neuroscience, neurology. Um this is a three- tiered competition where students compete at the local level in their hometowns. Um winners of that competition go on to the
uh national USA level competition and then from there the winners can go into the international competition. Um but students around the world have been doing this for years. Next slide please. So um the USA brainb um we want to create the Memphis chapter to feed into
the national uh brainb competition. This would uh involve students in Memphis uh competing learning about neuroanatomy, neurohysistologology, uh patient diagnosis, learning about things like Parkinson's, Alzheimer's, and uh basically becoming uh confident
confident in their own knowledge, their own ability to learn things that are uh quite frankly kind of scary to learn about. I mean um it can be a lot of information at once but um putting their mind to it they they are encouraged to do uh to learn these things and um it
can really be a great outcome for students. Next slide please. Um this is a map of all the current chapters for um local brain bees throughout the country and you could see that there are no chapters in Memphis and um uh none in Tennessee either. So this is something
that's not access accessible to local students that um want to uh learn about the brain, learn about medicine um and do research. So this is something that we are hoping to bring to our community. Next slide please. Um so how
would a student in Memphis prepare for this competition? There is a free open access textbook um it's actually quite short only about 120 pages um called brain facts and students can access it online uh and learn about everything from the development of the brain to um
things like Parkinson's as I mentioned before um and basically end of life uh neurological complications and this is something that can really help prepare students for the next level of their education such as college through learning independent study learning how to do things on their own that isn't necessarily taught taught to them
one-on-one uh or uh in a group like a classroom, but also students can learn um group um uh participation such as through their STEM clubs um and uh like science olympiad clubs to uh basically work together and um again work towards
learning about the brain. Next slide please. Um, so this is ultimately our vision for this Memphis brain bee, a UTHSC uh brainb day where any of the local Memphis high schoolers come to our campus um and participate in basically
what's set up like a spelling bee, but they are learning uh or they are uh showing their the brain facts that they had been studying for the months leading up to this uh competition. Um and what's amazing about um our campus is we also have a neuroanatomy brain lab available
where students can come and apply the the uh anatomy of the brain that they were learning through the textbook to uh real live human uh dissections. And it's really amazing to see that um see students um uh learn that uh or see that
for the first time. Um next slide please. And I'm going to turn it over to my colleague. Thank you. Um, so when a student participates in the Memphis BrainB, whoever wins will get to go on to the national brain be competition. So
they'll go to wherever that BrainB competition is being held that year, interact with other students across the country that have won their local BrainB as well. And it's not just the competition, it's actually a multi-day activity where they get presentations from people in the neurosciences and
neurologists and really get to meet and interact with other students as well. Additionally, on top of being able to go and uh be at the national brain be competition, the top students here in Memphis, we don't want that to be the end. We want them to be able to interact
with physicians um in training like myself and Dr. Gaio and our mentor Dr. Krishna. So, they can interact with us. We can be their mentors. They can come and shadow us in the clinic and in the hospital. If they decide they want to go on um to college and pursue medical
school, we can talk them through that process as well. what classes will be good for them to take, what majors they should do, the process of applying to medical school. Okay, next slide. So, you're probably wondering how is this going to benefit Shelby County. Next slide. Like Dr. Christiana was saying,
there is a shortage of doctors and particularly a shortage of um neurologists. In Tennessee, we are labeled as a dementia neurology desert. So basically there we have less than 10,000 neurologists 10 neurologists for 10,000 people with dementia in 2025. And
that's just dementia. There's a lot of other neurological problems as well. And it can take like 6 8 n months even a year to get in to see a neurologist right now. Next slide. We believe that this is going to be an avenue to retain talent in Shelby County. We can spark
students interest in neurology and the neurosciences early. we can get them invested and connected into like the medical school here um and hopefully get them to stay in Shelby County and then grow the future neurology pipeline of Tennessee. Next slide. So really we're
just asking you for your support um to support the BrainB competition and to provide us access to your students so that we can market this to them, interact with them and get them to uh want to learn about the brain and uh be
in the competition. Next slide. So the ask for uh the committee or the board is to give us an uh a a a platform where we can identify students. It can we can expand into any schools for that matter. All the interested students can
participate and we'll help them. We can give the PDF file they can learn if they win. If they go to national brain B they say different this a different ball game. You need to learn about the images, MRIs, read the scans, know more about neurology and we can uh provide
them free mentorship. We can sit with them oneon one and whatever they need to prepare, we'll help them. If they win the national brain be competition, if they undergo international brain competition, we will continue to help them uh moving forward and we just need an avenue how we can get the students to
participate in this. There is no limit. uh we can have as many students as they want to participate and then we can screen the students from there and then with that in mind uh I'll tell you one story when I was when I was in uh practicing
early I had uh a a patient came in the second grader told the mom right before dinner mom dad's face looks funny and mom said what are you talking about dad looks okay just let's grab dinner let's eat and and father started eating and suddenly
the water and everything started drooling from the mouth. This is like 20 30 minutes later and he did have a droopy face on the right side and he couldn't use the right side of the body. They called 911 and then they came to the hospital. We treated them on time and the father made complete recovery.
Still it's puzzling for me how mom could not recognize patient who is experiencing stroke cannot recognize but the child was able to see and identify there's something wrong with dad. uh it's above all of us how the child recognized that and 80% of strokes can
be prevented. So my father continued to smoke by the time I learned smoking is a uh is a risk factor. I told my dad can you quit smoking he smoked for almost 40 years and then when I told him can you quit he quit. So that's when I know the power powerful the power that the
children can play in the family. We just need an avenue where we can go and educate the students about the risk factor for stroke. I came to Memphis in 2017. The average age for someone to have a stroke is 55 and plus. I just
submitted my data for the stroke accreditation committee and last year the average age or highest patients that we admitted in Methodist Loboner system is 45 to 55 years old. Wow. This is just in the last eight years. The stroke is
affecting young people. I presented this to the our comm our city commissioners. I asked them how many of you had a stroke or know someone had a stroke. Almost more than 50% of commissioners knew family member had a stroke. So this is of utmost importance to us and I'll
I'll let Dr. Guardia present. What is this task force is now come back in again. So on that note, thank you Dr. Krishna. We have created a uh medical student stroke prevention task force. This is completely medical studentled um where students go out into the community at
local churches, local community health fair events and speak one-on-one with people of the Memphis community about how to recognize the signs and symptoms of a stroke. And the way we teach this is the uh memory tool BAST. It stands for balance issues, eye, eye or vision
changes, uh face drooping, arm or leg weakness, speech difficulty or speech disturbances and then t is the most important at the end for time to call 911. So we are trying to move towards a healthier Memphis where um young kids in the family really anyone in the family
can recognize if a loved one uh friend or family member starts to demonstrate these signs of a stroke and can feel empowered to call 911 and make that decision right off the bat without waiting. All we ask is uh I'm happy to give my
cell number to all of the board members. All we ask is, hey, there is an avenue. I want you to come and talk to our church group. Uh there is a community fair. I want you guys to come in. We'll come in with the materials. We'll show up. We'll just educate our community on what is a stroke. Uh what do we need to
do when someone has a stroke? What kind of action you need to take? And what are the risk factors? How can we prevent stroke from happening? I'm I'm I'm trying to get uh myself out of my job. The more and more we prevent the stroke, I don't have a job. I'm totally fine with it because I lost my father to
stroke. I know how it is uh to be a stroke survivor son and I don't want anybody to have the stroke. Um there's the most disabling disease that we have in the world and I don't want anyone to have that. We're happy to take any questions.
Yes, ready ma'am. It's 267. Hold on. I'm sure I got an Android. Yes. Uh area code is 267 2264534. just text me whenever there's an avenue. We're happy to show up. And then what we have a motivated crew uh the students
who who wants to do this and then most of the students who are in the stroke prevention task force are our medical students who are from Memphis and then uh they want to pay it back to the community and that's how we're going to build our community and then that's goes back to our mission of train and retain.
We want to identify students. We just started this uh uh um this uh uh educational opportunity for local colleges where we go to local colleges students in the pre-med track where we can teach them about brain and this is the first year we kickstarted
the program with the road CBU and University of Memphis and we have students who is coming to us this summer and we want to extend the pipeline even further to the brain view to high school. So we want to reach as many people as we can.
Anybody has any questions? Um I want I want to say thank you for the presentation. Um did you get the the Android users get the phone number? Um I know that we are within the stroke belt itself. Shelby County is and I was just looking up some statistics. I
know it's 700 and I think we we increased by 20% the last few years itself. And I have family members um that have suffered from stroke as well. I think that's very important. Um, I commend what you guys are doing and what Stephanie's doing and um, I know there are different preventative measures that
can be taken. I think it's very important that our children learn about that so that you know they can avoid that. They can teach their parents and their parents can avoid it as well. Um, so I I just I think this I think this is great and I think it's very much so needed. Yes. Yeah. I appreciate that. So we are on the buckle of stroke belt. Uh,
I'm going to let you sit with this for a few seconds. If you live in Shelby County, the risk of you to have a stroke is 33% higher than the rest of the country. All of us, including me, the Shelby County,
I just want thank you for this presentation. Uh, I know the the health profile of Shelby County and um chronic disease that drives stroke um other NCDs that we can all contribute to stroke.
The I would I just want to make sure that we get the information for uh the Memphis B so we can uniformly get it out to our high schools. So, I know we all have relationships with our principles, but if do you have language and a uh something that we can make sure gets out
into our teacher newsletters and and gets out to our principles and we can have our executive services office send that out. Yes, we we'll put everything together in one PDF file, Mr. Jenkins. I'll forward it to you and then uh so we'll send it to you in a day or two. Okay. Thank you so much for being here
and for the presentation and um I hope you put yourself out of business. Yes, that's the plan. Thank thank you so much. This was very informative. Thank you. Um I am extremely excited about talking to Dr.
Richmond about how we can be we can we can push this in a way a public you know message. We even have the medical high school that could be hopefully be a partner. But um to to the point if you could get that information to Dr.
Richmond and he'll make sure it gets where it needs to to go. and I I really appreciate your time and your effort and I'm I um that statistic is deplorable. We need to do something
about that. Um and whatever we can do to help. Yes, I'm here for it. Thank you, ma'am. I I I thank uh Miss Love for this opportunity. And then she's she's she's a miracle. Uh she is she is Yes. on the day that I saw her, she couldn't speak a word and today she is leading the
committee and then I'm extremely proud of her. Yeah. And she fussing a lot. I first of all, I want to say thank you so much for your presentation. Um I am affected personally by it. My mom died two years ago from a double massive stroke. So this hits home for me. Um, as
you were speaking, I was texting uh my advisor to ask him if you would like to come and speak at my town hall meeting next month to educate the community on the importance of stroke and the symptom side effects of stroke and the symptoms of it. So, I say thank you so much and I appreciate you. Yes, ma'am. I appreciate
this. I want to thank you. I know firsthand I personally had a stroke eight years ago. So to hear you advocate, it really touched me. People don't know, but I suffered a massive stroke
eight years ago. Thank you. Thank your team educating our community. We appreciate you. You going to cry. She fa to cry. She going to cry.
I know. I know. So, uh, I I can feel her because I I went through I went through that as a eighth grader when my dad had a stroke. I I don't know what's going on, right? My I my whole family fell apart. He's a soul bread winner. We live paycheck to paycheck. Suddenly, I don't
know how to survive, who's going to help us feed, who's and then we're going to lose everything in our lives. And all I I held on to one thing, which is uh my dad's neurologist told me that he'll be all right. He she'll be walking. you're on a marathon, not a sprint. Uh, hold on
to him. Yeah. And that's all I held on to. If I close my eyes right now, I can I can still hear those words which was told which was told to me by 30 years ago. And that's the day I decided I want to be a neurologist and I want to be a stroke doctor and so that I can help as
many kids like me and uh it's to say the least it sucks. Um, stroke is really bad and I I don't want anybody to go through what she went through uh what Stephanie went through. I have other board members uh in Shelby County who is my patients
as well and it just uh it's so close to us and if I if I name some other disease I don't think anybody would have heard of it and stroke is right next to us and then it's like who is next and when I put together the data is 45 to 55 year
olds young black men is the highest risk to have a stroke that just hurts and then if they have a stroke their mortality which means like their chances of dying from the stroke is the highest in the southeastern states and we are
one among them. Thank you. Yeah. Thank you. Yes. Thank you. Thank you for the opportunity. Thank you. You all right? Any next steps for comm community outreach and engagement?
Um, we would like to uh do you want to serve this up, Dr. Whit Law? You want me to You got it. You want to do it right quick? Get your mic, Dr. Whitaw. My outside voice.
Thank you. Uh good afternoon. We just wanted to just basically uh make sure that we talked about the MSCS employees rock and that we will be having this for all employees. So, we will make sure that we get this information to you, but
we just wanted to kind of just preview it today and have you know that it is coming soon and we're going to have it in the front uh out in the parking lot. All right. Thank you. and you'll be having an invite on your calendar. Thank
you. We look forward to it. If it's okay with the board, we're going to do a little Thank you. a little switch and I got somebody that has to leave. If it's okay with everyone, we're going to move uh policy, governance, and
legislation committee up to next. and then we'll come back and we'll do audit budget finance and then we'll do the academics. So we'll start with 2.01 board relations training from
TSBA member McKenna. I'm sorry I should have cued you before. I do apologize. No, that's okay. Let me get myself situated. I want to try to accommodate my board member, fellow board member here. Can I bring up on the policy committee
meeting the um immigration resolution? So I want to go from I want to start with 2.02 02 and then after that if we can adjourn and let get to academics because that's Do you need to do that or No, finish it.
