Welcome to the February 19th, 2026 board meeting for the Rutherford County Schools District. We'll be opening the meeting with a brief moment of silence or prayer in the pledge of allegiance to the United States flag. No one is required to participate or be present for any of these. And being in this
portion of the meeting is completely voluntary. This week we have Mr. Butch Vaughn with our prayer and pledge. >> Please bow your heads. Heavenly Father, we just lift up all of our students to you and we just ask that you guide them
through this school year with your wisdom and grace and help them to learn and grow and achieve their best. We pray for our teachers. Grant them the patience, the inspiration and the strength to educate and nurture the
students. May they feel your support in their classrooms every day. Dear God, please give parents the strength and wisdom to support their children throughout this school year. Help them to be a source of
encouragement and love. In your son Jesus name I pray. Amen. >> Amen. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation
under God, indivisible, with liberty and justice for all. >> First up, we have the approval of the agenda. I'll entertain a motion. Thank you, Mr. Ba. Thank you, Mr. Von. All in favor say, "I." >> I.
>> I'm sorry, Miss Shark. Did it It seemed to be I I was trying to >> split hairs. Okay. Thank you. Motion passes. Next, we have the approval of the consent agenda. I'll entertain a motion. >> Thank you, Mr. Ba. >> Second.
>> Thank you, Mr. Vaughn. All in favor say I. I. >> Any oppose? Motion passes. Tonight we have Mr. Jeff McCann and Miss Walters to present the charter school's annual report. All right. Thank you board members for your time this evening. We really want
to be respectful of your time and be as concise with this report as we can, but this is our first rodeo with our first annual report. So, we're going to take our time and answer any questions that you have. So, please feel free to stop us as we go and we can provide some clarifying information that may or not
be evident um to you in the report. Um first of all, um our goal is to provide some clarity on this report, like I said, and answer your questions. And this is an annual requirement uh from the state board of education. We have to present we have to uh develop a an
annual report of how our charter schools are doing. Submit it to the state board of education. They post it on their website. We post it on our website. We share this information with the public. Okay. Just remember our job as an authorizer um is to monitor the outcomes
of our charter schools with allowing as much autonomy as we can to their inputs. And this is a big part of monitoring those outcomes is to annual to to annually analyze their performance. Okay. So let's we're going to talk you through the report here. Um first of all
the first section is just uh displaying our mission and vision of Rutherford County Schools because that is a part of how our charter schools function and operate in our district. Section two is just some general information about um our charter portfolio. As you see we do have two operating. you know this, we
have two operating uh charter schools, American Classical Academy and Springs um public schools, TN empower academy. Uh you have approved an additional charter school to open um in the fall of 26 Nova Smart Academy. I will say this before we move on. We did meet with Dr.
Sager, um the the head of their school and the head of their program this morning. Um and their board will be meeting on Saturday to make a determination on their ability to open this year or whether they need to request a year delay similar to what um
um Rocket Ship has already requested from the charter commission and that is within their rights to do. they can request a year's delay and it we believe that it's likely they will do that but we'll know that by the first of next week. Okay. And and this just kind of displays the demog demographic
information about our charter portfolio as you see American Classical Academy. You know all this the next one um springs you know where they're located and this just kind of talks about both our school's mission and vision. Okay. Section three uh this is a sort of new
to a lot of us. This is a report of their the waiverss that were approved. Um uh charter schools are allowed to request waivers from either state law policy or state board of educ education rules. Now not all of those laws and policies are eligible to be waved, but
many are and they request that typically as part of the application process and it's approved as a part of your um charter agreement that's developed with these charter schools. So you'll see a list here. I'm not going to read through these. You can read those as you'd like. Um, but both schools have a pretty long
list of of waiverss of certain policies and rules, but I will kind of share with you that um they by the way they are granted for the full 10-year term of their agreement. So, these waivers are in place for for for 10 years. Um, and additional waivers can be requested at
any time. um u if they're requesting what we consider to be a material change to the agreement, they have to go through the amendment process, which as you know um as communicated to you, American Classical is doing right now. We'll talk about that later. That's not really a part of tonight's report. I
will say this though that just some common waiverss typically ask for, and this is common among all charter schools um across the state, not just our district. Some very normal ones that they ask for are to be to wave the tenure laws for their teachers. They and and that is typically waved for charter
schools. They do not have to grant and don't grant tenure to their teachers. Um they also typically wave the requirement for their principles to be licensed administrators in Tennessee. Um one of our current principles is he did pursue his license and endorsement and he is
endorsed to be an administrator in Tennessee. the other school is not and that is very common among all charter schools to have principles ironically who are not licensed whereas their teachers do have to be licensed okay that is not waveable teachers but principles can they can wave that right
um library personnel a lot of charters don't hire librarians because they don't have full functioning libraries um also the waiver of uh use of unapproved textbooks school counselors most of our charter schools do not employ school counselors um PE E personnel is often
waved as it is right now in both of our charter schools and their staff leave policies. Those are just common ones. That's not a a complete list of what our charter schools have waved, but those are very common ones. Okay. Okay. Okay, so let's go on to the most important part of the report and that's the
portfolio um where we talk about schools academic performance and we consider that probably to be the most significant part um of their of their annual charter report and their performance monitoring. So again, please stop and ask questions
if you have or you want some specific details that you may not see on this report. You want to know where we came up with the scores, feel free to stop us and ask. Miss Walters is going to talk you through this, but I will say that basically the academic performance framework is made up of four sections.
Okay? And you can see um the percentage weight that goes with each section. Student outcomes can be anywhere from 25 to 35%, we count them as 25%. All right. Mission specific goal uh is only 10% of their performance and that's
a goal developed by the school itself which we'll talk about. comparative performance. This is a big one that compares their performance with other Rutherford County schools. And that's what our performance frameworks call for is a comparison to all other Rutherford County schools. That's 40% of their
overall um score on academics. And then finally, that the overall TAS composite index can be anywhere from 15 to 25%. um we scored it at 25% just like student outcomes because we feel like Tivos and growth are very valuable in this
district. We place a lot of emphasis on that so we feel like we should for our charters too. Okay. So that's 25%. So all right, Miss Walters is going to talk you a little bit through the student outcomes portion and I'll answer any questions that you have about specifics. Miss Walters. Okay, we're going to look
at the student outcomes first, uh, which represents 25%. Um, and in addition to receiving a state report card rating of an A to an F letter grade from the TD, uh, DOE, uh, each school is evaluated in the following areas. The following four
areas. Number one, absolute achievement, which is measured by the percentage of students that are scoring and that meet or exceeds expectations. uh number two growth which is measured by the Tivos overall composite index number three uh chronic absenteeism and
then number four the English language proficiency assessment also known as >> and yes you're reading that correctly growth counts if you caught that in two different places it counts as a part of their um student outcomes and it also counts as its own category number four
their TBOS composite index it's that important >> so we'll move on and look at um the graph that follows the Rutherford County framework for evaluation. Um so we've looked at their data data and given them a ranking. Um so we're going to look at the absolute achievement first for each
school. A car and springs and power. Um those three areas are ELA, math, and science. Looking at AAR and Springs for ELA, as you can see, they scored 82 both of them receiving the does not meet standard. The same is for math. Both
schools received a two which falls under the does not meet. However, in science, uh both were able to achieve the three which is meeting the standard. Moving on to schoolwide, uh the T-OS growth score. Uh both ACART and springs
received a one score which is uh falls under the falls far below standard. Moving on to chronic absenteeism. Uh AAR received a one again falling in that falls far below standard. Um as you look
at springs for uh chronic absenteeism, what we have up here is different than what you have um in your paperwork because last minute we did uh actually noticed an error. Originally we had them uh indicated in the yellow which would have been a three meets but we realized
that they actually fall in the two which is does not meet the standard >> and and that error was made because uh um initially when we looked at their score um we included it as part of schools that um serve high school students. And as we really dug through
with a fine tooth comb yet again today to make sure that data was correct, we realized we'd made a mistake there that since they only serve elementary, their score was actually a two, not a three. Okay. >> And then moving on to ELPA, um they both did a great job of scoring a four, which
exceeds the standards. >> Definitely a hallmark for both of our school schools. They did a great job of exiting students from ELLL services based on the results from that ELPA exam and scored a four exceeds the expectations. You have a question, sir? Yes.
>> Yes. Help me with this. How do you how how does a school like that that's been in business or open one year, how do you rate growth? >> That's a that that's a great question, but you can you can address that if you want to, Dr. S. >> It's based on the students. So, any student that tested in Tennessee has a
testing history. So you so it would go with the student as a new enrolly and if it was a kindergarten student it doesn't matter anyway. >> We're gonna test um they're going to test third, fourth and fifth graders. And so that's why we talk about growth so much because we can't control who's with us the previous year. So it's that
as long as they have tested in Tennessee previously one year, then they can get a test score. >> So they're they're they're the students test scores that follow them throughout their career. >> Yes. >> Thank you. >> Great question. And just to make sure we're clear on this to understand that absolute achievement in those first
three columns are based on the total percentage of students that scored at that meets or exceeds percentile. And all of these all of these numbers these scores come directly from the performance frameworks which I sent you a copy of that is posted on our website. So you can always refer to that to see
well how did they come up with a two? Well, if you look at it, like say for instance in ELA, a score of below 29.9% meets or exceeds is a two. And just for for comparison sake, um uh let's see,
Springs Empower scored at 25.9 in ELA. So that's below that 29.9 that it takes to score a three. That's why they're a two. Get those scores. >> Dr. Can where did I know that it's been several years since the creation of the performance
framework. Where did that basis come from? Cuz I remember it's it's been a minute since that was created. >> It's my understanding that our performance frameworks were developed um as a pattern after the state charter commission's performance frameworks. And this would be a good time to say this
that the performance frameworks have been updated. Um they were updated last summer. um we're not required under any circumstances or any terms to adopt the updated frameworks. I think we should consider that um going forth because the
they're much more rubric based particularly when it comes to the next couple of sections in the in the report that you'll see. Um I like the the way it's reported a whole lot better. Uh the problem is we'll have to undergo a negotiation process with our charter schools to say, "Hey, we're moving."
Because it's part of their original agreement. this particular framework. It was it was it's an it's an exhibit in their additional or original agreement. So, if we want to adopt the new one, we have to engage in a a discussion with them to say, "Hey, we'd like to adopt this new one and here's why." >> So, the state board of education adopt a
new one. >> Yes. >> Are we using their old one then? >> We're we're still you ours is patterned after their old. Okay. Yes, we have not changed ours and most of the districts I talked to have not changed yet either, >> but they're trending in that direction in the next couple of years. I was
pulling up their annual report and it looks it's a just a little bit different of a format but the >> it is >> it looks very similar. So that's why I was curious. >> Okay, >> that's correct. And I I honestly I don't know that they're using it the new one yet with their >> No, it looks like the old one. Yeah. >> Okay, >> Miss Maxwell. >> Yes, Mr. Tidwell.
>> Uh so as far as this uh new reporting, both boards would have to agree, our board would have to agree for the amendment to their current contract, then their board have to agree to the same. It's my understanding that that that we would not since it's coming from
us, the agreement is our agreement. We do not have to pursue an official amendment to the agreement, but it's it's good practice to engage in that discussion with their governing board that we're moving to this new um performance framework. Here's why. Let's sit down and look through it and talk
through it together so we so you fully understand where we're going with this. But yes, it's I asked that specific question yesterday of the state board of ed because I I had the same question. Do we have to go through the amendment process? And they said no, because it's our agreement, we do not have to
do an official amendment. So, it's a great question. >> Um, and then taking all of these areas, they each received an overall subcore. A car received a 1.9 and springs and power is received a two which we put them both
under the does not meet standard. >> Now and let me explain that the overall subcore um category that column is a compilation of all the previous columns before that. Okay, we added the state report card grade on the end of that column just for your reference so you
could include that because you know it was a part of the it was a part of their growth. Um, and we think it's important that you see that uh that the state report card grade was a D for both schools, even though that's not really part of that overall subcore. And you'll notice that the number for springs is
different. It's two, not 2.1 as we originally reported, I think. And that's because of the error we made in chronic absenteeism. That did drop them a tenth of a point down to a two. >> Okay. Questions questions about the academic performance. Yes. >> Yeah. Uh, I got a couple questions about
that. I know that whenever they were looking at for a place for these charter schools, they chose some locations where that were more challenging. Um, so do we see that in the schools, the public schools that we have around that area? Do we see these same types of scores?
Some we do, some we don't. Some, but again, our performance framework, the way it's written, um, compares their performance to all Rutherford County schools because they pull students from all over the county. They don't just serve students in in the areas where they located, but you're right, that's
the reason why they picked those areas was to hopefully serve some kids who needed something extra. >> What is the I see that they're excelling in the ELPA? So, what is that population size look like overall? Is it larger in their school than what we would typically see?
>> Um, I think AAR is at about 31%. They are significantly higher than Springs is, but I do not believe that's higher than most of the schools in that end of the county. If anything, it may be lower than many of them, but that is a significant part of AAR's population. Not at Springs, but it is at AAR.
>> And I think I appreciate that information. Um, also think they made a change in management or their headmaster. Do you have any information about that? Where where we at on that? >> Sure. I can share that with you if you'd like. Um, American Classical did um ask for the resignation of their head of
school um last semester and they received it. His resignation was effective December 31st. Um, and they have an interim in place, Dr. Alan Beck, um, who is manning the ship right now until they hire a permanent replacement, which they are engaged in interviews
with right now. I talked to their board chair, Trist Dickle, today and interviews right now that are going on um, and have narrowed their candidates down to to I think three to five at this point. So hopefully they'll get they'll get some good candidates, but Dr. Quebec is is is kind of running the ship right
now. >> Thank you. >> Yes. Go ahead. >> I do want to point out this this framework is tough. Um >> it's tough on I think the state designed it that way since there is no really instructional oversight. Our some of our schools would struggle on this
framework. The difference is you have district oversight to go in and make changes. Uh I greatly appreciate AAR looking to see that things weren't going in the right direction and taking that step. Um, so that that means a lot because ultimately their their scores
they're Rutherford County school and so it means a lot. So I appreciate that >> and I told Miss Stickle that today on the phone that we do recognize that they are making concerted efforts to um to to write the ship and and get things going in the right direction and they they really are they they really are putting in that effort. It's it's going to take
some time, but again, yes, it's a tough framework, but remember, um, charter schools change trade that autonomy that they get and how they do things for greater levels of accountability. So, they're supposed to be held to a greater level of accountability. So, but it you're right, it is a tough it's a tough
framework. And I and I um I'm not going to disguise the fact that it's been a challenge for both sides, not just the charter side, but the authorizer side um in learning how things operate. ensure we've made our mistakes along the way as well. Neither side has been perfect. So, but I know those these results are
pretty daunting in their first year, but um it keep in mind it is their first year. >> Okay. >> Okay. Thank you. >> So, let's talk next about that mission specific goal that I mentioned earlier. This is only 10% of their overall performance. But a mission specific goal
is a goal that the school gets to choose theirelves. they get to decide how they are going to score themselves on this goal and it is supposed to be related to the actual mission of the school. Okay. So you'll see for American Classical Academy, they um ended up scoring
themselves um a three as meets expectations on their designated goal. And the goal that they chose was to use both qualitative and quantitative data on behavior and character development to establish their school specific baseline
for the first year. uh that's a big part of their mission is to develop behaviors and develop good citizens and and and good and good citizenship behavior among their students and and civic virtues. So, um rightfully so. They picked that as their goal, which was approved
actually before I even came on board. So, this has been their their long long-term goal. Um and >> they measure that. >> I'm sorry. >> How did they measure >> back up a little bit? That's a great question, Mr. Bond, because we struggle with that all year long. they really
struggled with creating a rubric to measure character. How do you measure character quant quantitatively? How do you do that? Um and and I'll be honest with you, they did not get a rubric in place. They did not assess twice a year
like they were supposed to um just because of that very challenge. They wound up deciding to utilize um some qualitative reports from teachers, which again that's that's subjective. Um, but they used some uh quantitative data by
looking at their suspension rate, which was only 4%. Which is a which is which is excellent. It's 1% lower than the Rutherford County suspension rate and their chronic absenteeism rate. They looked at both of those and used those those figures to determine that they felt like more than 80% of their
students um demonstrated such behavior. And so they scored themselves as meats because they they determined that 80% meets the expectation. doesn't exceed it, but but it meets it. And let's take a look at what some of those goals were. Um, they had goals based on courage,
moderation, responsibility, and prudence. You can read through those if you want to see how what they were looking for in each one of those, but again, those are very difficult to measure. They're very difficult. So, they did struggle all year long with the best way to measure this. And they finally came up with, okay, we're going
to look at their discipline and um, attendance. Okay, because they felt like both of those were uh key indicators of good citizenship. Okay. Now, Springs chose a purely uh quantitative approach um for
academ academic performance based on the results from I Ready. They utilize I Ready a great deal to assess their students progress um and to help provide interventions for them. And uh they they ended up scoring themselves per their self-developed rubric a four exceeds
expectations. Let's take a look at that real quick. What that means is uh and where they set their rubric and you can kind of see in that chart in the middle that meets and exceeds got flip-flopped for whatever reason. But to meet the goal, they wanted to um match the
stretch growth goal of students across Tennessee. They felt like if they met the same goal is or or their stretch growth equaled Tennessee, then they would meet the goal. But if they exceeded it, um that they would exceed the goal. And they did determine they exceeded the goal. And let's take a look
at those numbers just real quick. You'll notice that their results on I Ready showed really strong growth in reading 26% over the year. Math 33% growth over the year. Uh and their progress toward their annual typical goal, they had an
overall growth of 64% from from fall to spring. Um which in reading and in math it was 71%. So they felt really good about their growth. If you compare it to across Tennessee, their reading proficiency overall in Tennessee was
52%, Springs was 59. They also were had a much lower percentage of students that finished in that red category, which is low the the low performers u 24% to seven. Now, you'll notice in math their performance matched exactly um uh growth
across Tennessee and 48% but again their percentage of students that finished in that lower red category was only 7%. So um they felt like they they they exceeded their goal and so they scored a four on their mission specific goal.