We're going to finish it. We're going to finish it. We We're not going to jump back and forth. We can finish it and then go to academics. All right. Well, 2.01 is uh then I'll just do this board relations training. I just want to remind everyone during our board retreat in February, we talked about not only
board governance training, but we also talked about um board relations train board relations training. So, there was an opportunity for us to do that with TSBA and I wanted to get um I wanted to ask board members if you all were um
wanted me to to reach out to Tammy to find out if that's something we can get on our calendar, if that's something that we want to do. So, I wanted to put that out to you all to find out if that's something you want me to follow up on. Yes. Okay. Yes, I shall do that. Um, also I was just gentle reminder of
our activities. Your activities. All right. McKenna, can you get the board office to do a poll? Yes. So, we can I was just going to ask that. All right. So, we can they just poll all board members to see yes, they
want to do it. Thank you. Then um immigration 2.02 the immigration resolution. This is sponsored by um board members Otay and Porter and co-sponsored by board member Murphy. And
I will just let you know that I will be signing on to it as well. Would you like to read it? Sure. I'll read it for the record. All right. So resolution to protect immigrant students who attend Memphis Shelby County Schools. Whereas the United States Supreme Court held in Plyer versus D that no public school
district may deny children access to a free public education based on their immigration status citing the harm it would inflict on a child in the broader society and the equal protection guarantees under the 14th amendment of the US Constitution. Whereas the
Tennessee Supreme Court has held that the Tennessee Constitution mandates the state provide all children of school age in the state with the opportunity to obtain an education. Whereas questions about the citizenship or immigration status of students, family members, or caretakers are in violation of these
constitutional rights. Whereas federal immigration enforcement at schools and other sensitive areas nationally has intensified concerns among immigrant families that it that it may not be safe to bring their children to school and has caused anxiety about family
separation that can disrupt the learning environment for all students regardless of their citizenship or immigration status. Whereas Memphis Shelby County Schools has a responsibility to ensure that all students who reside within its boundaries regardless of immigration status can safely access a free public
K12 education. Whereas ensuring that our schools are safe and inviting for all students and their families will facilitate the physical safety and emotional well-being of all children in Memphis Shelby County Schools and is integral to students ability to achieve.
Whereas parents and students have expressed to Memphis Shelby County Schools fear and confusion about the safety of all students and their continued ability to access a free public K through2 education through district schools and programs. Now therefore it be resolved that the Shelby County School Board of Education
declares that Memphis Shelby County Schools to be a place for students to learn to thrive regardless of where they were born. Be it further resolved that no child shall be denied a free public K- through2 education in the district based on the child's parents or caretakers perceived or actual
citizenship or immigration status. Memphis Shelby County Schools would not exclude a child parent or guardian from the benefits of any program or activity on the grounds of that child's parents or caretakers actual or perceived citizenship or immigration status. Be it
further resolved, Memphis Shelby County Schools legal department has provided guidance to principles about how to respond to requests or visits from immigration enforcement agency so that no immigration enforcement agency is permitted access to Memphis Shelby County School students or confidential
student records without legal right to do so. Be it further resolved, Memphis Shelby County Schools is committed to collaboration with trusted community organizations and legal aid groups to provide information sessions, referrals, and support services to immigrant
families. Be it finally resolved, Memphis Shelby County Schools is committed to educating all students regardless of national origin, immigration status, or citizenship status. This is sponsored by myself, school board member Saba Otay of district 5, school board member Demarcus
Porter, and co-sponsored by school board member Toana Murphy of District 7. Anyone would like to sign on or have any questions. Um, we see what's going on in Washington DC. We are bound
by federal government to abide by the rules. Um, no it isn't. Um, no it um um it isn't being changed yet, but
there are still conversations around um uh our immigrant families. Um, I like this resolution, but we are
bound by the state and uh federal government to abide by their policies, and I think that needs to be included in there. I agree. We will make those those
adjustments. Um, yeah, just for the record, we are we're abiding to what the state says and so we can't override that. But I just wanted to ensure and I can I think I can say to my colleagues as well um that we did this resolution
so that you know any of anyone of the immigrant status feels as though they are they have equal opportunity to education. And so many of my constituents, parents and students, I actually took insight
uh and advice or suggestions uh as when I was putting together this resolution and um I just think this is a good step for us just to show our support to them. Does anyone else have any suggestions or any input? I appreciate the resolution.
And I agree with Commissioner Love that we need to add that language inside of this um resolution just to give us a little bit more security with making sure our immigrant families are kept safe and that we give them the same
education that everyone else has. Now, I don't know. The bill has not passed yet. But if that bill passed, then we need to find other ways that we can keep these students inside our schools and keep educating them. And I don't know how we're going to do that or what funds
we're going to use to keep our students learning. But in the process, in the meantime, we still move as as normal. I talked to some of the families yesterday and they were afraid, not only were they afraid of that, they were afraid of a new bill that came forth from um uh the
board it passed in DC. And that bill states that even if they are born um from undocumented immigrants that they can and they have a child here in the US and that child is legal, they can send that child with the parents. So that's
another issue that we have to deal with and they're actually doing it right now. And so now we have to find ways to keep them safe and keep their families safe. So whatever we need to do to execute those and I think we should do it. Um I think to the extent that this has
been reviewed by legal, I think legal will make sure that anything that we say in here is accurate at the time that we pass the resolution. So to that extent, I think it says it sufficiently that we are abiding by the law as it stands today. So does that I think it's in the
first whereas and the second whereas second whereas yeah so I think to extent you're what you're saying it's in there. Yeah. Do you think it's different? I agree with the resolution, but um the parents and the students, they
have a responsibility uh um we have a responsibility to include accurate language. Um, not saying it isn't, but
there are conversations going on right now and that bill or law could change tomorrow and I don't want parents or guardians to be
misconstrued by this resolution. It is in there now, but um I hope it doesn't change because no child um all children deserve a
free and education regardless of their immigration status where they were born. And I just think it unfair for our kids to be scared to come to school and their
parents to be scared to work uh because of ICE and what the current president is doing. Board member Otai, I have a question. Yes. Um a while back when all this first
started, general counsel had us a letter. Is this part of that? I mean, does this He had a letter general counsel sent to our parents about how we would excuse me, how we would support our children. Does this all come in
together with our with your res resolution? I'm sorry, my words got mixed up. So, as far as the premises of of what that letter was, the language is not necessarily in here, but that was at the time with what um and maybe we can
let um him answer that question. Uh general counsel that question of what we could do at the time because it was also very new. So, this is just formulated based off of because even with his and now with this, it's ever changing. So, that that's my we'll let him answer that
question. Uh thank you board members. So the first of all the resolution actually references the guidance that was provided by the office of general counsel and it was not only the principles but we also provided guidance to teachers and parents uh around what
the district would be doing um to support uh all of our our our families. Uh so that is incorporated by reference in the resolution I think in the I don't know the second or third be it further resolved. Um so to that
extent uh yeah yes madam chair it is in it is incorporated and it does uh reference the efforts the district has taken to provide guidance in that respect. Yes the language is in the resolution. I just got confirmation. So any more questions?
I think to um Chair Love's point, she wants to um general counsel, maybe this is to you, to just say something to the effect that and we will continue to abide by and uphold the
laws of the constit the the state and um the federal laws and the constitution, something to that effect. Does that work? Yeah. If the law passed next week, we have to
follow the law. Yes, ma'am. Are there any other questions or comments regarding this? So, to be clear, this stands or this stands as it is. Yep. Okay. Do anyone else want to sign on to it? I already said I would sign
on. All right. I did ask a clarifying question to um Miss Stewart because there was state legislation saying that got put on hold and they were waiting for federal guidance that there was an attempt to remove elected officials who
do something like this. Um and they held that. Um I'd like to sign on to this. I think making our students feel safe is the the minimum that we do. So, I appreciate my colleagues for bringing this forward. Board member Murphy, this was you and
uh board member Otay and Porter. So, yes, please add my name to this to to your point um Commissioner uh they did put a hold on it, but I also heard that they're still working on on something else to throw it back out. So,
we should be ready if they do. Well, they're No, I won't say it. Don't do it. Say it. Say it. Say it. Say it. I think they're gonna do what they want to do with our seats. And if protecting kids is how they take it,
I'll take them. So, I this is the right thing to do. It's the right thing to do. Um, in in all seriousness, I hope that they put that on hold because they did think better of that. And so if I presume positive intentions,
um we are we are doing our um we're doing our job by protecting students. Yep. Um so this is a good thing. Awesome. Anyone else? So everyone wants
to sign on here. I think everybody signed. Yep. Awesome. Would the audience like to sign? All right. I appreciate that. Thank you for bringing this. Um board members Otay Porter and Murphy. Um absolutely. This
is the right thing to right thing in the right way for the right reasons. um our number one job is about protecting our students and making sure and part of protecting our students is make sure that we're also um making it clear that our places um we're going to follow the
law and our places are open to them and they are safe in our places um of of education. So with that, let's move on to 2.03 policy calendar. Miss Stewart, I just want to say thank you to
Miss Stewart and her staff for this lovely visual depiction. Thank you. Um, so before you, you have a proposed policy calendar and we just provided some fast facts around the number of policies that we have in our
current policy manual. As of April 2025, well, actually, as of today, we have 207 policies. um and 81 admin rules and regulations and we also have a total number of four plans or protocols. Those
protocols are three of the protocols are um around grading and the other plan is specific to um like retention um document retention. And last month we
were asked about the process that we use for drafting and revising policy. So we just provided a graphic depiction of the process that we use. And on page two of the document, it begins the proposed
policy calendar. So for May, you will see the policies that will be before you this month. We are skipping the month of June because we will be in the process of going through all of the past legislation um that came out of this particular session to determine which
items will need a policy revision. So we will not be bringing any policies before you in the month of June. We also have proposed policies for July, August, and September. And these items are based on the information that
was provided during the policy um retreat that we conducted over the past few months with the board. Any questions or concerns? I do have a um question. Could you take a look at this and um think about where
you would put policy um 002 the real estate policy particularly since we're going to have the um committee that we're going to put together around facilities and that may manifest into some policy changes also given that we talked about how we want to think about
donations okay around so if we could incorporate that into the policy c calendar as well the other thing is that I would I don't see proposed new policies on here. So for instance, the student board member policy, there were
a couple that we were were we brought that. So could you think about that in in Absolutely. those and if you notice on the policy calendar we say subject to modification. So, at any month, we will
be able to modify based on um the rate of speed that we're able to go through the bills that were passed and enacted. We're waiting on those public chapters to come out before we present any new policies that will be coming forth. And
I know the one about the student um board member is based on the new state law. So, they did pass that one. They passed it. Okay. And so that makes it a requirement now, right? Yes. Okay. All right. Any questions around the policy calendar? If you need some
more time to go through it, please take time to go through it and send us send um send me and and um Chair Love and Miss Stewart any questions or suggestions around revisions, please. All right. Policy proposed
policy revisions update. Okay. So for this month we have six policies that we are proposing um revisions to. The first policy is policy 20006 purchasing authority is based on
statutory um requirements and it the revisions start on red page nine. So, if you can go to red page nine. In in addition to the exceptions to competitive bidding currently outlined in policy
20006, proposed revisions align with current law allowing for the purchase of goods, supplies, services, equipment, and construction through a coop through a cooperative purchasing agreement as well as having the ability to purchase gasoline in bulk without competitive
bidding requirements. Also on page six of this document, we are also proposing language to exempt engagement of outside council for district legal matters from board approval requirements. In these cases, the general counsel will notify
the board if legal fees exceed $100,000 on any individual matter. Any questions or concerns? The next item 30001 multi-hazard emergency planning beginning on red page
nine. Proposed language will add definitions for armed intruder incident command and emergency bill drills as required by law. If you go to red page 10, proposed language will mandate the
district to create and adopt a district-wide school safety plan in building level school safety plans addressing crisis intervention, emergency response, and emergency management. Also on this page, we have proposed language that will address the
state requirement that all exterior school doors remain locked unless students are moving between buildings during the exchange of class. If you flip over to red page 11, the proposed language addresses the state requirement
for school districts to rehearse for eth athletic emergencies. Do I have a question? Um, how will the employees uh receive communication if this policy communication about the
policy? Was that was that your question? Yeah. Okay. So, what we do once um the policy goes through all of the approval processes and it's approved by the board, we disseminate that information out to all of our senior leaders and the
individuals who work in those departments who helped us draft the language for the policies. We also provide information to communication and they put it into um leaderboard. So it's disseminated
through leaderboard. Um the same question and we also attend the principal meeting. So we do have conversations with the principles about any updates to our policy manual. How will the students be notified?
We haven't been able to drill it down to students as of yet because I'm in schools weekly and um back then I haven't seen it um issues now but back then students were leaving
the door pl open for another student. that is dangerous and I want to make sure students and employees are clear on the policy. Yes, ma'am.
Okay. So also um in this same policy which is 30001 multi-hazard emergency planning um just as a point of information on page 14 item number A we have language in there that will require
the district to adhere to any additional fire drill requirements established by the local fire marshall. We were actually cited last year for not conducting um fire drills every 30 calendar days. The law specifically
states that school districts are required to conduct a fire drill every 30 school days, but because the local fire marshals can impose a greater um um number of fire drills, we ended up being
cited. But we did lobby this year successfully to um receive some type of clarification. And um the new law says that we are only to conduct those fire drills every calendar days and that the local authorities cannot set any
standard that's higher than the law. So, the language that's in the draft will be coming out that's specific to the fire drills um and the local fire marshals that's on page 14. Any additional questions on this
particular item, the next item 4004, French benefits. Um, beginning on red, page 17, we've included language clarifying that an application for healthc care coverage may be made within
30 days of a qualifying event. We've also included a provision for those employees who were laid off during the 2024 rift and sub and who are subsequently rehired by the district to have their prior years of service with
the district recognized as continuous and as if no break in service occurred due to the rift the eligibility for continued participation in the district's group health and insurance program. In the policy, we say that at
retirement, in order for an individual to be able to maintain their health insurance um that's provided by the district, you have to work 15 consecutive years in order to be eligible. Those individuals who were
rifted, they could have worked 25, 26, 27 years, but because of the rift, if they come back to the district, they would have to start over in order to have 15 consecutive years of service. So, this language was put in place just
as a protection for those individuals again who were rifted during the 24 um school year and who subsequently returned to the district. Any questions or concerns? And we discussed this one in detail um
during our policy retreat as well. The next item is 4031 substitute teachers um additional statutory requirements proposed revisions align the align the policy with current law and it states that individuals seeking a
substitute teacher position must complete an application. It outlines teacher lensure requirements for substitute teachers and compliance with state law. It requires that substitute teachers employed directly by the district be compensated at a same at a
rate of pay established by the superintendent in alignment with a board approved budget. Um, however, the rate of compensation for retired teachers serving as substitute teachers shall comply with the requirements set forth by state law. It also outlines
orientation and training requirements for substitute teachers. Any questions or concerns? Can we add um policy to the training? Can we call it out in some
kind of way they exposed to district policies? Yes, we can add that language before we bring it back before the board as well. And I think um you also mentioned to me previously that you wanted information
around here in the policy about um our substitute teachers being held to the same standards like ethical standards as other employees. Yes, ma'am. Thank you. Okay. So, we can add that language before we bring it back before the
board. The last item is 5018, adult high schools and night schools. Beginning on red, page 27, proposed revisions, align the policy with current law, revising terminology for high school equivalence diploma program. Um, ASAP and general
education diploma program, the GED to high school equivalency credential approved by the state board of education. So they simply the the new state law will no longer use certain terms and they're replacing those terms with high school
equivalency credential approved by the state board of education. In the rules and regulations as a point of information we revised the eligibility eligibility age to attend high school from 18 to 17 years of age.
The last item is 6049, assignment of students to classes. Um, on page 31, we've included statutory language and the proposed revisions to line the policy with current law establishing the
average and maximum CTA CTE class sizes for grades 6 through 8 at 30 and 35, respectively. Any questions or concerns? Um, why did you uh lower the age?
I'm sorry, I can't hear you. Why did you lower the age on which one? From 6040 from the law 17. That's current that's the way the law is written now. So that everything that we covered today is based on state statute
except for the provision around um the riff with your fringe benefits. Um say there was a child born in October who um their birthday is in
October and they're a 12th grader. Would they be allowed to go to school? They should still be allowed to go to school, but there's a provision in the law also, and someone maybe from legal can speak to this better, but there is a provision in the law that will that will allow an
18year-old to continue in school. There there's so compulsory school attendance from age 6 to 17. When we talk about our adult high school and really just regular uh attendance,
there's nothing that would preclude someone 25 years old registering in a regular school. However, we've established our adult high schools and centers so that it would be the most
appropriate setting for a young person or even a older person versus uh being in a regular uh traditional school. And with the 17 year old, I believe um and we can make sure that what I'm saying is correct, but I
believe that it would require parental consent for that 17 year old to be able to attend an adult school. Right. And to be released from school compulsory, correct? Right. My fellow board members, anyone else have any
questions? All right. Just FYI, most of these are statutory. The only one that is something that the administration is bringing is French benefits. So if you have any questions, please let them know between now and board work session and we can have those questions answered
during board work session. So any other questions? All right. Thank you, Miss Stewart. And with um I believe that is the end of the policy committee. Thank you. We're journed. We'll move to
our audit, budget, finance committee meeting. Ready? Well, member Huitt Garcia Thank you, Chair Coleman. Uh, we'll call to order the autobudget finance committee. We're going to start with an
update. Uh, uh, did you want to start with the budget amendment, Chief Langston? I I'll start with whatever me start. U did you have a prepared update outside of the budget amendment?
Okay, we can we can go ahead and start with the update. I think one of the questions I'd like outside of our general budget is do we have an update on federal funds. Thanks. It's the It's the next deck. I'm sorry. The It should be another second presentation. This is the
budget amendment. I think she wants to go to the 2.01. All right, I'll dive right in. So, um, you can keep going. You can go past these pretty faces. Yep. You stop right there. Um so board members quick update of getting a
road to uh getting an approved budget. Um as you can see these dates are dwindling down. So as mentioned before on May 14th we're going to present uh the budget to the county commissioners board members. You should have received last month a proposed
budget book. So, um, and with all of the updates of where we are now, today, I'm going to bridge us a little bit, um, from what you have seen before and kind of up talk about what the bridge is. And then if we if and when we talk to the county commission on next week, if they
are still in line to approve the budget on the 2nd, we we'll need to possibly adopt our budget on May the 27th of this month. Next slide. So board members, um before you is the all funds budget. Um as you can see
before we were at 1.8 billion, now we're at 1.982 101514. And I'll bridge you quickly uh what the updates are. Next slide. So here's the update to the all funds budget. Um we were at 1 one bill
857,650,751. Now we're at 1 bill982,11,514. And here's the updates to um what has happened. First, starting with the teacher bonus and district supplement. So board members, you have approved a resolution to do teacher supplements. That money is going to come
from the state. So we've essentially put that in the budget um now that you've approved that resolution for us to receive those funding from the state. Um next is summer learning academy. So that $11 million was in the pre previously in
the um estimated budget. Now that application is out before us on e plan. We're actively um doing application for our SLA program. That um amount is 11.2 million. Also is some fund balance
recommendations in there here as well. Uh outdoor play areas. One uh specifically is IDA while this is about $2.2 2 uh million. Um we talked a little bit about the facility trucks. Um now um
um um putting them um in the fund balance is about $1.5 million. We talk about judgments. So um judgments um we're estimated about $1.5 million in our fund balance. If we use it, um it'll be there, but if we don't, it'll fall
back to fund balance. Um Dr. Dr. Richmond alluded to bridge camps um in his uh plan last um last week. One of the things we want to do is provide bridge camps um for our schools where we have um our students who are actively
going from prek to kindergarten, if you're going to fifth to sixth grade, as well as if you're transitioning from middle school to high school. This will be opportunities for our schools to work with those students and transition them into their new um grade levels. uh capital uh request. I'll talk about this
in a minute. It's about $94 million. Um um this is essentially um what we're asking for. Um with the request, that's an increase. Um we've also tred up our fund 7 capital um budget. That's a $7.8
million. That's projects that we'll carry over from this year to next year. We have done a reduction of $5.9 million in our fund a grant. That's our in innovative schools model grants. We're we're projected to spend more of of that
grant than we previously did before. So we're doing a true up there. And then finally finally we're trueing up our um printing warehouse and ASD redu um internal service fund. So that total change is about $124 million. Next
slide. So here's a fund balance assignment uh what it looks like. Um previously we showed this calculation before. right now. Um, board member Hugh Garcia, you just mentioned where we are in terms of the federal funds and ESA projects. Right now, we're actively um
submitted uh a new request to receive that those funds back. Um, right now I'm just being as a finance officer kind of um conservative, if you will, and assuming um that we would have to use our fund balance and if we had to um and
conjunction with some of the things that we alluded to before, this is where it would leave us at about 17%. Um again, we have a healthy fund balance. Um but um if at all possible, we'd like to get that approved, but we won't know until around May the 19th, whether that's been
approved that we submitted. So, just to be clear, the only federal funds that we're currently unsure of whether we will retain is that 56.7 million. Yes, ma'am. At this moment, um is the $56.7 million. One other that I'll allude to
and we're still waiting on um and we heard that maybe we'll know in the next two weeks is our Head Start grant. So the Head Start grant is about $29.5 million. Um again, we received word last week that they expect to render a decision in the next two weeks on the
Head Start grant. How in the event that we don't get Head Start funding, how will we manage those classrooms that are in Memphis Shelby County Schools? And what will that mean for working with a partner if they do
get it locally or will it mean a a savings? Do you know what the budget implications are? Uh I'll speak to the the funding of it. Um again, usually of the $29.5 million, we spend roughly about 23 of it and carry
over about $6 million. So with our staffing level for teachers assistance, um um your uh family engagement specialist, um supplies, equipments, and then your other contracts with your uh contracted partners. Again, we spent
about $23.5 million over that $29 million. I'll turn it over to Dr. TSON to talk about what it would look like if we possibly don't get it. Thank you, Mr. Langston. Um, basically we've been talking about we'll still have funding from first eight, our VPK, and our fund
one. So, we're talking about still funding probably a little over 3,700 seats across our district. Um, but again, we're still waiting with the two weeks. Um, we did receive the letter as Mr. Langston mentioned and we're very hopeful.
So while we'll retain 3,700, how many? 30 how? 3,600. We currently are serving 5,200 seats right now. So we'll lose about what? What is that? 12 15,200. Yes, ma'am. 1,600 seats potentially.
Okay. Is there That's if we do not receive any funding federally, but we're hoping we're going to get something. Okay. So, I I'm gonna say again, and I don't like to be the naysayer, but I also like to not sit here and say put our head in the sand and say, "Oh, we thought we were going
to get it, but we didn't." So, yeah. So, we would lose potentially 1,600 seats for prek. Correct. That That's the question I'm asking. And what what's our plan if we do? Yeah. Well, yeah. What's our plan? Can we is there a
way to subsidize that or we just have to say we are down 1,600 seats? So currently essentially those 1600 students will go if if at all possible somebody will be serving if it's Shelby
County for those seats. So those seats would just go over to who would receive the grant. So from Yeah. Whoever receives the grant are they? So I'm I'm asking that this volatile administration they're going to
continue to fund Head Start. So as a so again what we've heard is that there'll be a rendering of of a decision around Head Start period. Head start period. So right now they haven't said that they head will be something that will be cut at this moment. We hadn't heard. The
only thing that's up for consideration, there's been a lot of things floating around and trust me, we're keeping it all in the back of our heads. For instance, our largest one is Dr. Rich and I talk about it every other day about nutrition. If they didn't fund that, we're talking about 70 anywhere
between 70 to 90 million. Um, but they hadn't said that yet. The only thing that's right now that's at play is our air dollars that we're working extremely hard to obviously um retain back. But right now we've we're operating conservatively but
um it's the expectation that somebody in Sherby County will be awarded the Headstar fund. So that's my question. So my there's it's two parts. So there's a possibility that that Head Start will be funded but it won't be us who who get it won't we won't get it or there's a possibility that Head Start won't be
funded at all. I think everything is on the table and that's and that's what I wanted to to have clarity around. Right. I think everything is on the table. One of the other things um that has happened um is that recently also um it was
approved to kind of do universal prek with some funding around that as well. So I think that'll assist I'm hopeful that it'll be on top of whatever the Head Start money is so we can continue to get more students to be
be able to take advantage of Head Start. But right now, unfortunately, I wish I knew the answer, but right now, all the things are are under consideration. There's a chance that we won't we'll get an email just like we got on the 28th and they turn everything off or there's
a chance it'll be funded. Thank you. Next slide. Let's talk about um investments. And most of these um you guys have seen before, but I wanted to bucket it into um um go to the next slide for me. I wanted to buck it into
what we talked about last week. So, Dr. Richmond alluded to the five A's and how um we are um kind of aligning to our strategy for the district. Here's how our investments kind of line up to those five A's. Um and you um so when we talk
about academics again what we want to do is talk invest in ACT supports um you saw um tonight we brought classroom vacancy support for proximity um device refresh want to do a device refresh for the remaining of high school. We talked
about districtwide formative assessment. We expect to bring that to you in June to select a vendor to do our district-wide form of assessment for um academics. Um as we go into regions for the district, we want to uh allow principal coaches to assist with our
coaches. Um we talked about uh specialized educational assistants going from um 468 to now 701 specialized educational assistance for next year. Um last month we brought forth a science tech textbook adoption. That's $10
million here. And then with our rising um English language learner population, um we need two new multilingual teachers. Then moving on to attendance, um we want to promote our schools and advertise our schools. One of the things you guys asked of us is to put um
pictures and things of that nature into schools. We're actively moving forward with that as well. Um we want to continue That's right, Miss Murphy. Do what we told. Um we're we'll continue to um fund the 76 attendance leaison because yes
ma'am I'm sorry uh we'll continue to to uh fund the 76 attendance leaison liaison at $4.4 million. Then when you get into our attitude, um I'm going to sound like an educator here where we look, we talked about our multi-tered uh
support systems and vetting our RTI square B specialist um to help with behavior plans. So that's $3 million for our RTI square B specialists. We'll continue to fund our reset room assist uh assistance at $2.5 million. And one of the things that you'll continue to
hear us see um is that we're going to re um implement a curriculum for our students. um to be able to be supported there. Then we talk about the arts. Again, we're going to continue to fund Discovery Memphis. And then we want to um have a um a heavy focus on music and
arts. Uh this year, you saw us bring in instruments to the tune of $7 million. We want to continue to um um have our schools to be able to offer um enrichment opportunities for our students. So that $18 million isn't a full-on investment, new investment, but
it's some additional funding so we can ensure that every school, particularly our middlegrades, are offering some sort of music and art for our students. And then nextly, athletics. Uh we talk about athletic upgrades uh with our 13 stadiums. And then as I alluded to before, some of our outdoor play areas.