Okay, let's take a look. I'm going to have Miss Walters is going to talk to you through their comparative performance chart. Remember this compares um their performance to Rutherford County's performance. Okay. And again the scores are based on what is determined by our performance
framework. Go ahead. >> Uh yes, it compares like Dr. McCann said their school to Rutherford County students that uh met that meets or exceeds on the subject. So three subjects that they were tested on were
ELA, math, and science. We'll go ahead and look at AAR first. Um, we'll look at the percentage difference. Uh, in ELA, it was uh 21.1% or sorry, 21.4%. Math was a difference of 32.3%
and science was a difference of 22.3% which scored each subject at a one and labeled it far falls far below with a subcore for a car of a one. Uh for springs, looking at each subject
again, the difference for ELA was 20.9%, math was 22.7% and science was 17.1%. Again, scoring each subject um at a one at that falls far below and giving them um a subcore of one.
>> Yes, sir. >> Yes, Mr. >> You know, something doesn't match up. It's looked like over here where they had the uh mission specific goals. >> Okay. >> Where they had the percentage of growth
and overall growth say in for reading and math. I mean it's especially in reading is 64% and math is 71%. Man where where did they start at if
they they're all level ones now? I mean to me that didn't that didn't exceed very much. >> That that's a great point and I we had this conversation with the school and they kind of brought it up as they were a
little dismayed at how poorly students performed at the beginning of the year. Um they were a little shocked by that as well. So even though they grew that much they had a long way to go. >> Yeah. Right. But again, I ready does not necessarily it usually is a great
predictor of how students will do on TCAP, but it's not an exact predictor. Um, and and I can remember I is is very much a a skills-based assessment that assess their skills whereas TCAP assesses their knowledge
and a bit performance on standards, Tennessee state standards. And I really think that is where we're seeing the biggest challenge for both of our charter schools is um is their knowledge and um uh instruction as related to
Tennessee content standards because that's what they're measured by. >> You think that you know part of the thing that they got waiverss on textbooks? I mean, to me, that would be a that would be a flag if if I was going to be
evaluating all this because it seems like they're not being being taught the same standards that our kids are, >> right? And and that is a that is a very logical conclusion. Um, since I've been on in this position, um, honestly, the
committee, the review committee for any charter school that has applied to us, that has been a key factor we've analyzed very carefully as to what they are choosing for their materials and why are you choosing things that are not on the state um, approved list. And I don't
know if you remember back to last year, but that that came up and both schools came back with their revised plans and updated their materials to only pick things that were on the state approved list. Um, so so I I see your point there and and that has been a focal point for
us. So I I get it, >> especially with these two, both of our two charter schools, their leadership came from out of state, so naturally they would not know Tennessee content standards. Um and you know based on the teachers that they hire they might have some challenges in that area too.
>> Yes Mr. Ros. >> Yes thank you. Uh we use the universal screener for reading. What do we use for math for diagnostic? I know we use >> same
>> the same the universal screener. >> Yeah we have to it's a state law that we have to do universal screening up to three times a year depending on what grade they're in. >> Yeah. Um, so if they're relying on the skills based test skills or they're not looking at finding something different
because I do agree already it's not really going to share >> it's not going to reveal really where the children are. >> Well the thing about the I think you're talking about the mission specific goal right and the thing about that mission specific goal is it cannot be a goal
related to any state required assessment. It has to be something different. >> Something different. >> And that's why they choose I Ready and why Aar developed their own basic character. It cannot be something that's already measured with state assessments >> which which the universal screener that
we use across the state would be though and TCAP as well. >> Okay, >> does that make sense? >> So yes, it does. So I guess because if I mean these scores don't really match up to over here. They're not the same. >> Agreed. >> So >> Agreed.
I don't want to say anything negatory, but it just seems like that's not the appropriate assessment. >> But again, you're talking about the difference between skills based and standards based. And in schools across Tennessee are measured based on standards, their performance with
Tennessee content standards, >> right? But it's not really showing a diagnostic view of where >> there's >> the student may be. >> Agreed. because then >> it will it'll be a different scoring. That's my opinion. >> Okay.
>> Yeah. You know, I don't know anything about English. My English teachers would tell you that. But u you know, math is math regardless. >> Well, you would think so, wouldn't you? >> Yeah. I mean, unless it's changed.
>> Right. Right. But it could be that they're not addressing grade level standards at the right time because there, you know, there are different math skills and standards at each at each grade level and then they may not be rigorously enough um instructing students on that
that grade level standards. And again, it's a learning curve for them too learning what those grade level standards are too. Sometimes that takes a while >> and it's also the first year too, so there's still a lot of growth in the first year. >> Agreed. Are they are they open to uh to
help? >> That is not within the parameters of our job as an authorizer is to provide instructional assistance. Um they have they have autonomy and that is not within our um wheelhouse. >> Even though they're under our umbrella,
we don't have >> correct. Again, we evaluate their outcomes, not their not their inputs, not how they do it, but what the results are. Okay. And and again, that's that's the reason to create a charter school to begin with is so you can approach things how you
want to do it. But again, there's accountability there and high levels of accountability. Um that it's our job as an authorizer to oversee and to monitor and to take action if they're not performing like they should. >> Is a car using Ira as well?
>> They used as web. >> They used what? >> Ames web. >> Oh, Ames web. Okay. They did. So they're using the same thing we use >> any other >> but they also use I think they also use NWA map which is a very common um uh
diagnostic tool or screening tool used by a lot of charter schools >> very common >> I tell you I don't know I guess I got a real concern about these codes you know these kids are ours and eventually they're going to come
back to And if if they can't perform any higher than this, I mean to me they got to step it up. But you know I mean that's a that's a real concern for me is just
if the board decides they need to send that message then you know there's ways to do that. Okay. And then the last part of the academic performance is is just a reflection of their TV scores. Like we talked about both scored a composite or or index of one which um they're both
level one schools. They fall far below the expectations in the performance framework. So the here are their total scores for the academic program. All right. So and this this is this is a very important number for you to consider. Um uh AAR scored a one a 1.4.
their rating was a 1.4. Once you average all those or or add all that up um and look at all components of academics, that 1.4 falls far below the expectations. Now, um really it's anything below two falls far below.
You'll see that spring scored a 1.9. That was so close. Um that's this is an area that can be rounded if need be. So, we felt like they deserved a does not meet standard because it was that close. 1.9 is very close to a two. Now, you can
disagree with that and tell me no, you'd rather stick strictly to the um to that um that that level two. They've got to hit a level two and I certainly we can do that, but um we do feel like that that was very close. And since it's their first year, maybe
they deserve a little bit of grace, >> right? >> Okay. >> Dr. Can you you and I talked to the state or the charter commission a little bit about this and they talked a lot to us about first year really having that kind of norm setting year and then by
the second year if things aren't improving then that's really when things start to impress. So >> that's true. >> I think that was part of their guidance to us as well. >> It was yes it was. >> I think that's the that's the the direction they take with their schools. So, >> okay. Any more questions about academics
before we move on to finances and operations? >> I mean, I mean, I'm I'm really concerned about these kids falling behind, you know, and I know that if you have a year that you don't do well, it's really hard
to catch up. Um, I just hope they realize how important it is. You know, I know we do. So, >> well, I do I will say this that I communicate quite a bit with uh AAR's governing board, especially their board
chair, and yes, they are very serious about it and they are aware. They realize what their shortcomings are and and they're they're adamant about fixing that. I don't communicate much with um Springs Empowers um governing board. Um their board has changed quite a bit in
their first year. They've had quite a turnover. Um, and their their their board chair typically whenever I can send communications doesn't typically respond. Uh, and and so but but I do get a lot of response from from AAR.