We want to be able to have our students to be able to move um and do things um that align to uh athletics, but uh ties to social emotional learning. Next slide. And then um uh finally, we want to talk about um uh attracting and
attaining talent. Uh we want to put it out there. Um we're looking to um do investments in um strategic compensation. So carrying over years two and three of certain um salary schedules that we have before us. Um we also um
mentioned about adding uh 40 new mobile security officers. So, what we know now is that um in our elementary uh schools, we know need more support for security. Um we need about 80 um security officers to get us to a onetoone model, but right
now with this investment, we're uh getting us half the way there. So, we're saying 40 for this year and possibly looking at more from next year. Um and then lastly, when you look at um um architecture for new capital projects, we're looking at $94 million. And that school safety number is where we're
aligning some of our um most needed campuses that are not closed off to the public doing uh security fencing for those C uh campuses. Next slide. So student devices. So board members, we wanted to bring um three approaches as we look at student
devices. No decisions have been made. We just wanted to think about three opportunities as we talk about um moving forward with onetoone devices. First, um, as I, as is alluded in this presentation, you have us purchasing laptops for about $10.5 million, and we
want to cap it at $10.5 million every year, no matter the grade band. Um, and if we buy it, the first option is we buy, we own it, we tag it. Um, and then we assure um that we get it into the hands of the students. Next one is leasing devices. So, board members, you
asked us to look at a possibility of leasing devices. So leasing devices for um the the full grade band would cost us about $43 million. And you see some pros and cons with all of the options here. And then lastly is kind of an innovative
approach around doing virtual desktops and looking at low cost devices. Um it's about $1.3 million um there and then the first year would cost us about $15.6 million of an imp implementation year.
So I Yes, ma'am. McKini. Yeah, I have several questions. Um, purchase laptops 10.5 U cap. That means that what does that mean in terms of all students having onetoone devices? Great
question. So, right now what we know is that our elementary grade band, we're on um those we have enough devices to serve our elementary grade band. our middle school grade band as well. We just redid those laptops two years ago. So, we still have enough devices for our middle
grades bands. In high school, um we did 10,000 devices. This current year, this 10.5 will give us the other 15,000 devices. Those high school students have had those devices since the on onset of COVID. A lot of those devices are now out of warranty. And those are the
students who are doing your dual enrollment and things of that nature. So this $10.5 million will get you to additional 15,000 devices and then uh we will start looking at the other grade bands now that high school will be taken care of if we purchase it on a year-to-year year basis like that. But
wanting to kind of keep it in a budget number of about a $10.5 million cap. So what I think I hear you is that we gradually will get to one cuz at this we have one to one if we're Yes, ma'am. We're already at one to one, but again, all of our students currently now have a
device. Um, but what we know is, ma'am, are they user? Are they useful? Can they I mean, old and Yes, ma'am. So, again, like um our neediest ones were high school students this year. 10,000 got them enough to be to be tested and things of that nature. What we know is
that the other 15,000, they're using them, but they're out of warranty. So if it breaks anything like that, it's not salvageable. So if we replace those 15,000, we full feel fully um assured that 15,000 15,000. We got a roughly
about 23,000 high school students, we have about $2,000, I mean 2,000 or so um in the warehouse in case any break and we need to uh re um send some out to students. But we feel fully with this purchase that every student would have a
laptop for next year and then we would talk about making a purchase every year as the other ones uh um use this use for life up and my my point about one to one was students can take them home. That was what I wanted to clarify. Yeah.
See that? Yeah. And that was my point of the leasing because the push back when I asked about one to one was letting students take them home and then I was told, "Oh, that's so expensive. They can't take them home because they destroy them, which I have yet to see
any documentation that supports that. Um, so so that it's ineffective in terms of cost effectiveness or it's ineffective costwise." So that's I I saw something, but it was like a 1% it something like
1% of them of the I think 90,000 devices that were out there, 3,000 came back or didn't come back, something like that. So there's a couple things that happened. So with our aerosol dollars, well, we we had a a department that was
called virtual education logistics department that oversaw devices. Now it sits with it. with those devices we were able to in the COVID years be able to utilize a lot of federal fundings being one um also we had um -ray funding to be
able to um use devices specifically for students we had we bought initially we bought 95,000 devices for $44 million that was at the onset of COVID then we got additional federal funds and we were able to buy roughly another 25,000
devices which was essentially for elementary and middle school. So we've essentially bought um in a neighborhood of over close to 130,000 devices over the past 3 to four years. Um so when
what has happened is that when devices have been either lost and lost, stolen or broke, we had um devices in the warehouse that we could give an opportunity for students to get another one. Those days are gone because those federal funds are gone. And now you see
where you know if a student lose a device, we truly need to um uh replace the device. Now if it's broken broke or if it's broken, we have warranties as such that we can fix them. But if a device grows legs and walk away, we'll
truly need to replace it. So it there's a shift in mindset we have to make as board members when we're talking about we're talking about we want to have our students be ready for you know 21st century and beyond. And so we have to give them those tools and those resources to do that. So when we confine
them to being able to use those tools in a seven-hour day, that's problematic because we're not we're not putting, you know, actions our actions are not our words and our actions are not aligned. So I appreciate you looking at the lease
devices. Thank you. Yes, ma'am. Because the the idea was to think about if that's the issue because that's what the solve I was trying to help us think about if we're concerned about replacement. If we lease them, then all we're, you know, it's like our phone.
You lease it, you break it, you pay the insurance, and you get another phone back. And so, um, I'm really curious about this virtual desk. What is it? Desktop. Virtual what is it called? Virtual desktop. Yes. Um, could you
explain some more about that? Does that sort of do what we're trying to what I'm I'm suggesting here that they have access it's essentially um while I oversee IT I'm going to pass it over to my IT partner to to u talk a little bit more in depth on that
there. Yeah. Um the uh BDI uh session uh that we proposed would uh allow us to do like a hybrid model. So the devices we have BYOD devices any any type of computer would be able to allow um the
students to connect to these and still get the same resources because some of the uh problems we have right now are also devices that don't support or not spec high enough to do things like AutoCAD or um other STEM programs. So
that would allow us to solve multiple issues. Um, currently Ortito is talking, we don't have warranty on any of the devices that we bought during CO. So just trying to find, you know, other
alternatives, but there's a, you know, um, planning, testing, trying to, uh, prove it out that we're looking at trying to do. We had a a proposal that we're bringing to uh Tito uh to allow us
to do a a um a pilot scenario with it. You know, another thing to I do appreciate, you know, just trying to be innovative as well. And I was I'm going say cuz I keep saying I think just the devices themselves are are overpriced, overly priced. So I do think we just go
out versus the HPs versus the Dells. I know it come down to a processor problem, but because of a lot of at least we can pallet for our elementary students like you're doing that we can pallet um like like we're saying this particular HB HP versus this particular Dale because all our applications are
web based now. It's not it's not a lot of stuff that's going through the server. We can um potentially cut down the cost and Davidson County and the other county in Nashville are using these particular Dell devices as well. And um I'm thinking if it's working good for them, it can work. So take them home is nothing. I do I do
think there's some documentation out there that uh that the district does have for us like um when like like how much the parents pay when the device gets stolen or just having to end up at the pawn shop or something. Yeah.
So so Bman McKenna I'll I'll take that on to give you some more data. That's that data. It's more way more than 3,000. Uh I understand. I got you. Uh it's way more than 3,000 that's lost and stolen. What the other caveat I give is
that again during the co years with us having those federal dollars, we with the new shipping of of of funding, it was specifically allowed us to replace devices. So, where our students in a district where we're 65% direct certified um and parents couldn't
couldn't afford cuz we were charging $75 to replace devices, but a lot of our families can't afford the $75, but at that time again, we had u devices kind of stockpiled where we knew it was going to happen and we could replace it. We're
no longer at that m moment now. And we could continue to charge $75, but then you run into a mode dial, you run into a mode of like a textbook. So when a student um loses a textbook um or they lose a device,
then if the parents don't pay the $75, we'd either have to either have to choose that we as a district replace the device or then does a student go without a device and then we truly don't become a oneonone district. Yes, ma'am.
That's fair. Yes, ma'am. That's fair. Miss Morvin, um I have a question. Um magnetic books for the K uh kindergarten and second grade. Are we using those this
year? Foundation. I'm I'mma phone in my academic team members for that. I'm phone a friend. Dr. Maples, do you know anything about Magnet? She she mentioned magnetic. I I think Dr. Stanford or Dr. Tangston. All
Dr. Stanford or Dr. Tangston. Turn this on here. Yes. Um it's it's something that is used in our primary the kindergarten through 2 grade. So they're really wanting that. And again, some schools can purchase it, but right now our funding is with the
textbooks, but schools have access to purchase magnetic um resources because it's a supplemental material is what it is. I probably should know that. I'm a first grade parent, but I didn't know that one. Is it beneficial to the
district for us to purchase it? Yeah. Do we have the call? So, board member, what I hear you asking is that if parents are asking for it, if enough of them are asking for it, is it beneficial for us as a district to offer it to them other than them purchase it?
Is that what you're asking? Um, yes. Okay. I think, um, is it beneficial to us to purchase it for all schools? Yes, ma'am. Instead of the schools having to purchase it by themselves. Absolutely. I
think we can we can we can get the data for you and we can we can bring it back to work session if if if it fits you. If we were to purchase for the entire district, it'd be um around a $1 million price tag for K2. Is it
beneficial for us to purchase it uh at the board level instead of having each school purchase it by themselves because all schools don't have the same amount of money. What what we probably need to do is to look at it
school by school to see how much is being purchased at to see if it would be more fiscally responsible for us to purchase it district-wide. We'll we'll get that data for devices. Why is leasing so expensive? I thought I was reading it
incorrectly when I first saw the chart, but like you said that was for one grade band. Yeah. Well, this $43 million would actually So, if you going if we lease devices, we would have to start doing it for the entire um you would have to get on a cycle and do it for the entire
subset of your 80,000 students. Got it. Um right now again $10 and a half million dollars that we purchase with what we want to limit the cap to every year. But if you're going to lease devices, you would lease it for the entire district um where you can take advantage of uh more opportunity to
reduce your No, ma'am. That's that's all 80,000 students that's in the traditional schools. So, so would leasing protect us from lost, stolen, or you know, devices that couldn't be
repaired? No, ma'am. So, again, we would you would still have some sort of fee if you were to just like your u I think board McKenna alluded to a phone. If I lost my phone today, I would still have to pay a deductible to receive it back.
I think the knowing the true loss I think even if it is 10% I'm inclined to purchase laptops but I I get the feeling that are we not saying the number out loud or do if I'm I'm because I'm just
completely transparent that that whole department was um abolished um and the data wasn't readily available. Um, so we've been trying to figure out the data. Even the former leader who led the department, I tried to get her
information. She couldn't get it. So, what about the prior year? I mean, all of it all of it was related to the team that that kind of ran the But the data doesn't they didn't take the data with them.
Yeah. Well, no, they didn't take it with them, but it's it would it would have been it was taken from them. it was taken from them. The that department when it was abolished everything that's that's clear to me. But when you eliminate a position, the the work product should stay within
Memphis Shelby County Schools. You where they didn't they didn't leave a tracker, a Google sheet. I'm not packing like so I so I specifically remember some of the the numbers and and I'll never throw a number out that I
don't know accurately, but I know it's well over $3,000. 3,000 devices lost. Um, I think I got a couple other options to kind of look for the data. So, I want to bring you the accurate data to that that we last seen, but it's well over 3,000 devices that have been lost or
broken. I'm sorry. We also have digital device managers in schools. We could also just request how many of them are being like they know their schools best, right? Don't we have a digital device ambassador in schools? They get a stipen
to do that. We do. Okay, we do um and we can try that as well. Um but uh they change year to year as well. So um we'd have to track down who was I mean it's it's May though, so we've got two weeks left of school. So whatever they've lost this year, whoever's in the position
right now should have pretty close to I'll do everything and within my power to bring you a accurate number um by work session. Well, I'm just inclined to support because laptops be and the ability to take them home and we have to
understand is this really an act of $5 million that we have to replace every year. We just need to know what the real budget implication is and then work to if does it mean where it would actually be cheaper to hire two or three device ambassadors throughout the
district to help reduce those costs, right? like got to know what the offset is. But I think educating having a K through 12 education system where we don't teach students um to be masters of computers is a
failure. So to to don't want to belabor but I want to understand. Um so what I was thinking when we have some next door neighbors I think it's Bartlett. So, Barley, what there's some
next door neighbors that lease and what they do is they lease and they have onetoone devices for their their students. Instead of their schools having to pay for laptop carts out of their budget, what the schools do
instead is out of their budget, they pay for the insurance. So that then that that actually is probably I don't know, you would have to look at it. Is that less expensive? Cuz my understanding is these
lap these laptop carts are $25,000 a cart, right? Yes, ma'am. The only thing I the context I give on that is that when schools are doing laptop carts, they're essentially doing it from their title one dollars, right? We couldn't use those federal funds to do insurance
specifically in that in that role. But um I promise you I'm hearing all your ideas, but I just want to get that context. Yeah. Oh, I appreciate No, I appreciate the dialogue. I'm learning. And so the next piece that I So then what happens is that takes that burden
off because we are a high economically dis disadvantaged district. So that takes that economic burden off those families. It also allows us to make sure that we're we're letting students have access to their work during, you know,
off when they're not in the school building and they're able to do what they need, what we're asking them to do, particularly if we're going to be more innovative about externships and and that sort of thing. Um, so I'm I really appreciate this. I'm still not understanding the virtual thing. Um, is
that where you link into your your home? I'm I'm sorry. I'm a I am a Yes, ma'am. Essentially, it's what it is. Um and then again, we wanted to provide at least three options. So, um that's an option as well. Um but I think for a better
understanding of this conversation, um I'm going to go and resurface some data. Um and I think if I can have it by workstation, I think it'll better help this conversation. Um this question is for uh Dr.
interim superintendent. Um I want to see every new position in the salaries and um
um I want to see a return on investment for the lieutenants lions. Um um the uh where is the behavior specialist? The behavior specialist that we're
referring to are going to be called all RTI squared B specialist versus behavior specialist. And how many do you have now? Um four. Did we get down to 40 or 30? Uh, current our allocation 60 now.
Right. Right. Our allocation is going to be 40 is what our allocation would be? Um, past tense or currently? How many do we have now on the roster now? Uh, we budgeted for 60,
but I think it had dwindled down to about how many, Dr. White Law? We got them down to about we have currently we have 51 that's in that's showing up that that are in positions now that are filled. We have 51 that's filled
currently and um explain that to me because crime is high and our students are not conflict resolution oriented.
Well, 40. The way we looked at 40 is as we start to organize the district around regions, we wanted the the most effective 40 um 10 in each region. That does not account for certain schools who
have their own behavior specialists. So, we have some schools who have their own through student-based budgeting. They have as many as five. So the 10 that we'll have in regions
will be deployed to schools who may not have their own behavior specialists. So what we're trying to do is to also be uh costefficient. We're trying to have a number that's sustainable and we're trying to have the
most effective individuals in these roles. Just because you have a lot of them doesn't necessarily equate into effectiveness. And so we'll have 10 in each region, but also certain schools are using uh both TISA as well as
student-based budgeting dollars or title one dollars to purchase their own behavior specialists, which again uh puts us in a situation where we're using similar nomenclature across the district and we run into issues when the
essential functions are not the same. And when we're not consistently hiring people who meet, again, as I shared at the board meeting, that meet minimum and maximum qualifications. So, we're trying to get our arm around that. And that's
why we're branding these as response to intervention uh squared behavior specialists versus calling them behavior specialists or behavior techs or behavior analysts. Because throughout the district, we have
little small cohorts of these individuals. And when you have little small cohorts of these individuals, it creates either salary disparities or from uh sight to sight, what they may be doing may look different and that causes
problems in a large organization like this. Um, I heard that the district um made behavior specialists to apply for their jobs again.
What we did is we reassessed and so uh I sent all board members an email communicating that we be reassessing both the people who were district level behavior specialists as well as individuals who were instructional
coaches. What happened last year this time is again when many people were let go, people were being hired that didn't meet the basic qualifications. I'm not talking about them. Okay? I'm talking
about the ones who was working for the district before Superintendent Fagens, before the former superintendent, right? Some of those individuals should not have been hired
in these roles. I don't want to go uh too in depth but remember there were there was a department Yeah. where there were some inequities. Yeah. In regards to hiring.
So you have several. That's why I'm saying it could be I'm saying past administrations. Yeah. Did it's not singular plural have an evaluation. They should have. Yes, they should have.
But I would have to know who that individual is to see if they had uh an evaluation uh across the board because everyone should have an if you're noninstructional you should have one a
lot of stuff right this past year correct and I want to make sure all employees are treated fairly agreed whether they been in the district or they just came to the district. Agree.
An evaluation is needed. Agree. Before anybody um is ex um exit from their job. Agreed. Agreed. Yeah. Agreed.
Because um the employees make the uh this district go round and we got to treat them fairly. Um, I ain't commenting on your part, but
um, I'm commenting on the employees part. They need somebody to speak up for them when they feel they are being violated or their boss didn't do what is required of them
and they um, have the short end of the stick. I totally agree. Uh did you want to add something, Dr. Witaw? Thank you, Superintendent Richmond. I want to add uh board member love just a couple
things. You're right that we went through a vetting process and through that vetting process, there were a couple things that we talked to the behavior specialists about. The one thing that we went back to was the job description. And inside of that job description, it talked about that you
had to have a degree. And then we talked in the meeting and explained that we were required a degree because we were changing the job to RT RTI uh B specialist RTI square B specialist. So what we wanted to do so first we were
being honest on that part to Dr. to Richmond's point, uh whether it was a year ago or two years ago, we have some employees that were hired and that did not even meet the basic
qualifications. So therefore, um going back, so when you talk about evals, I think that really even looking at the evals, if a person may have received just say a 2.5 or a 2.8,
eight, they were not even aligned to the job originally. So even if we pull the eval, which we still can do because I think it'll be essential to know how people, like you say, you want to see how they did, but I want to really just emphasize that many of the people that
were in the position did not have the initial qualifications. And I think for us, uh, again, checks and balances on our end. I think that we got to make sure that we follow it all the way through the process.
Um, it seems that the employees are being penalized for the district's missteps. Miss Miss Love because I I I kind of know how you think because it makes sense, but let me frame
it a little better if I can. So, we our goal as a district is student achievement. So, in order to do so, no disrespect to anybody. We want the best, most qualified people. I I get you, Miss Love. I promise you, I do. Talking about uh when Superintendent Fagan I
ain't talking about anybody. I'm talking about uh the former superintendent. I'm talking about all employees. I agree with you, but that's why to Well, I'll get right to the point. We want to support those employees to get them somewhere where they are qualified. So,
we're actively supporting those employees to get them somewhere where they are qualified and we want to get the most effective people in these positions. Just to allude to your point about we as a district, we have a for lack of better words behavior issue. So, in order to do that, we want the most
effective people who can do behavior plans for our students that have the most need. For employees that don't meet the minimum qualifications, we're tracking those employees. Again, we're going to invest in them and to get them into a role that possibly could train them back up to being a RTI 2B
specialist. We're not trying to throw them to the side because again, we know we've been through a lot over this past year and we do care about people, but we want to get them qualified and we'll be bringing um in the coming um weeks and months about what it looks like to even get our employees who don't have degrees
into a program where we where where they can get degrees. So, yes, we we spent uh we spent hours over the weekend thinking through people who have perhaps been in these roles and haven't been
supported and coached in a way for them to be effective. But that still doesn't entitle you to a role. Even the people who if you've been in a role two years and someone interviews you, you should
know the role well enough to be able to represent yourself to remain in the role if you meet the qualifications. If you do not meet the qualifications, what we've said is we're going to look at creating a new role
called behavior tech. and that person will provide them professional development. We'll help those individuals grow. We'll also work with an outside group to help those individuals get a degree. So if they
want to move back into the role of RTI square B specialist, we would have supported them through coaching and support and education and professional development for those individuals to be effective. The way I'm approaching this
work is I have eight months and in eight months I got to have the most effective people in these roles. If we don't have the most effective people in these roles and we're not driving academic
achievement, we're not going to hit the mark in order for us to continue to do this work. I my heart goes out to those people. My heart goes out to anybody who has failed an employee that they've
hired knowing that they do not meet the qualifications. And even though they did meet the qualifications, as a leader, they should have been pouring into those individuals so that they would get better. Many of the individuals who were in these roles prior to this year were
on soft money. So the other thing they should have been told is that your job is temporary because all of the behavior specialists except for 20 were hired on
ESSER dollars which meant you only had about a 24 to 36 month runway. But what ends up happening and again we know people are hurting. I'm I try to be as empathetic and
compassionate as I possibly can. We want to find some. We've have we're having job fairs. We have openings. We're going to find a place for those individuals. But the work around student behavior if you can't modify and regulate student
behavior. It's difficult for us to justify you're in this position when we're sending you to schools and principles are expecting these individuals to intervene and to support students with behavior issues and they can't. Then it's then it looks like us
people at central office who are selecting and deploying these people are not doing our job and doing the best job of selecting the most qualified and effective individuals. So again, we get it. Uh we've spent the whole weekend thinking of ways we can support these
individuals because we don't want anybody to be be without a job. And again, I think it's one person is one too many, but it's not a lot of people. If you look at the budget, we're not laying off anybody this year. We're not
even speaking of layoffs, but we are talking about having the most effective people in these roles because again, we want to do right by students. And I'm looking at I have a eight-month runway to do this work and to get it right.
Um I understand that. Um the feeder pattern work, where does it lie? the the feeder pattern work will be part of all of the academic planning. When we start talking about uh our network
leaders or what we'll call our regional superintendent, each one of them will have a feeder pattern. The feeder pattern will be made up of the elementary uh through high school in that particular geographic area. So, if you're using the Northwest
region, that's where Tresman is. So, whoever is the Northwest Regional Network leader or superintendent would be responsible for Lucy, Grand View Heights, and Tresin, unless they're priority schools. If they're priority
schools, there will probably be your CSI schools, your schools that's part of your zone. there'll probably be some shared responsibility with whoever is over the eyes who will be over those schools working closely with that regional superintendent.
Um the final question um can you make sure everyone who is a assistant superintendent behavior specialist knows their district?
That is important. Yeah. uh as we start to look at network leaders, regional superintendents, principal coaches, we know one of the most important things will be for that person to know that geographical area. But I think anybody
at this point who's uh at a senior level interfacing with schools, know this community well enough to be in that role. I'm holding you to it. Yes, ma'am. Where does the uh money come from? Uh the
field trips and the um visiting other schools that is going to be on the school level or the district level? Well, we have Discovery uh Memphis where schools can use monies for field trips, but many times schools if they're going
on a field trip, they'll work with their work. Um, let's just say for instance, Tresman wants to visit uh Woodstock uh middle school. Oh, okay. Going to come. I got you. For uh we can look at what
that looks like when we come to uh feeder patterns when we think about our bridge programs. So, we talked about let's say bridge to middle school. Maybe during the year if Grand View Heights or Georgian Hills wanted to visit Tresvent,
we could use our bus uh allocation for those students to do that. We did something similar in February, Dr. White Law, our CTE uh and me. What we did is that we had eighth graders to go and visit the CTE centers uh that were in
their geographical areas where they would be attending uh high school so that they could become familiar with the CTE program. Last question. She had last question for question. Um I want
to get the details about the art and music uh investment. Yes ma'am. So what we want to ensure is that every school students have access to music, art, and
PE. And we know in some instances over the past um roughly decade or so that may not have been um possible. So an example would be I'll just use ban. Uh, let's say a school
like Georgian Hills doesn't have band, but Tresvent has a band teacher. What we like to look at is if Georgian Hills can hire band teacher, the band teacher at Tresvent could become an itinerate teacher where he's going over to
Georgian Hills and helping to grow a program that feeds into Tresvent. Students shouldn't be touching an instrument for the first time in 9th grade. Uh the same thing with uh art ensuring that all our students have access to a art teacher even if that
teacher is itinerate. It's the same thing with having a librarian every student having access to the library and a librarian uh ensuring that students have access to those things. K12
uh through our K12 continuum in every school. And we know over the past few years that may not have been a reality for all of our students. Um Oh. Oh, is you first. Uh I just
wanted to say do Dr. Richmond, thank you so much for your comment. Um we have to recognize right now that this is not business as usual and sometimes we have to do things that we don't like. But if they are not in compliance, then we have
to do our do our jobs and say, "Hey, well, you don't qualify for this position." But we can put you here, you know, and you can work towards that. But when they come back and look at us and they see that we got everybody in place that knows their position, that's qualified for that position that makes us look good. It don't make us look good
if you put a a 12th grade graduate teaching a kindergarten class when they're not certified to teach a kindergarten class. So we have to learn now that we have to move in excellence in order to move this district to the next level or to be great because greatness grows here. We need to mean that greatness grows here by doing the
right things. And thank you so much. No, I didn't. You a um I have a quick question just these appear to be your big bets for the proposed adopted strategic investments, right? these um so given
that can we again I'm going to always be about setting up the the measurements the metrics and then the monitoring and evaluation so that when we come back around next year we can see the return on the investment or not so we can we can pivot with that said there were
strategic investments made in the last budget cycle at the end of the year I would like to request Dr. Richmond that you provide us with the same um data so that we can see you know cuz I know there's some that are making it over. I
think the attendance leazison are making it over. So we want to see what the ROI was from those strategic investments. Yes. As well. Um so that's the the one thing that um I wanted to just make sure
that we added to this. Yes ma'am. Again, as you look at several of these strategic investments are things that are really carryover that we want to first of all implement with fidelity, but we also want to take the approach
that um we were giving people grace. Uh I believe our budget is going to get even uh tighter. Uh Tito and I talk all the time about it. Uh, I want to be able to forecast and anticipate uh where
there's going to be challenges. I want to be careful about uh adding and trying to hold on to positions that I know are not sustainable long term. Uh, and I've told the team I want us to have conversations with people now letting
them know that this is a possible position that you may only have a one-year runway. So as you people can move into positions that are funded by formula, they're able to move into those positions. So we won't have to make
tough decisions around letting people go. But there are many things that are on here that I know are not sustainable. They're not sustainable and I just don't believe they're going to yield uh the results that we need. And in some
instances, some of the things are duplicative. And so we've got to take a long hard look at things that are duplicative uh or things that again are not going to make an immediate impact on student outcomes. And you're talking
about things from this year. Exactly. Exactly. And and and causes very little disruption. So that again my first goals were to stabilize the district and to provide continuity and
so that's what the team and I have tried to do with very little disruption. Dr. Richard, you talk about the athletic fields. Does that include the inside of our school buildings, the weight rooms and the locker rooms for our students?