>> Would it help us to meet with them with you? >> You you could you could decide to do that if you wished. Um, but um it probably should go through me if there's questions you have for them first. um or or you things you want them to do or
provide you. I'm happy to do that. >> We again, we want to maintain a a a positive relationship, two-way street between the two. We do want to keep that relationship good. Okay. >> You said they don't communicate with you very well.
>> That's true. >> Okay. So, let's go on to financial performance. Um uh and you know again I'm not an accountant so but uh I we you know we sat down with with our with our special projects accountant in uh in
Brian's office and uh um she has helped us quite a bit in understanding and interpreting the numbers from there and this is all based on their annual audit report. Okay, their the the fiscal year 25 audit. >> Can I interject real quick? We have asked the state board of education for
help here. Um because we are the largest school district that has an authorized charter school that is audited by the state department or by the comprollers's office. And so every other district that has a charter school has a third party
auditing them. And so we have been had we've had conversations where there have been amendments you guys have had to approve moving money to different places. then we go to the county commission and then we have to come back and do another one. So, we've asked them to please give us some rules because it
looks like neither side knows what's going on and that's not good for charter growth or school choice growth when there's not a a clear path. Um, from our standpoint, we don't want to get an audit finding, and I know the schools don't want to get an audit finding for
something that they did just because we didn't know what the rules were because the state truly hasn't had a school district that they audit have a charter school under them yet. And so that is something we are working with. Metro, Memphis, Knox,
Hamilton, they are all audited by third parties. Is that correct, Brian? We are the largest district the state controller audits and so they've they've not had this guidance yet and we had a great conversation with the charter commission with state board of education members about updating some guidance so
that we can get clear guidance to give to our schools as well. So we've had two meetings with them and it's gone really well. So I just wanted to provide that because this this has been tough. It it is it has been very tough >> and it's been tough on them meeting deadlines. Um because I know that's going to be a lot, but that's probably
for me the biggest concern is we've got to have some help in meeting deadlines. >> Agreed. Both of our charter schools employ a back office finance company who seem to have their act together um and who are doing most of their accounting work. However, the audit has to be done independently. And ironically, American
Classical Academy went with the same auditing firm that we use, Crosland, um to to develop their audit. Um, so there's some consistency there. So, um, but in I would encourage you to refer back to that performance framework for descriptors about each one of one of
these categories and what they mean. But again, I'm happy to explain as much as I can um to you as we go through it. Um, but you'll notice for for AAR they're they're new term indicators which is basically the way I understand it kind of measurement of how they did over the
first year. Um, there are several areas um of performance. First of all, that current ratio and current ratio um and I can kind of give you just a quick um definition of that is um their
current ratio is determined at their current assets divided by their current liabilities. Okay. Um and their their their score ended up being um 61 which falls far below according to our um our um so clearly their liabilities
outweighed their assets. by a good bit. Um, unrestricted days cash, which is their total expenses divided by their or minus their depreciation divided by 365 days, was a negative number. So, they had negative days cash on hand, which
falls far below. Their enrollment variance, which ironically also is part of the financial audit report because that helps determine the money that they have coming in. um and their their end of year ADM was 202 versus the number
that they put on their original budget for year 1 which was 393. So that enrollment variance um came out which is the June 30 ADM divided by their projected budget for that June budget at only 51%
which falls far below. So they hit 51% of what their budgeted enrollment was going to be. Um and which falls far below. >> What was the ADM for projected again? >> I'm sorry. >> The ADM for the projection for the enrollment it was 300 something.
>> It was 393 is what they budgeted right they ended up their end of year ADM at 202. >> 202. Yes. >> Okay. >> I got that. And then sustainability indicators kind of I I think if I understand this correctly, Brian, kind of reflects their
um their their outlook going forward. And their total margin, which is their um change in net position divided by their total revenues was a negative number. Um falls far below. Their debt
to asset ratio um was a 1.57 which falls far below. Anything greater than 1.0 O is considered falls far below according to our performance framework. Right. Their debt service coverage ratio um -2.1 which does not meet
um incidentally they have a $96,000 debt which comes due June 26th which is a rental on their facility. If I understand their audit report correctly, they did not pay rent the first year because they did not have a contract to have to start paying that
until the end of of school year 26. Okay. And their unrestricted net position falls far below. Um, and their total margin by school, which is also reflective of a three-year pattern, which they don't have yet at at the moment, does just simply does not meet
because it's negative. Okay. All right, let's take a look at Springs. And you'll see in Springs's report that it is all pending because they have not submitted their required annual report as yet. And I think I've shared communication with you from Mr. Wickwire, their principal, about why
that is and what's going on. Um, and it it appears that they're they're making progress. Um, but we're not there yet. And I do need to um tell you a couple of things. Number one,
I think it's important to understand um because they are using public monies, it's important to know that in their first year, both schools finish deeply in the red, deeply. Um now, that's not uncommon for a brand new charter school
in its first year. Uh obviously, startup expenses for any school are going to be pretty significant. And if you don't make your projected enrollment, which uh neither school made their full projected enrollment that they budgeted, um then obviously there's going to be some
deficits. But but that's something to be concerned about going forth. Um hopefully we will write that ship. But I also have to let you know that with this is you need to understand what the charter agreement says. Okay. The signed contract with our charter schools reads
that the audit shall be furnished to the authorizer, the commissioner of education, and the comproller of the treasury as soon as reasonably practical after June 30th of each year in accordance with the authorizers's reporting calendar. Our reporting
calendar asks for that audit by the end of October. And I made that clear to both charter schools. We need it by then because we have to write this annual report which is due January 1. Well, you can see our report is obviously not complete and it
was due January 1. We had to get an extension from the state um because of this. Um if such audit is not received by the authorizer on or before December 31st, it shall be considered a material breach of this agreement.
Okay? which the charter school shall have 15 business days or such other time as the parties may agree to cure. Now, American Classical Academy met the terms of that 15 additional business days. They got it to
us on January 21st, which was that 15th day. Um, at this point, we have not received still have not received the the annual report, audit report from from Springs Empower. >> That's a breach of contract. It is a material breach of the charter
agreement. Can >> real quick. >> It is. >> Go ahead, Mr. S. >> I'm very concerned about a potential audit finding for both of these next year um that would go on our county's audit finding, not just as a school system, but the county as a whole um because it is reported to the um
comprollers's office. So, I think everyone needs to be aware of that with our county commission as well. Um I know our county finance director is aware, but it's out of our hands. Um, our schools were all turned in well well ahead of time, but these are considered
Rutherford County schools and so they will fall under our audit process. This was kind of what I was referring to in our conversations. And when an authorized school doesn't follow through, what other options do we have? Because we we don't oversee their
day-to-day operations. So, what do we do to get those? And that that's kind of where we're stuck specifically right here. and we'll get to that at the end of the report about what what options are for for us to address this with with the charters. Um,
I will say this that um, it's not typical for an auditing firm to communicate directly with an authorizer, but the feedback that I've gotten on the reasons why uh, audit reports were not submitted on time or are yet as
unsubmitted was due to um, the chart the auditing firm still awaiting documentation to be provided to them from the charter itself. specific documents that they had not provided that they have to keep going back and asking for keep going back and asking
for. Um that's again they don't communicate necessarily directly with us although I have communicated with Crosland um but but that is the feedback that I am getting is that it's because they don't have all the documents they need. Now, yes, your first year auditing
a school, it's going to take a while to put that everything in place to get everything aligned up to get your, you know, going forth. Let's hope that's not the issue anymore, but still they've had since June 30th and here it is J February 19th and we don't have
>> and the corporate world is pretty bad. >> Yes, >> he was in the corporate world. You'd be out of business, right? Mr. B, you're in the corporate world. So anyway, that's where we stand financially. Okay. So let's let's look at the last component of the report
which is organization where we actually and and again there is some subjectivity I think in this part of the rubric. Again another reason why we might consider going to a the new performance frameworks uh because it takes some of that out and based it more um um on a
rubric based score. Um but anyway, here's what we have to look at. Um, uh, Miss Walters is going to kind of talk you through, but again, stop us with questions that you have and and and hopefully I can provide you with some specifics if you need them. >> Yeah, I'll go ahead and pause in between each one so he kind of can uh explain
where we got the scoring. So, uh, for a car under educational programs, uh, under their charter terms, we scored them with a rating of does not meets >> and the reason for that is there were several components of their agreement that they were not meeting. They did. They were not providing meals for their
students as you know which it says in their agreement they will provide meals from day one. >> That's got to be breakfast and lunch isn't it? >> Sorry. >> And that state law you got to provide them with >> that's a we'll get to that. Yeah. >> Okay. >> That's a that that will take a longer
discussion than we have tonight. I think uh because I don't even think the state knows anyway. um they they had no nurse they had no nursing services that so they were not following their own established policies and procedures for medications for students and how their health needs were being met. Um they
were admittedly provided no ESL services from a licensed certified ESL teacher even though they had one on staff. they were not providing the mandatory one hour of direct ESL services from a direct ESL certified teacher to those
that required it and they they they freely admitted that. Um >> then moving on to compliance with uh ed Maxwell. >> Yes, Mr. Just to hit on that point. So they weren't providing the services yet. They have a great exiting.
>> That's right. So whatever they were doing >> was working >> even though it wasn't per state law mandates that they provide those services from a licensed certified teacher. Um >> yes >> that I will say this even in in
just to give them a little support they are very um adamant about serving their ESL population. It it is a big it's 31% of their population uh are Hispanic at least or or ELLL are 31% and they are
committed to to to working hard for the with those kids. Okay. But they have to meet the state law and the terms of their agreement. >> Compliance with uh ED requirements. They had a rating of does not meet. >> And again they freely admitted they did
not do RTI period which is a statemandated program. They freely admitted we did not do RDI >> enrollment in alignment with agreement. We rated them as falls far below >> and again they were only at about 60% of
their projection with that ADM of 202 at the end of the year. Now they are they are growing. I will say that they are growing. That's that's definitely a positive to look for. But based on what they projected and budgeted, they fell far below.
The next two student retention rates and subgroup being in their first year of operation they do not have a rating for. Um then students with disability rights they uh were rated as meats. >> Here's a hallmark for this school. They have an excellent coordinator of special
education. Um she's now their assistant principal um and um has been compliant since day one. Pretty much she's on top of things. English learner rights rated as falls far below. >> Again, even though they exit a lot of
kids, they're not providing statemandated services. Okay, >> moving on to the financial management and oversight uh financial reporting and compliance reporting rated A's does not meet. >> Again, that's because they did not get their
um audit report in by the 31st of December. Um however generally accepted accounting principles uh were rated as meets. >> Moving on to governance and reporting uh governance requirements along with reporting requirements both met that
meets um and then accountability of management did not have a rating. >> Accountability of management refers to their a charter management organization and neither one of our charters operate under a CMO. So that category is not applicable for either one of them. Okay. and their recording reporting
requirements that says they meet the threshold is to hit an 85% on-time reporting rate for our monthly reporting requirements and they were at 87. So they they met the requirements for reporting.
Moving moving along to students and employees under student rights uh they received a meets um then under the suspension rate goals uh they had a 4% versus RCS 5% which would give them a
rating of meetats. Uh under attendance uh they had 23.6% 6% of chronics absences which gave them a rating of does not meets >> that and the fact that they only hit 40% of their or they have a 40% enrollment variance. They only hit 60% of their
projection. Go ahead. I'm sorry. credentiing uh does not meet. Uh they received a does not meets >> and that is because they had the majority of their teachers were not licensed and they were not they did not obtain the correct waiverss and permits
until spring of 25. It took almost all year to get their waivers done. and employment rights and background checks both received the meats rating and teacher retention being in their first year they did not receive a score
for that. Uh school environment facilities and transportation along with information handling both received a rating of meets uh where that health and safety uh received a rating of falls far below >> again because of no school nurse they did not they were not following their
own established health procedures. And the last one, other obligations, received a rating of does not meet. >> Yeah, based on that that site visit report that I furnished you guys last spring, there were just too many contractual things that they were not meeting based on what we just discussed.
This is kind of a almost a summary of this section. There were just too many areas that they were not meeting the tenants of their agreement. That's why we scored them as does not meet. >> You said they were growing. I don't remember off the top of my heads. What is their total enrollment?
>> They're up 400 now. >> They're up 400 now. >> Okay. >> 402 I think was the last number I saw. >> Okay, >> Miss Maxwell. >> Yes, Mr. >> So, you're saying they Let me go back to this other page. Their average daily
enrollment was it was it was 30 sorry 393 was what they were budgeting for, but it ended at being 202. Was that to start the year or end the year of 2025? >> That's end of year. into year 24 June 25 is 202.
>> June 25. All right. And then their current you said was above 400. >> They're at about 402 now. >> Okay. Thank you. >> Did they what was it? Sixth grade they added. >> They did add sixth grade this year. They'll be adding seventh grade next
year. Good. >> Are they going through eight? >> I'm sorry. >> B. >> They will. They'll eventually be a K12. A car will be the springs will be a K8 in another year. >> Moving on to springs. Under the education programs under their charter
terms, uh they received a meets along with compliance of ED requirements and enrollment in alignment with agreements >> because they were offering RTI ELLL services. They had certified teachers for that. >> Again, for student retention in subgroups being in their first year of
operation, they did not receive a score. Um but under the students with disability rights, they received a rating of does not meets and then along with their English learner rights, they received a a rating of meats. >> And I'll comment on the the students with disabilities rights. Um they ended
up with a um uh both a um administrative complaint and a mediation claim filed against them last year because they were not providing special ed certified t a special ed certified teacher to provide the services um for students
with disabilities. Um unbeknownst to us um their plan changed after the year started and they lost the per whoever they had lined up. It actually was an outside contract agency was supposed to provide their special ed service and they lost the the person through that
company that was supposed to do that did not notify us. So we had no knowledge of that until an administrative complaint was filed about December. Uh I will say and we'll talk about this in a second they fixed it immediately. And that's one of the tenants in your performance
frameworks is if an error is or or deficiency is noted, did they take immediate action to correct it? And in this case, yes, they did. But again, the fact that they went that long without certified special ed services uh caused
them to be rated as does not meet. >> And both areas under the financial management and oversight of course are pending as we're still waiting for their audit under governance and reporting. Uh the governance requirements received a rating of meetats. Um as the reporting
requirement uh fell at does not meets it needed to have it 85% to receive the rating of meats and they had an 81 >> just missed it. >> Yeah. And then the accountability and management did not have a rate.
>> Again that's reflective of a CMO which they don't have. Moving on to students and employees rights of students. Uh they received a rating of meets under the suspension rate goals. Uh they were at 12.4% versus RCS 5% which gave them a
rating of does not meets. Um along with their attendance which was at 13.4% of chronically absent which also fell under does not meets. credential. Uh yes, credentiing uh fell under does not meets. Uh however,
employee rights background checks both fell under the rating of meats. >> As far as credentiing goes, yes, they they were um providing instruction from a non-licensed non-certified teacher. Again, we were not aware of that. They had lost their certified teacher. I believe it was for fifth grade in
October. And we're filling that um position with an educational assistant, a pair professional who is now who does now have a permit and a waiver and is a strong teacher in her own right, but they are by law must provide licensed
certified teachers. >> Teacher retention being again in their first year would not have a rating. school environment. All three areas, facilities of transportation, health and safety, and information handling, all received a rating of meats along with
the last uh section, other obligations received a rating of meats. >> And even though it looks like maybe they shouldn't be rated as meats, like I stated earlier, um anytime there was a deficiency noted with them that we knew about, they took steps to immediately
fix it. So, we place a lot of weight um in that. Sometimes you don't know what you don't know and once it's pointed out to you if you fix it uh you get a lot of credit from us for that. >> Miss Maxwell. >> Yes, Mr. >> Can I ask you I think you maybe touched
on this a little bit while I was jotting down some notes. I want to make sure I got clarity on it, but the chronic absenteeism was it was that projected numbers versus average daily membership numbers. The state criteria for that is you cannot have more than 10% of your students
chronically absent and they were at 13.4 and those are that is defined by students who have missed more than 10% of the instructional days in the year and 13.4% of their students missed more than 18 days. >> Pretty bad.