No, ma'am. Um the athletic upgrades mainly are for uh lighting uh turf and or tracks. Uh like I look at Halley, we probably need to paint the bleachers at Halley so it'll be more aesthetically uh
pleasing. We can work with schools around uh weight rooms and things like that. We have many alumni who are wanting to come back and give things to schools like that. So through our partnership programs, we want to work with our alumni and others uh to be able
to do that. We have a a great deal of people who uh donate those things and also just through our capital uh planning and funds, there's ways to to paint and upgrade those things without them being part of this. This is really
to provide our students uh with the optimum experiences we can within our stadiums uh and the like and even our green spaces. When we we just recently had some upgrades to our stadiums where
painting cuz I was very shocked that painting was not even included in Melrose Stadium. So they they painted the stadium. I mean the bleachers the the bleachers. They did some painting after, but I'm just saying like Harley had a lot of
upgrades, but the painting was not a part of that. We I mean that's just something I figure we should look into as a package. Yes, ma'am. Yes, ma'am. When we do the the turf, normally we
would probably have to go outside and contract with somebody separate to do uh the painting. So when we were doing the turf field, we were just doing a b a a bid for the turf fields. But in some instances, we have gone back in particular because when I was out there
the other week for the city uh track meet, I noticed that it really looks nice out there, but it would look even better if we were able to paint uh the bleachers. Yes, ma'am. Thank you. Yes, ma'am. You No, ma'am. I'm I'm right on time
waiting for you. Um I'm I'll close us out with uh we we'll be going before the county next week to ask for some investments. One of the investments will be uh literacy mids south. Obviously they came on last week
um talk about uh hey tutor the program. Um, so what this what they alluded to is that they received a $6 million grant for over the course of the next I believe it's five years of um of about $1.5 million. What they're asking of us
is that is about $2.2 million from our annual budget to be able to support those schools. So, I think what we alluded to, and you can correct me if I'm wrong, board members, is that this is be this will be one of our requests from the county commission, but I wanted
to outline in detail kind of what uh literacy miss South is doing and then what the investment request details will get get them um as well. So, again, their investment is $1.5 million. They're getting a federal grant from the
state. It's essentially um a a carry for of a grant that was called um um what was it was called Tennessee All Corpse. It was a part of the uh initial ESER funding. This is um year two. This is year two of this uh grant. Again,
they're bringing $1.5 million to the table. They're requesting of us of $2.2 million to serve these students. So again, this will be one of our requests um from the county commission on next week. Any questions surrounding this?
Yeah. So, um I happened to read the grant for this and the grant said that they were going after philanthropic sources for the match. Last I realized we are not philanthropic.
our revenue generating. So I know that we have the the um what is that the SPL what is that the literacy partnership and we have a lot of philanthropic partners that come into that room um once a month. So, what is
their um have we sat down with them and asked them what their skin in the game is going to be for this if the county does not come up with this $2.2 million? Have we had that conversation
yet? Um we we've spoken with them. Uh one offer they made was to um pay for a project manager around uh literacy. Uh we did tell them that uh we would bring
this ask um before the board because like many of our other uh investments, this would be something that we would look at in tandem with you all as a board and then
we would discuss if it made sense uh and if we were able to see a return on the investment in regards to um the partnership. So that's my next question about the return on investment. I do recall getting a report on some init on
um when um Mr. O'Bryant was the head of literacy mids south that looked very very good but I want to make sure that we're comparing apples to apples and um not apples to airplanes. Right. So my question to to um you Dr. Richmond and
staff is what has what does the return on the investment look like? And when I look at this, is that 1,500 additional students or just 1500 students total? It's it's 1,500 students total, right, Bill? Am I
correct? Or Dr. Whitaw? Yes. 1500 students that are involved. Yes. in 18. So there's 18 schools and out of those 18 schools they've um interfaced with roughly 1500 students. So if this is a model I'm just get Yeah. So if this is a
model that we feel like is based on research and that it it does have um good returns. Is this something that um because it's not sustainable for us to keep doing $2.2 million over six years.
we just it's not sustainable. Um but more importantly if this is working then how are we how can we rethink this partnership and perhaps um utilize our existing resources maybe
sees that we have to be trained on that model right and then they can be we wouldn't we could be providing investment in terms of inind kind. So maybe when we pitch this to
the county, we're saying yes, we're providing inind giving them some of our employees to train on this model and then we're asking you to help um with continuing it
and maybe expanding it with additional dollars. Um, but I think um we may need to just think a little innovatively about this. But yes, I I read the grant and it did not say
that Memphis Shelby County Schools would provide this $2.2 million. So, I just want all of our partners, if they're listening out there in the world to help us figure that out, including coming down to the county commission um with us
to ask for the 2.2 2 billion. All right, next slide. I'mma I'mma come back to this slide. I'm going to do the la the last one and I'm going to come back to Google Excel. Can you go to the next slide? So, um so board members, our other requests around Dr. Richmond
alluded to we'll ask for about $35 million for um capital funding for specifically for deferred maintenance. you see $94 million here, but essentially we've already been promised a $59 million for new school construction in their five-year plan.
So, that um by all intents purposes should be um just rolled over and given to us. So, what we what we're prepared to ask for is right at $35 million from the county to do some um deferred maintenance projects and largely uh we want to start with our uh fire life
safety projects. So, our fire alarm replacements, intercoms, elevators, and then we want to look at our HVAC um replacing the HVAC and some of our schools with the highest FCI scores. Again, that gets us to $35 million. So,
the um I'm looking at this as a 30 close to $35 million ask because again, I'm that $59 million is essentially what is already in their current plan to fund us for the new high schools. Vice Chair Love
I just want to put on the radar Lucy is going to Millington in a matter of one year next year. Technically, we still 2027 2020. We technically have two years
left per the agreement for Lucy. Need to plan next year. Yes, ma'am. Absolutely. Always plan. Yes, ma'am. Do you have money set aside for that? When you say next year, you mean like next year as in FY26 or 20 the following
year? This year. Well, so one of the things that'll have to happen obviously when Lucy reverts back to Millington is we'll reszone the students to uh go back to their home schools. Is that what you're alluding to? Um, we need a
plan this year for whatever we're going to do. Yes, ma'am. Next year. Yes, ma'am. To be reflected in the budget. I don't want to wait till uh next year to have a plan. Yes, ma'am.
For my community. Parents deserve to know upfront where their students are going to. Yes, ma'am. Yeah. Yes, ma'am. And for me, I had the same type of um conversation with with with uh District 4 concerned in Germantown high schools.
Just the whole 3G. So, a lot of people out there is uncertain. They don't know if what schools going to be built, where the money is going, where the students and some of the teachers as well. So, it's the same concern. Just I just need some context around where we at with that whole situation out there. Yes. Uh
great question, Vice Chair, uh Love and Board Member Porter. Again, it's part of our facilities plan. We don't want to get ahead of the board. We want to move in tandem with you all. So, come I want
to say August 18th, uh, help me Michelle is the day that we have said that we'll start to backmap. But when August 18th gets here, we'd like to at least have a plan for us to move forward with doing
some of this rightsiz and work uh for the 20 uh 627 school year. Whereas this year will be a planning year if we're following policy where we have to have at least two community meetings around
either schools that we're closing, merging andor deciding uh to do some some reszoning so as to shift to other municipalities. Okay? But we want to do
that in tandem with you all following uh the resolution that was passed. Uh and so all of that's going to be coming, but we want to do it do it the right way. And you're going to have a meeting
with each individual board member before you Yes, ma'am. make public. Yes, ma'am. I have another question. Um, a principal told me today her school has been on the list for new windows 20
years. Can you can you tell me that principal offline? Yellow windows. He real. Yellow. Um, it's that one's going
The school has yellow windows. The kids can't see out them and um the principal just told me that they have been on the list 20 years.
And the window pop out, too. Yeah, they do. Yes, ma'am. We can talk offline about that school. Any other questions around capital? Well, I do since we throwing it out there. U principal of Baltimore Ridgeway is uh is requesting a new parking lot.
There's a lot of potholes and I think the same thing that Howland Oaks Elementary as well. So, I know I see a lot of havoc and um intercoms, but I just don't know where where we fall in their particular deferred money list. No, I Miss Stewart will answer in
regards to asphalt or paving. So, two things. One thing that facility condition assessment gave us back, if I put it in a spreadsheet form, it is 34,92 lines of data that talks about windows and paving and HVAC and all of
those things. And I can sort it by window and look at the, you know, top 15 schools. That's windows are at zero useful life remaining. Right? So we can look at it that way now because we have it in our database. Same thing with
paving. We can do that. And as you can imagine with 158 schools, we have a lot of windows and a lot of paving that are at that zero useful life. So all of that will feed into our facilities plan. And you'll be able to see things like in
general categories like that. Like I mean I can sort it and show you the list. I was just doing it with chillers for instance because I'm about to ask y'all for money for some chillers. So it was I just was sorting by chillers and I can look at schools where we've got zero useful life remaining on those elements.
Another thing about paving specifically is that in we've uh established a paving and concrete team asphalt and concrete team. So they can't do a whole lot. That'll still be a capital project but we can do the smaller things. you know, an area like as big as this part of the
room we're sitting in here right now so that we can, you know, remediate some of those kinds of issues until we get the the Cordova High School lot was $900,000. So there it's not cheap to pave, you know, so all of that gets
these windows, these yellow windows and that parking lot all get prioritized in the same pot of money. I guess u yeah, if I can just able to provide them with a date and I'll look at the spreadsheet as well and go through it, that'll be helpful. If I can just provide them a date from board member to the school, I think it'll be they'll be satisfied at
least with a date. Yeah. Right. So, may I may I think the um that Dr. Richmond alluded to it that we passed the resolution to get the the um the facilities committee together.
And in that process, the hope is is that we'll see those kind of things and we will be able to make an assessment about how we should be looking at these things in terms of prioritization. And I just want to say I I hear I feel and hear everybody's frustration because some of
my schools have it and what I've witnessed as well, but we're doing something that has not been done in a long time by a board and we're actually looking at our our footprint comprehensively with comm with community um stakeholders to figure out okay this
is the state status of our schools and how should we prioritize um keeping safety concerns at so if we I guess what I'm asking asking if we can all tell our I know they've heard it over and over again, please be patient, but we're
actually like we've released the report so anybody can look at that and that hasn't happened before in that much comprehensive. So I ask that we be patient around that. We'll get the we'll get the committee together. We'll be working on that. Miss Stewart, Ridgeway
High School behind the school, the ravine or whatever, owned by the city, flooded. Thank God we're at the end of the school year because the floor in the gym has
buckled. I mean buckled bad because the ravine is full of leaves, full of trees, mattress back there, and there's no way you could play
basketball in the gym. So, are we what what can we do with the city or talk to the city about cleaning out? I mean, this happened during the flood time. It did. So, we do talk to the city. They give us code violations all the time.
So, I like to give them a code violation back, right? I can't force them I can't force them to clean their ditch, but we will be replacing that floor. Um, and you'll see that, but the the city we
can't hold the city responsible. I mean, we can try. I will try. We're going to try. Okay, let's try. We we we'll fight together. We gonna fight together. Legal. We'll fight because that money I
mean right something as simple as coming out and cleaning that out. I can't say that. And then it's dangerous back there. I know. I can't say it. It is dangerous back there. And you know there's another ditch that runs across that property. There's all kinds of little property issues over there with
that specific property because it backs up to Lerman. Um, but yes, ma'am, we will try to get some some help from them. Thank you, Michelle. Hey, Macio need a roof. It sure does. And they've been complaining.
Well, I can only I can only pay for so many things at one time. I know. I know. They have I think it's kind some kind of ordinance that they have to wait for the airport to give them um the okay about it. I think I heard something about that. So that was for the replacement of
their back unit on their gym which is coming in I've gone they've gone through procurement. You'll see that item in June. Um so that's for the HVAC in the gym specifically. And that was the thing with the crane. We couldn't use the crane to go up there and remove them
until we're ready to do the whole project because of the airport. So I could tell them, you know, I have to give them something because they've been calling me. So I have to give them something in June. In June. Okay. and she going to be happy. Thank Thank you, Michelle. Thank you. All right, the the if you can go back
one slide. The last item I have is uh around Goodwill Excel. So, um board members, we agreed to bring this back to committee. Um right now um the there's a number of things under consideration for Goodwill uh Excel. one. Currently, we
have four zip codes that was approved in 2023 prior to the statute around TCA saying that as a district um when an adult education um school is formed in the first year um the LEA has is
responsible for the funding. And then of course you have also two zip codes um that are at play now which is 38134 which is for the division of corrections and also um 38108 which is the purchase
for the former Hollywood elementary promise academy. Um so we we've also agreed and Mr. Scholar is here to go to the county commission and ask for this request on um on next week. Um but the
caveat I wanted to give is that again um we're working I'm walking hand in hand to get the legislation change but if the if it doesn't change even the zip codes that were approved prior to um
2024 um if if um Google XL opens a school in those as a district will be responsible for um paying for the adult students when they open those schools. So, some of the things up is up for consideration and if it's if it pleases
the board, I'll bring Mr. Scholar up because we agreed to bring this back to committee. But some of the things that's up for consideration is the enrollment cap, whether or not we open one school a year and obviously trying to get the legislation to change um so that um
somebody else other than us as the LEA is is funding the adult education for the first year. Thank you for this. Um, thank you, Mr. Skyler, for agreeing to um, partner with us in the
request. I'm inclined to um, agree with this scenario. I understand what you're saying. Um, it just gives us a little more time to become creative and innovative about funding, but allowing us to still be able to let the um
facility, let the the sale go through and also the facility um the um adults in the correction facility have access. Um, so I I appreciate that.