And then finally, the last section, the last section in the annual report is where we reflect on our performance as an authorizer and talk about what our goals are, what we've accomplished during the year. And just some highlights for you. like we said before that it was a significant year of learning for us in the first year of
operation but um we were committed to that and engaged in quite a bit of PD um both with the state uh both nationally with uh two different organizations that provide national support um and in
addition um we connected with several of our other colleagues at other districts throughout the state um and in the other four of the other five of us now. Um we had quite a bit of conversation and sharing of resources and materials and
borrowing from each other. So um we did learn a lot in that in that first year. I have learned a tremendous amount. Um again we've still got a lot to learn and still got some improvements to make. Remember we did not get we did not get a
formal evaluation by the state until this year. So, our goals that we talk about here in this performance section were really kind of based on our own self assessment um that we had to do in in December of of last year of 24. We
did get formally evaluated by the state um and and that was kind of finalized in December of 25. I will share those results with you after the state charter commission and board of education approves those results. It's supposed to happen at their meeting at the end of
this month. Um, and I'll be able to provide that data for you. I'll just say that we were scored as uh um um oh, what's the terminology just popped out of my head? Not the highest you could score, but right under um um there's a
term for it. But anyway, I will just say h >> mediocre. >> Yeah. Well, well, we'll say meets instead of exceeds. If we go on the same terminology um as our as our charters, we we met the the expectation and the
comments from them were that as a commendable >> first year authorizer >> commendable. >> Thank you. Commendable. >> That's the word I'm looking for. Commit. That sounds better than me, doesn't it? Commendable. Okay. Um so anyway, but but they did comment on the fact that they
felt like we were um ahead of some of their more experienced authorizing um groups throughout the state. So they they were very complimentary of our our our performance as an authorizer. But I'll share that because there is some critical feedback that we will need to address this year. There's some policies
we need to tweak. There's some things we need to add to our own policies and procedures. We need to change a few procedures we have in place um to make us um even better. Okay. >> You do you do a heck of a job. Seriously. >> Well, I'm telling you, people don't realize how thorough you've been with
this. And >> I appreciate that. But a lot of learning curve. >> It'd give me a headache. >> So anyway, so uh just my final comments about this was some goals that we are striving to uh achieve as an authorizer
is number one um to reduce the reporting requirements that we place on our charter schools because one of the things that we need to do is less lessen their administrative burden. And what some of the feedback they provided during our observation or our evaluation
this year was the fact that they felt like they were treated like every other school in the district. Um and and I know what they meant by that was that they were losing their autonomy to do things the way they wanted to do it because of all the reporting requirements that we placed on them. Now
there yes there are some things we can tweak in those reporting calendars that may be a bit redundant or are not necessarily have to um that are just nice to knows rather than need to knows and we're going to strive to do that going forward. There are some things that are non-negotiable though that they
need to understand that we have to have reported to us um on a regular basis. We do need to improve our own monitoring. We've got to continually get better at that. um you know, as evidenced by the fact that they went that Springs went so long without a special aid teacher that we didn't know about it. Um and that AAR
was not providing ELLL services correctly or RTI. We need to improve our function in that area. Um and keep improving the relationship between us and them. Um because it is it definitely needs to stay positive and and a back and forth a two-way street because we are partners in this. We're serving the
same kids. >> You said springs wouldn't communicate with you very well. Well, it's I'm talking about their board. Their their administration's great and their their office is great about communicating um with me and and and us being on the same page. They really are. I would like to
open up some more channels to communicate with their board though and I'll work on that. I will. Uh okay. Um and then just a positive for you like we mentioned earlier, I'm going to leave you on a on a positive note before we talk about what we need to do. um is that you know enrollment growth
there's there's enrollment growth for both of our authorized charter schools. That's not the same for other charter schools that we don't authorize. Um AAR's enrollment has grown 64%. Um and Springs has grown 24%. They're
outgrowing their facility and need to find a new place and they they they're actively pursuing um some some other locations for them too. So we're we're happy to to report that. >> What were those numbers again? Can you tell me those numbers again? I'm sorry. >> Uh 64% up for AAR and 24% for springs.
And they don't have a whole lot more room in that in that facility. Honestly, they just don't. Okay. So, the last thing I need to do though is draw your attention back to the performance framework. Um because we have to discuss
what needs to happen now because the language of the performance framework says specifically um and your policy 1904 lays this out for possible interventions and sanctions
for failure to meet the standards set forth in that performance framework. I've highlighted a statement that I think you need to you need to think about. says, "Achievement of a rating of falls far below in multiple areas or does not meet a standard in a significant number of ratings will
result in a notice of deficiency being issued to the school's governing board and a plan of corrective action being developed." The alternative right above that says um any school that receives a fall a falls far below rating in any category receives a simple notice of
concern detailing that area. And you'll notice that but by tallies that I've listed on the chart show that for um for AAR in their academic area they had six ratings of falls far below and two that does not
meet. Their subcores were two that falls far below one that one does not meet. Their overall academics fell far below. And for springs in power, they had five categories that fell far below and two that does not meet. That's just in
academics. If you look at their financial performance, AAR had six falls far below, two does not meet. And for springs at this point, we almost have to consider everything as falls far below because we don't have an audit report.
Um and then organizational performance was better. um only three falls far below for a car and six does not meet. Five does not meet for springs and no falls far below and a great number that meet the standard. Great number of them you'll see. So now
um what I need you to do is consider what action you want to take as the authorizer and the decision makers for this for this group. What action do you want to take if any based on their their annual report? This is what our policy says we have to do.
>> We have to make a decision right now today. >> You don't. >> Oh, >> you don't. It's something you can consider. >> I would not recommend you delay it for very long because it's already This is a This is based on the the school year 25 which ended last June.
>> Can you clarify like what options? Sorry. >> I'm sorry. >> Yeah. >> Yes. Our options. Could you clarify what our It looks like we could do a notice of concern. And then I notic >> well in our performance front if if you look at our our progressive intervention policy. We could bring that up if you
want to. There's any number of levels that we can go to. The first level on the intervention policy is a simple notice of concern and we have issued several of those to our charter schools. As you know, um, Springs Empower is under a notice of concern right now
because of the fact that they failed to pay their required or post their required payments to Tennessee Consolidated Retirement for probably eight months in a row. Starting last March, every month they were late in posting their payments and they incurred
a penalty and have amassed several thousand in penalties that they've had to pay and they're struggling financially. So, we issued a notice of concern um for that last uh in December and they have corrected the problem already with the January reporting. They
were on time. >> Good. >> They got it done on time. >> Develop a plan of correction. >> Is that is that up to us or them? It's done in conjunction between the two, between the authorizer and and that's one of the things that we got um marked down a little bit on our state board
evaluation this year was the fact that any notice of deficiency that we did um issue to one of our charters. We kind of dictated the plan that they had to follow. Uh but it's supposed to be they're supposed to have input in that. So it should be a back and forth
discussion there. So we developed that in conjunction with each other. Notice of deficiency. >> Miss Darby, >> Dr. McCann, can you I know that you've said several of the things that when you notified Springs, they rectified right away. Do we know
just because in thinking about how we're going to issue this? I'm curious. Um do we know what things have already been corrected? Like has AAR put a nurse on staff? Things of that nature? Do you can you give us some feedback on what's already been rectified? >> Absolutely. we can do that. Um, AAR has
hired a an employed a a licensed and certified ELLL teacher. Um, and so they have somebody in place to correct that. They have a bonafide RTI plan that they put in place at the beginning of this year. Um, they are
they're still working on the food service issue and that's a whole other discussion um because it involves that amendment that they are now requesting. Um, but under I will say this that they are not requested to not provide meals. That's not what that amendment request
is. Okay? So, let's just make that clear that they they they do want to provide meals for their kids. Um, but we'll talk about that at a later time. Um some of the other issues that they had in I'm trying to think um both of them still
have as you know safety issues and have been placed under a plan of corrective action for from the state department of safety. They have to develop a plan of corrective action but they have some time to get that done. Um but that's not reflective of the school year 2025
report. That's not a part of my report tonight. But you just need to understand that that is a that that is a problem that has not been corrected. Um they have hired a nurse. She's part-time right now. Um Shana has is working extensively with her to to make sure things are are in place, but they've had
her in place since pretty much the beginning of the year. So yes, they have taken some steps to correct some of those issues that were identified in our um in that end of year site visit report you got from me last year. Can I? >> Um, yes. >> But they haven't done anything to improve the instruction. That's where
the the biggest rub is, but they haven't done anything. >> Right. Right. And and again, since we're we're judged with, um, evaluating their outcomes, we won't know until we have assessment results, whether they've made improvements in that area. I can say
this, um, particularly at American Classical, I have noted improvements in instruction in just basic observations. Um to be quite frank in their first year they they had a staff of pretty much all
brand new teachers. Many of whom who had not only never been taught but not even been trained. Um had the most of them came from a college that does not have a teacher prep program. Um and uh so they have it's been they've worked really
hard with them. So I have seen improvements in instruction there. >> Dr. So, >> I think it'd be good if you could maybe just email the board an update on the things that were an issue other than the academics because the academics, you're right, there's not going to be way to address that tool. >> Happy to do that.
>> Y >> for me, my biggest concern I agree, the academics, the number one for me is the financial thing. We've got to get that audit reported. >> Right. Got >> when is that you said you we had to file for an extension to turn ours in because we're lacking theirs. >> We had to request an extension from the
state board of education. And when is that due? >> Um March the 1st. The next the the updated the updated version is due March the 1st. And if we don't have their audited report in audit report in time to update our our report by March 1st,
we'll have to either ask for another extension or um it could come back to haunt us in future evaluations. I don't know. >> Have we had any feedback from them on whether they expect to have it to you before then? just the latest one that I think I forwarded on on to you that yes,
they they think they've ironed out because and and I may have only shared this with you, Miss Maxwell. I can't remember, but um they got an initial report not maybe two weeks ago saying that the auditor was um possibly going
to totally drop them. >> Mhm. for their lack of ability to provide um a require document and which meant they would have to go out and get another auditing firm and start the process all over again for fiscal year um 25. Um the latest communication from
Mr. Wickwire though was no, they've got that ironed out. There was just a couple of minor documents that they needed to provide and hoped to have that done and this was last week and and he had hoped to get the um audit finalized by this
week. So far haven't seen it but um >> M. >> Yes, Mr. B. >> I think I don't know how we could do that but we've got some people that work for Rutherford County schools that know how to run them and know how to run schools.
Do you think these folks be open to to these people coming in and and try to evaluate what they're doing and try to tell them how to make improvements because we got some folks that know how to do it? >> If you're talking instructionally, the
answer to that is no. They want both schools want to be able to take their own approach to instruction. I mean, that's the nature of a charter school. That's a reason why you start and open a charter school is so you can take your own and not be um under the um mandates of the local
district. >> Well, look what that's look what that's got him home, >> right? I if they were to ask for such maybe we could consider that but um so far that has not been they both both groups feel confident in their approach
um that they will see improved results um and and and these results are an anomaly because of it being their first year and just getting their feet wet. >> You know some of these things they're not doing is violating state law.
What what's the consequences for that? Are we going to be held accountable by the Rose County schools because they don't do it? >> Just just to give you a for instance um on those uh um the administrative complaint that was filed and the uh um
the the the request for mediation which we have another one in the works right now. It says on there Rutherford County Schools. It does not say Springs Empire Charter School. It says Rutherford County Schools and >> it has my name as director. Yep. That's my frustration. >> Yeah.
>> Really? Yeah. The only thing I wanted because I had um I think the the point I wanted to make, we have through March 1st for state board of education to turn in. We've already passed there. There is no extension that I know of, Brian. Um the comproller, we've missed that. That
was October 1st and that's going to be unless by the grace of God in the comproller's office, they just decide not to give us a finding and we can sometimes you can have a communication with them and they decide not to give you one. Um, sometimes they can have that conversation. That would be our
only way not to. So, >> they need for the state board report. >> They were instructed to notify the state controller if they needed an extension. And it's my understanding from Mr. Wickwire that they did. >> Good. >> And they were granted an extension. >> Good. >> Wonderful. Okay. Any other comments or
questions? >> Miss Maxwell. >> Yes, Mr. Dwolf. >> I appreciate all this information. I think it's very good. Um, yeah, it is a lot, but I appreciate it. Uh, I I I think that it's easy to see disappointment in what we're seeing. I don't think we're happy with the
performance, and I don't think the the charter schools are happy with their performance, but also, I think it's important to acknowledge the startups of u your first year, the challenges that go along with that. Are we seeing progress? I think it's probably going to be the greatest term. And you, as you've
listed here, a lot of the things that they got in trouble for in 2025, they fixed a lot of those. So we are seeing movement in the right direction. It's just whether that trajectory continues. Um and then you take into account the schools that are not in charter around that area that are having some of the same performances.
It's it's an interesting it's a challenging mark but um I am most interested in seeing where we are at currently which you said you can update us on that before we make any decisions. >> Sure. >> And then you know continuing to push those expectations.
Hopefully that's happening intrinsically at the charter schools and they are making those adjustments. But um if not then we'll have to see what our decisions are from there. But I just think it's important to acknowledgees acknowledge some of the challenges starting off as even I think you
mentioned state board of education someone said that it's that second year or maybe Dr. Svin mentioned that it's that second year where you if you're seeing a lot of the repeats of the first that's time to get suspicious or concerned. >> Yep. Agreed. Agreed. And I and I will
say that I obviously where we are seeing improvement marketly already is in the organizational performance. Financial, no. Um there's they're still struggling financially. That's a concern. Um academically, we we don't know yet until
we get some some academic results. Um so that that that will be a while before we know, but from the areas that we can comment on, yes, organizational performance uh is is is improving. >> It is. Well, I know that you'd kept me updated on on certain items and that
there were some leadership um changes that need to be made. Yep. >> And it looks like some of those have been made. Now, I guess we'll see with the board and there were some changes there as well with Springs on their side. So, we'll see how that turns out. So, there's a lot of moving factors and I'm curious to see what the results of
those are going to be. >> As am I. >> Do we have any recommendations? Do you want to decide this in a couple of weeks? Is there a deadline you have for us? Uh >> the you're the decision makers. The
deadline is yours. Um what action you want to take. I mean I can make recommendations, but really you're the decision makers there. So >> how can you tell us how much of of this information do do these charter schools currently have? >> Every bit of it. >> And when did they receive it?
>> Great. I'm glad you asked that because I forgot to mention that. Um, part of our process is, and this is part of our policies, is we're required to I meet with them in in the summer of every year, and I met with them in August of last year, to provide them the preliminary results for their
performance frameworks. Now, granted, a lot of those numbers weren't in yet. We didn't have finances. We didn't have um state report card numbers. We didn't have state data, but we did have our own generated data where we could determine their academic performance as related to
um other Rutherford County schools and growth numbers. We did have those numbers and yes, I sat down with both of the schools and went through that report in detailed um manner. So, they first get that from me in August and then they get a copy of the annual report when it
is completed at the end of the year and they they all have this in place. I guess it bothers me when you know when you don't know what you don't know to me that's a that's a huge problem you know and you know we we keep saying we
get keep saying well first year you know we're going to make an excuse for them but thing about is we've had first year schools that start up that are level fives um
you know a A lot of this stuff should have been worked out from the get-go. And they got some problems, folks. I'm telling you, they got some serious problems. And the bad thing about it, it's got Rutherford County Schools and
Dr. Jimmy Sullivan up there. And uh you know, I don't know. I I think that you say it needs to be a cooperative agreement when you do that. um plan of correction. >> It's part of the agreement,
part of our policies here. >> What can we do as a board though to get them to the table? >> I I would be willing to say that both of our schools, if you wanted them to come to a meeting and answer your questions,
would be more than willing to do so. >> I don't know what they're doing about it. >> Mr. Wickwire is usually here at most of our board meetings. I didn't see him tonight, but I did invite them tonight and let them know that I would be presenting this. I'd let both our charters know that I'd be presenting this at our meeting tonight. So, >> you know, walk talking the talk's one
thing. We got to walk it, you know, somewhere down the line. So, >> Madam Chair, yes, Miss Darby, >> would it be a good recommendation to maybe invite them to come talk and answer questions at our next board meeting and then for us to make a
recommendation as a board at the meeting after that, I guess our final meeting in March. >> Miss Maxwell. >> Yes, Miss Rosal. >> Yeah, I was going to say that. Um, can we get a report? You said that there's things that they've been correcting. >> That'd be great to know.
>> Sure. I'll put that together for you. >> I I have been in conversations with um well I've been try I've been in conversations with both school um charter schools a little bit more with one and one of them I know they really are striving to make changes and so I
would love for them to come and speak. In fact, I was going to bring up if there's a possibility where we can have a work session or something like that where they can come and speak and give like an annual assessment of where they are, what improvement, things of that
nature. >> And I will say that both of those both of our schools are very open to visits. They're very open to people coming by and visiting to see what they're all about, to see what they're doing. >> And I Yeah, exactly. Yes. And I think that'd be great for them to invite the
whole board for us to come visit their school as well. >> I think that that would be good thing to do >> for them as well. >> Okay. >> But if you'd like, I can ask them to come to a a board meeting. >> Yes, that would be great. >> Give me a date that you want that to happen. Um >> March 3rd. >> Yes. >> March 3rd.
>> And then our next work session. >> Yeah. Doing a work session. >> We need to We don't need both of them. >> Yes. >> We don't need to have both of them the same time. I think it'd be better to have one at one meeting and another one at another one. >> Well, we have we have to make a decision. So, it' be best to have both
because we have to make a decision. >> Yeah. >> Swiftly. I think that's what I'm hearing from you. >> Well, we can delay. >> Best not it's best not to delay, I would say. But, um um you know, the sooner you the sooner you take action, the sooner effective plans can be put in place.