So, I'm I'm inclined to um to agree with this if they do not provide and and I think one of the arguments I do want to make or to support this ask is that particularly for the adult
facility, those um the correctional facility, those adults are in the um care of the county and state. And so I think we can make an an argument um a viable argument to the county commission
that this is something that um they should share in and because we are currently funding the rest of the adult facilities. Um so I think that um you all can be very eloquent in presenting
that and I think you um if you all will have some champions I hope that will understand that. Mr. Skylar, I'm sure you've had those conversations as well. I'll do my best. Okay. I appreciate that. I appreciate that. That's all I That's all we can ask. But I do believe
that this is something that makes sense for our community because as we said, I think as Mr. Skyler shared, a lot of those Shelby County um those those inmates there are parents and we want to make sure that they have
viable options when they come out and and they're with their families again. So I appreciate that. So I'm and and Mr. Scholar if I did I if I left out anything if you want to add to it so we can u be on the same page. Right. Yes.
What what we have uh me and uh Mr. L and I we had a a brief but very in-depth conversation yesterday about some of this and so really we're in agreement and we totally understand that the way that the current funding model is not
really fair for the first year funding and we understand that but we also know that's the game in town right now. So what we've kind of what uh Mr. LS and I kind of agreed on yesterday in principle and I I've I've actually sent it to I recapped it and some of you might have
received it already is that we would open one school in August of of 26 and and that would be the one actually back in 23 you approved that zip code and that's in the Raleigh area. Then in
27, August of 27, we would open the school that we've been talking about, the the promise, the Holly, the former Hollywood, the Promise Academy. And so that's why we need that zip code um confirmed as soon as possible. I know Miss Coleman talked about having a special meeting so we could get that
voted on quicker because we have some grant money tied up and we can't even go in negotiations with the current owners of the Promise Academy until we get that zip code done. And then as far as the the um uh what we call the the Shelby
County Corrections, we I've actually talked to Mr. Langston about because really the timeline's gotten really pushed. So to be honest, for us to open in August is probably not all that feasible right now. So I I uh agreed to him or we talked about us pushing the
opening of that back to January of 26. So that in other words, in the worst case, in the worst case, if we couldn't get the school um the county to work with us, then the school board would only be paying for half a school uh half of that. So the instead of the 1
million, you're talking a half a million more or less for us to go ahead and get that school up and running within the corrections. The big question then with Mr. Langston will be what will that look like for the funding the following year since we were only in school for a year. So, he's going to work on that uh for me
and do some stuff. But, we feel that's a great we think we can add a lot to the community that way and still keep all these things moving forward. And um but with that said, we actually had a discussion with a couple um legislators just yesterday. They know it's on the
it's on the radar and they agree to look at that funding model for first year. So if they get it on next session and next January, all this will be moot come next August because they they have a they have an idea in their head how they want to do the first year funding and take it
out of your guys' hands, our our liability. So excuse, Mr. Skyler. M Oh, go ahead. Would you mind sharing uh since you're not going to open Promise Academy until August 2026, would you mind sharing with
the board what will be happening in that uh location in that building next year? Well, we're going to purchase it, the Raleigh one, open in August of 27. We'll really be able we'll be ready to start the school probably in January of 27.
However, it being the beginning of the in the middle of the school year, we know it'd be hard to get teachers. And so, we're willing to take on uh more or less all the costs that would go with even not opening the doors till August. And then that way, it also makes it so
we're only opening one school a year. So, what we would do really, we have to go in and revamp that school cuz it's really an elementary school and it's going to be for adults. So we got like the restrooms are the toilets are real low. All the stuff that comes with that plus some of that area we really want to
turn it into workforce development. So we need to go in and uh so some of the classrooms will be completely changed into some workforce development type things. And so um yeah that that's that's why we're able to push that back and we already have the one from 2023 in
the Raleigh area off of Austin P. We've already purchased that building. We've already been moving forward to h have that one opened in August of 26. So once Mr. Langston really came to me and said the idea of trying to open two in one year and how expensive we were okay with that cuz it was going to be a rush for
us to make them both happen at the same time anyway. So we we were willing to push back the opening of that one. M Oh, Mr. Mrs. Scott, I want to say thank you so much. I think that this is a great idea. Um, educating our adults
because we know that a lot of our adults um are not educated, don't have a GED, probably didn't get past the 8th grade. And so, this is an amazing opportunity for them to come learn and get their GED. So, I am grateful for that. Is this
a typo? 38218. Ain't that 38118? 38218. Is that 38218 or 3818? three. Don't ask me. The zip code's too quick. Oh, they getting a high school diploma. Okay. I messed that up. It's a high school diploma. Yeah. Not a GED. Okay. Well, thank you for the high
school diploma cuz cuz it's it's a big help and I think this is a great idea and I'm on board. I'm on board with it. And so, thank you so much for everything. I appreciate that. Well, thank you very much. Also, just for everybody, we have our gradu uh Excel graduation is May 30th at the Oreium
Theater at 7:30 at night. And I know Miss Coleman comes every time. I'm inviting everyone and I I'll put it out to the board members to come. There's not a dry eye in the house when that when that happens and all those adults come by and get their diploma. And in fact, last year graduation, we had three generations that walk walked across the
stage, a grandmother, a mother, and a daughter. And we give free child care. So, two of the two of the daughters ch kids were in our daycare. So, we had five and one family in our building every day. So, um there's not a dry eye.
So, and uh Mr. White, if we happen to move that start back to August, you know, uh for the for the um corrections, I'll be I'll be make sure I'm in touch with you. Okay. All right. Thank you. Thank you. Um I just Oh. Oh, I'm sorry.
Yes, Miss Yes. I just want to thank you and Tito um for working together to benefit the parents of this district. And would you do me a favor when you open?
let Tito know or the superintendent know how many kids that the parents are incarcerated so we can provide support for those kids while their parents are incarcerated. We can definitely do that.
We can definitely do that. So, thank you. And I want I want to thank Mr. Langston myself. Him and I have been on I'm texting him more than I do my wife lately. So, uh, I want to thank him for all that and all that those things with that. So, thank you for Oh, uh, Miss Coleman, you had talked about maybe
moving it up to a special call session to get the zip codes passed. Uh, so I'm just throwing that out there because we could really use that as opposed to pushing this back three more weeks. We could, the sooner the better so we could go ahead and get this uh, promise uh, the old Hollywood purchased. I will call
you tomorrow. Thank you, ma'am. You're welcome. Thank you. All right. Well, members, that that concludes my um presentation. I always get interrupted, so you I only have about 10 minutes on 10 minutes. I do have one more item. It's it's the
budget amendment. I'll go it'll be quick. So, we have a b a May budget amendment. So, board members, when we have budget amendments, again, we are usually chewing up our budget up or down. Mostly it's related to a couple things. One, if we're aligning the
budget to um functions, the state um says that we have to um have certain functions for the budget. For instance, um when I showed you the all funds last time, if there's certain monies in instruction and it needs to be moved to instruction support, we have to do a
functional realignment. Um so that's here. And also with our millions millions in grant money, if we have to move uh or true up grants, we do it in the form of a budget amendment. So this budget amendment is decreasing our budget by $4.4 million and it's largely
tied to us chewing up um the capital budget that's now now that we know um how much we've spent with the county. Um the other is the federal uh grants that we have and you'll get the more detailed package that'll be on the board meeting
for the for the work session. Then now that officially chair Coleman concludes audit budget finance about time you I'm sorry I do apologize. We're going to keep moving.
ac huh we're gonna do highlevel academics. Academics always Dr. White Law We going to stop making academics last cuz they always get high level high level. Well, that's part of your 10 minutes,
right? That's right. Okay, we're going to move right on. Academic committee meeting. Dr. Richmond. Yes. Uh we're starting off with Apple Computers, Inc. American Way Middle School Technology. Uh Dr. Whitaw and Dr. Stanford. Next
slide. So what we're doing is recommending we're recommending the purchase of Apple computers. Uh iPass 420 with 450 Apple Pencils for American Way Middle. The
cost $25,329. and this will be funded through the school improvement grant. Uh the classroom app pass will be used to enhance blending learning experiences within the classroom. Uh American Way
Middle was formerly a Verizon innovative learning school and so as a result of that designation they were able to receive the apps and so they want to continue providing those types of services using the app pads and replacing the damaged app pads. So the
gap analysis here is more about just technology does not provide equitable learning opportunities afforded to students when they don't have enough devices. So they just want to make sure that they have enough devices. Next slide.
As far as previous outcomes, once again it was a Verizon school. So they are very familiar with the iPads. They're very comfortable with the blended learning approach. And so American Way Middle currently is a level five in all core core content areas as a result. And
so it is expected if we continue using this uh blended learning concept, we'll be able to improve instruction, increase cognitive engagement, and of course increase our overall proficiency rate. And once again, it is funded through a
CA grant, $25,329. Any questions? That's my school. Next slide. Ara Jones and Unisar Sparkco. Hamilton High School Technology. Dr. Stanford. Yes. Similar to American Way Middle. Uh here Hamilton High School is
trying to replenish some of their old outdated or damaged technology using the SIG grant. Uh total cost $188,69060. Of course, they're going to invest in 165 laptops for the students.
They have laptops for teachers as well as carts for teachers and for storing the laptops. And they're also going to invest in 30 teacher/admin tablets. And so what they are doing is trying to make sure that they increase the student engagement
within their classroom, leveraging the platform, the curriculum platform in addition to the technology. Uh as far as the gap analysis, uh it is needed to help improve the academic achievement. Uh making sure that we're providing uh
equitable practices across all grade bands for all students and making sure everyone has a onetoone device in their hands even when the devices that were once provided to them by the district is not available. Next slide.
And so in terms of previous outcome, uh the devices have been utilized to enhance lessons for students. Uh we're starting to see classrooms where they are having those devices as part of their core instruction and is also helping with their technology skill
getting them ready for college and career. The expected outcome is to engage in highly effective instruction, targeted intervention, of course, some blended learning opportunities as well. And once again is being funded by SIG 2
funds and SIG one funds. Total cost $188,69060. Next slide. Panorama Education Inc. Madison or Dr. Tenson. Um, thank you Dr. Richmond. Um, good a good good evening
board members. It is recommended for the approval of the contract panorama education in the amount of 197,400 for the purchase of our student perception survey. We use this in we use this survey as one of our five
components to teacher evaluations to help calculate their level of effectiveness. There are four parts. um observation, student achievement, student growth, professionalism and student perception survey. Um this
survey is given to our students twice a year in the fall and in the spring. We are approaching this will be our first renewal option under the RFP092321FM. Um this survey again makes up 5% of our
teachers overall TM score and if we do not the gap analysis if we do not renew this contract student will not have voice in our teachers evaluations. Next slide. Hold on. Board members have questions. I'm sorry. Well, I guess you can finish, but it was one of I just
didn't understand this like can can this be done in an easier a easier way, especially if you're doing through K through 12 students, the students in kindergarten um like how are they reading the survey if I don't know how it's managed. That's what I'm saying.
Teacher reads it to them. So, it's almost like a bias is being built into Well, if I'm let's say I'm I'm I have Miss Dr. Stanford's class, she will get my class. So the teacher is not giving it to their own class. I got you. So
it's tried our best to be very It may sound I I will add that uh this is captured in policy. So part of our teacher uh effectiveness policy captures this and this has also been approved by the state
department um as part of our teacher evaluation part of our TIM uh teacher effectiveness measure using our own rubric. Uh and so ever since the state adopted our rubric we've been using uh
this survey for student voice. Yes. mine and you can answer this board work session if you want to but um I noticed the classroom engagement for 9th through 12th was not um as
high okay it wasn't it declined steadily again sometimes um and you kind of noticed that not all students are taking that survey so we certainly got to work on u more students taking the survey but then too again we know that we have to work on and that goes back to our PD the
kind of PD that we're providing because our students are giving us voice on what they're seeing in the classrooms. So this is an indicator of things that we need to work on with our PD departments. So classroom engagement declined for 9th through 12th. I see pedag pedagogical
effectiveness declined. So both of those things declined for 9th through 12th in that particular category because it's a high school category of 912 and then it's the classroom engagement category of 68. So, I'm asking for the 9 through 12 classroom engagement. It's not
reflected on here. So, I'm asking, did it decline? I'd have to go back. I can get that information. Yeah, that's that's what I was asking. And for the public looking at this and even for us to be clear on what pedagogical effectiveness means. That that just
speaks to the the study of that particular course. Okay. Thank you. Yeah, you're you're perfectly fine. So, if you're looking on the um next slide, previous outcomes, and thank you for moving right into that. Um you can kind of tell where we're talking about the
student completion rates. And I know conversations came about, well, we only have 110,000 students across our district, so why is it so high? But certain schools, I mean, certain students, if I'm K2, then I'll only take one survey. But if I'm 35, no, it's 312,
I may take two surveys. Um, so that's why the numbers are a little higher, but for the most part, we do pretty well across our district with having now, if you can look at spring 2025, we had 96.4% of our students taking that survey
on their teachers. Next slide. Outcomes again, it it guides us with our PD with our teachers. again rigorous expectations um learning strategies teacher student relationships engagement and then again we this like Dr. Richmond
mentioned this is board by board policy it goes 5% on teachers evaluations and again the financial impact is $197,400 uh department of exceptional children educational technology u Dr. for white law. Dr. Luckett, thank you. Thank you,
Dr. Richmond. On this particular one, we are bringing back the classroom printers. On last month, we talked about the uh the computers. So, we're asking the board to approve $162,52.25 uh for the purchase of 675 printers. Uh basically, this is crucial in our
special education classroom because they allow teachers uh to customize the learning and to use it with their particular computer. uh description and background is just that we've provided those printers to our exceptional children classrooms and basically the last time that they received a new
printer was three years ago. So we want to make sure that we are giving teachers what they need. Again just uh the gap analysis just the lack of the printers will hinder hinders this the teachers ability uh to print the
customized learning materials that meet the needs of our individual students. on the next slide. Uh basically these are just some adaptive materials for special ed. Uh we will be using the printer to print off anything dealing with differentiated instruction guides. It'll support the learning styles and the
abilities and it will just be a help our teachers to be able to produce and print specialized materials. So again this is $166,525. Warranties are included for three or five years. Three. Okay. Thanks. And has
this RFP already gone out, sir? Has the RFP already gone out? Yes, December. Yep. It wrapped up in December. So, can we renew the warranties or once they expire? I mean, go back a slide. Can the warranties be renewed?
Dr. Lucky. Yeah. We do a refresh every three years. So, at the end of the three-year warranty, we would be looking at purchasing new ones. And even if it's nothing wrong with them, we still that's been our practice in the past. They're about we're paying
about $250 for the laptops, excuse me, for the printers. And historically, we have done a three-year refresh. Is it cheaper to do the refresh or if we could extend the warranty so that if if some of them are still any good, we keep those and then we refresh the ones? We
can look at that. Okay. We're just trying to cut every We're trying to be I will share when you think in in terms of um a student with a disability uh having to print their IEP at least what
10 to 12 times maybe 12 times. Yeah. Several times but at least 10 to 15 uh progress reports pages progress reports. Uh that's why we probably have to rotate uh the printer so so often because
they're being um used so much. And any other materials, Dr. Richmond, that we're sending home to uh support students learning. Who who was awarded the contract? Go back. Go back. Go back. Uh purchased to
Perpetual Capital Holdings, PBA Novate. Okay. The And that's the RFP number. The old printers. Are we Do we surplus those and try to sell those? We'll have to check with uh asset
management. I think I think Mr. Langston stepped out, but we probably need to check with asset management to see uh how we uh use those printers. We'll capture that question. Dr. Richmond, I have a quick question about the printing and this is just just got
me to technology. Do we have a way of the doing the signing on the iPad? Like you have the iPad documents and then you just print one as oo because I remember with my child and my children and their IEPs all that paper and you're signing but now you have Docu Sign, you have all
these electronic ways. So then that could cut down on some of that printing cost. Yeah, that could help as well. I don't know that Dr. speak to it, but also for many of our parents who may not have access to, we want to make sure that also Yes.
Oh, that's true. I see what you're saying. When you're sitting around Okay. When you're sitting around table with everybody in the IEP, everybody has hard copies as opposed to if you're sitting around the table, I'm sitting around the table. I'm part of the district. I can have my iPad and I just make sure that my my parent leaves with
a hard copy. Yes, we initiated our contract with DocYsine in 2021 in the midst of COVID. So, we've been using it for about four years. All teachers have access. She was saying just have like an iPad. I hear you. Oh, yes. And we do do
that in the meetings. Yes, ma'am. Slot Tennessee Book Company class gather thriv. Thank you. Interim Superintendent Richmond. It is recommended that we approve the contract for Tennessee Book Company for the use of Class Gather
Thraveist. Um, this is basically our digital curriculum. This is where we get our digital copies for our textbooks in the amount of $230,000 for the 2526 school year. This will be our online repository for
managing and deploying publisher licenses for all of our textbooks across the district. Um, if you look down a little further with our gap analysis, if we do not um, accept this particular contract, our IT department would have to take it
on and it takes a very long time for us to get this actually going in in access to our students with the different codings. Next slide. previous outcomes. Again, in the past, we have about
263 courses and 25 publishers that are part of our class gather thrivus program through our Clever program. And again, the expected outcomes, students and teachers will have access to digital curriculum and materials via our Clevver, which is our one-on-one, I'm
sorry, our one-stop shop um platform for the district. Um, again, this is to improve student achievement with the financial impact of $230,000. We're over here having a private conversation. So, let me bring it to light. So, this is again, we have digital copies of textbooks. I
understand my reading of the statute is that we have to have give them reasonable access to a te hard copy textbook. Can you tell me whether we still do classroom copies of textbooks and then individual copies of textbooks?
Um, it probably varies from from school to school. Yes, we have to have the hard copy textbooks but then like I says we offer the digital platforms also especially in our high school settings. We have historically purchased for every
student not necessarily class. So that's that's a potential cost savings because if you have to if I think we have to have it says reasonable access to a hard copy. So we're essentially we're essentially buying the books two copies
of the book hard. No. Well, she said she has we have both if am I misunderstanding that we have a classroom copy. We have hard copies that stay in the classroom. No. Maybe maybe in some instances, but not in every
instance. So, I could, let's say I'm at a school where my enrollment has uh dropped. I could possibly have additional textbooks. So, I then have classroom sets or I may have some on the bookshelf. So, if you leave your
textbook in your locker or you leave your textbook at home, you can go and get one off the shelf. But we're not ordering what you would call a 2:1 ratio of of textbooks. But there are circumstances where someone may have an
overallocation where they could have a classroom. Okay. That's what I was clarity on. Tennessee Book Company textbook inventory. Uh Dr. Tangston. Yes, sir. It's approved that the contract for the Tennessee Book Company in the amount of
155,250 for across three years for our textbook inventory. So this is going to be the textbook management system for the district. Currently we're using paperbased processes um currently. So, we truly need a system that's upgraded,
automated, centralized, and this is what this particular um contract is going to provide for us. This is a three-year contract. Um this is going to help us um become more modern, have more modern features, more efficiency in how we
um locate books and track books and and definitely going to reduce some of the challenges that comes with um inventory of our books. The gap analysis upgrades to these systems will provide instant access to holding circulation data and textbooks inventory. So if we don't get
this, we'll still be kind of doing our paperbased processes like we've been doing and it hasn't been that effective. Um, next slide. Um the expected outcomes improve tracking and management of textbooks at schools and district level increase our
accountability and management of instructional materials and access to real time inventory data for schools and district. Again this is a three-year um cost of 155,000 250 but each year it'll
cost us $51,550. Do we currently have this? Are we using it or is this going to be something new? No, we do not currently have this. No. So, this will sure up the question you just asked. Mhm. Because what we'll be
able to do and what we've done for years is to order textbooks based on student enrollment. Uh, but this allows us if I'm an assistant principal, I can go in, I can account for the number of textbooks that I' that were either lost
or stolen or not turned back in. And we'll be able to better asset manage around textbooks. And I want to bring to your attention because I looked online. It said for um access to virtual books in
2324, I don't know how where this came from, but 32% students accessed it and 40% of teachers access virtual books. I was looking at something online. I don't see it in here, but can you that that was the last item there?
Ah, okay. Gotcha. Okay. What? Which brings my attention to can we do a dig a little more into how much our students are accessing textbooks using the uh data analytics. So what she's saying is can we start and looking
at thriv uh the students uh looking at analytics to see how they're accessing the books or not? Yes, ma'am. What's the what's the return on investment for this? Uh the return on investment for this is
as we look at the contract uh we'll be looking at asset management being able to count and to account for uh our textbooks using this new uh automated textbook inventory uh system and last
week we voted for the we voted for one for libraries for libraries. So what's the So the textbooks that these are textbooks that we'll be issuing to students. The library inventory are textbooks that
will be in the library that students will be checking out and we'll be able to uh assess and account for those as students come in. They check out a a library book. You scan it. when they bring it back, you scan it and we're
able to know exactly who checked that that book out. Okay. And to also be able to evaluate textbook inventory within the library. Okay. Thank you. UVAPLE summer leadership support uh Dr.
Stanford or Dr. Whitlock. Okay. Thank you Dr. Richmond. So for full transparency the next two recommendations are actually coming from the same vendor, same funding source in the same department. But because there
is a slight difference in the timeline for the services, uh the schools that are receiving the services and some of the scope of work, we wanted to present it separately because together the contract actually exceeds $100,000.
So this first recommendation is actually the buck of the contract and it's about us engaging in partnership with UVA having 12 comprehensive school improvement schools to enter into a partnership with UVA and one district
leader where we go to UVA uh study lab center and we're going to engage in leadership development from June 23rd through 25th in Virginia for the total amount of $66,000. This is the work that we started when we
were in Izzone and so so we want to pick that baton back up and continue with it. These are the schools that we will be serving. We have served elementary and high school. So this time we're trying to target particular schools such as new
to CSI as well as middle schools. This will become a tailored multi-year partnership and is focusing on principles leveraging their strengths, addressing leadership and implementation gaps and driving innovation toward
change. And so we want to make sure that we are addressing those leaders with those uh leadership gaps by having a unique joint venture with a highly ranked University of Virginia Darden school business, the school of education
and the human department. They're all coming together in this partnership to strengthen collective leadership capacity at all levels within the school. They're there to reshape the instruction to be inclusive and effective and invest in transformational
leadership practices within those 12 CSI schools. Next, so when we look at the gap analysis, um in the past we have had elementary and high schools participating from the uh formerly known
zone and so we didn't have a chance to pick up the paton and do it with middle school at the time. So we find this befitting to pick that baton back up and start providing those services as well to our middle school and our newly designated CSI leaders. So in the uh
past when we participated in UVA, we actually saw some positive changes in achievement over the last three years in math and science. We also looked at the insight scores and we looked at the leadership index score because they
focus in on leadership capacity and we saw major shifts and leadership moves that were positive. So it is expected for us to continue their work and receiving at least an overall TIM score of three or higher for those schools
that are participating. And at least in the first year, we're aiming to have single AMO in all content areas among all subgroups. And then by the year three, we're hoping to see double digit games and all content areas as well. The
financial impact is tag four funds for $66,000. This is part of the first portion of the contract. Any questions? But uh what is C uh CSI school standard for? comprehensive support uh improvement schools. These are the
schools that have been state identified as being part of the bottom 5% based upon achievement and success rates. And you said um the district um you've been doing this particular work going to Virginia. Yes. Uh we started this work uh I know I started this work
back in 2020 with cohort 16 and we've been continuing that work since we had our zone. It sound like uh University of Memphis need to have a program like this so we can just keep it local. Yes. They don't have to sell people. Okay. Okay.
Next slide. And so in the second part of the contract since we are already in this partnership, we felt that it would be beneficial for us to extend and actually leverage their services and supporting us with language acquisition.
Although it says ESL strategies, really it's all about uh helping the CSI school leaders understand the benefits of academic language supports for a range of students, not just ESL student, but for struggling readers, those with
limited foundational linguistic skills, students with disabilities, and multilingual learners. We're hoping that the leaders will walk away being able to understand how to leverage those linguistic supports, guide teacher planning, and implement K12
instructional approaches across the curriculum and all grades among all diverse student populations. And so the scope of work would include on-site professional learning for the 38 CSI schools and up to 10 district
participants. We are also included in that participation our multilingual department uh under the leadership of director Carol Richardson. And we're also going to have virtual check-ins with the office of academics to plan
district supports so that we can create this through line and make sure everything is seamless. And we are going to have some in-person checkins where they're going to conduct walks with us to give us that lens around how we're doing with the language acquisition
skills and supports. Next slide. So the gap analysis, most general education teachers, they lack being able to really leverage those particular skills. And so we want to be able to help them to understand the importance of language acquisition, how to plan for it, and how
to actually deliver especially around morphological structures to support all readers. uh expected outcome is for the CSI school leaders and the teachers to be able to increase their knowledge of language acquisition in general. And so
the financial impact is $37,500. But when you put it all together, it's $13,500 and we're going to be using tag for funds. Any questions? Um what is uh the number of feeder
schools that y'all have and how are they being supported? Go back to uh the original right there. So you have AB Hill, Double Tree, LaRose, Lucy. The majority of those schools are elementary schools. When you look at
Douglas is a K8, Jeter is a K8, Hamilton is a K8, and most if not all of these principles are extremely well, I don't want to say extremely, but they're either new or between zero to three years. Uh, and so this is how we want to
coach and support them so that they'll be effective. You see Kingsberry Middle School. So the feeder for Kingsberry Middle School would be Kingsberry Elementary. Raleigh Egypt Middle School, the feeder school would be Egypt. Sherwood Middle School, the feeder would be Sherwood. Oak Haven Middle School, the feeder would be Oak Haven. And
Fairley High School, the feeder would be Jeter K8 and probably maybe even White Haven. I know Elementary. I know. Um um Angela, you can get back with me about
the uh elementary and middle schools that those uh uh elementary and high schools that those feeder patterns go in and give me a list of them to see where they
are on the priority list. I do want to add one little note. Not I do want to just uh add one little note. Remember we have done this work for a while. So many of the elementary
and high schools that are already in those feeder patterns have gone through UVA. So we will of course be picking it up and making sure we're providing services with middle school as well so we can start scaling these practices across the district. That thank you.
That was the question I was going to ask is how are we going to one how are we going to measure that it is in fact working and then if it is how are we going to scale it and if we're going to scale it how are we going to sustain it which goes back to your question of
we're standing I know it's $105,000 and I don't that's a small investment to ensure that this is is um that these these um leaders are getting what they need in order to lead the schools out of the priority list. So, I appreciate the
good hard work that you're doing, but as we um I appreciate you too saying that all your contracts are going to start aligning to metrics so we can see the ROI ROI on it. So, I appreciate that. Good job. And then there's one last one which
we've already covered which is Goodwill Excel. So, we don't have to go through it. Dr. Whitaw, touch on the slide right quick. There it is right there. We we've gone through it. I think that's the last one. Correct. The last one. Okay. Do that. That's the last one. Any
questions? We ain't got none. Thank you. This meeting is a journ. Thank everyone for staying.