>> Got an idea. >> Yes, Dr. I could probably connect it to part of the board treat. >> Oh, connect bring it >> probably connect it to part of the board retreat and unless somebody's just got some out of the box financial things they want us to go over because I haven't heard from anybody and we don't
have a in a year when your enrollment has declined and you're probably not going to get as much. I don't we're not going to have a whole lot of new things and so I'd be fine. Yeah, it's it's here. Yeah, it's here on March what 12th. Is that right? Yeah, 12th. So if we wanted to
take the afternoon of that so people could be here, we could do it that day. That way because this could totally dominate a work session would be my worry. And so we want to talk about it. I'm I'm perfectly fine. It still needs to have a good half a day in our retreat, but I don't envision it's going to be
>> normal day and a half because we just we don't need that. >> Mr. Paul, do you do you have something? >> Oh, I've listened to this for an hour. Um, and I've listened to y'all contemplate about what we should do. And I've sat here and thought about it, honestly. I mean, I charter schools. I'm
all for them. But the thought has run through my mind sitting here that you're 2/3 34. This is academic year 2425, correct? So, we're 34 of the way through
this year. >> Yep. And we still don't have you still don't have where you can give to us or the state all the information that is required under the agreement that we
have signed. Correct. >> Correct. >> And so I'm sitting here, you know, we're kind of sugar coating this guys. I'm just going to be real frank with you. >> Right. I I think there is a level of grace that any new school I I I
obviously been around a little while and Dr. Sullivan and his staff and the staff before him have been used to opening schools and maybe this board has an advantage, this county has an advantage to opening schools and getting them up and running and all that. And I okay,
I'll take that into, you know, my thought process here. The second thing is okay, these parents have bet their child's future on these schools to meet or exceed probably what
they were trying to get out of public schools and I congratulate them on that for, you know, the parents for looking at an alternative. But man, when you get to talking about the money and we don't know where the money is, that that's on
us right here. And that's going to be on the county commission's not going to be happy about this. It's not fair. If Dr. Sullivan had a principal, any one of these principles of these 52 schools that we monitor and take care of had not turned some report in. I got to be careful what I would say. I feel like
I'm I'm in the milk barn right now. Their tail would be >> for finances. for finance. >> And so my where's that screen? Go back to that screen. >> That yellow writing, that's what I'm after right now.
>> I want to go back. It says achievement of a reading a rating of falls far below in multiple areas does not meet standards and a significant number of ratings will result in a notice of deficiency being issued to the school's governing board and a plan of correction
being developed. I so move that we request that tonight, not two weeks from now, not a month from now. And then they can show up and report back to us. They can we can invite them in here and they can come in here. As far as I'm concerned, they're on a hot seat. But I
would make that motion if somebody else would second that. I think that that that the cor it this is serious. >> So I so move. >> Can I ask a clarifying question? start. >> Are you wanting to do that for the one that failed to provide the financials
still or for both? >> I think it needs to be for both because I the the the money Katie has pushed me over the edge right here. I could sit here and Okay, let's give them another couple weeks and everything. Hell, we've been giving them six months. I I just I
I don't I think with tax dollars, you've got to make people understand it. This is a this is an experiment in the making for our government, for our school board, for our county to to to do this our our president. And I'm all for choice. I'm not saying I'm not for
choice, but they've got we're accountable to the taxpayers of this uh county. And we're all and I feel we're accountable to those parents that have students in those schools, right? So, we've, you know, hey, we've got the
hammer right now. I think you've got to mash them just a little bit. They got to know we're serious. I didn't I wasn't here when they were approved. Don't know anything about it. I've sat down with Dr. McGan and tried to learn about the the authorization, you know, how all this is supposed to work. I think I
understand how it all works. I've talked to some people out of the state uh in different states about how charter schools are supposed to operate. Again, I would say I would give them some grace a little bit on maybe the academic performance because maybe some of these kids
needed something a little different. That's the reason the parents were looking for something different. But this stuff about not meeting some of those guidelines that they agreed to meet on the front end and the finances, this is not good. >> That's my two-minute desertation. I'm
sorry. I got a little wild. >> So, I just need clarity on your motion. Your motion is to send what? >> Notice of deficiency is what? >> Notice of deficiency. >> Oh, notice of deficiency. >> A notice of deficiency and a plan of action.
>> That's that's commensurate with the uh with the notice of deficiency. You'll see here on the board the procedures. This is Rutherford County policy is our progress. This is our progressive intervention policy. This is what we have to utilize to to affect change in
our in our charter schools. Can we require them to come in here and meet with us? >> Yeah, I was I was going to have a Hold on. I have an amendment to this motion. The motion would be for them to have a plan of action for them to show us during the board retreat.
>> Show us their plan of action. >> Show us the plan of action at the board retreat. >> Yes, a plan of action at the board retreat. So, in March 12th, >> yes, >> you you want the plan of action back by March 12th. I'm good with that. I just put that in the motion. >> You'll accept her? >> Yeah. Yeah, that's fine. Don't Yeah, put
a dead You're want to put a deadline on it. I'm agree. Yes, ma'am. I am agreeable. >> It's going to take a little bit of time. >> Well, do you want It depends. Do you want a hastily thrown together plan of action or do you want one with real >> Okay. Well, you tell us your recommendation, but I think there needs to have a >> I would take your recommendation.
>> Yeah, it needs to have a deadline when it's >> Why don't you write it again of action commensurate and it must be >> I tell you, we give you the authority to write it. Like like we mentioned, the state kind of dinged us on that for for doing that with the last notice of deficiency. So we do need to allow some
input from the charter school on it because you'll see what it >> but it does have to be approved by me. It does have to be approved by >> what do you think is a is a proper amount of time for them to provide provide this to us? >> A month. >> A month. So we do so March 27th.
>> March 12th. Right at it. I mean that's three and a half weeks. >> Madam Chair. Yes. M >> Dr. McCann. >> Yes. >> If we approve this motion this evening, when will they receive the notice of deficiency? Because I'm sure you have to
put something formal together as soon as I can get it written out. >> Got it. >> Yeah. >> I am slammed at the moment with our choice program and and tomorrow is is crazy with our charter new charter application um stuff. >> So, realistically, when would you expect
to be able to submit that to them? I can get it to him within a week. >> Okay. So, we'd like March >> Friday the what's today? That Friday the 27th. I'll have it to him. No later than. >> Yes. >> So, what's the last Friday in March?
Anybody got a calendar on them? >> He's Dr. Sullivan's looking at March 27th. >> When's our meeting? >> So, here's 26. >> If I can make a recommendation, here's here's what I would I think it would be fair if the board's agreeable to it. I know we have a motion on the floor. I
think it would be fair when Dr. McCann's letter is that for the one that is missing their audit that it needs to be turned in ASAP. We need to put a deadline on it because that will help Brian and his conversation with the auditor that we tried. Um and then the rest of it I think it's perfectly fine.
The end of March is the 27th. Our last board meeting is the 26th. So any but I would like to spell out just so we can really Brian because Brian's the one that has to talk to him all the time so that Brian has a little bit of cover. Yes, ma'am.
>> So, their deadline is is March 26th. >> That's off off That's off long time. That's one. >> Would you want to make the deadline the 25th so that we receive it and discuss it at the meeting on the 26th? >> Yeah, that's good. >> Okay. Do you still want to have them
come to the retreat? >> Yes. >> Yes, >> that would be great. >> Absolutely. Mhm. >> We need to we need to meet separately with them. We don't need to have them both in there at the same time. >> I think we need to allow to have >> You can tell what time you want each
each group to be there. >> I'll schedule an hour for each one. >> Okay. >> How much? >> An hour for each one. >> I think that'd be enough. I mean, I want them to give us some answers. >> Oh, we've been up here what, an hour and a half? >> Yeah. >> Do you want to do two hours? >> Burger drinks less than five.
Yeah, but that didn't get in our pocket. This is getting in our pocket. >> Yeah. I mean, >> two hours, >> Melion. >> Yes, we do. >> So, just just to be clear, it's for both. And you mentioned taxpayers, but
one of one charter is compliant and incompliance, and they filled out their forms. The other one is not. They weren't in compliant by the deadline. They were compliant by the extension >> 15 days >> three months after the 15 days with the additional 15 days. It was due October 1st.
>> Yeah. That's why I think it's important to see where we're at now. I mean, it's not that I don't support a plan correction. I think obviously any suggestions would be good. I think we've worked Dr. McCann and I have worked in the past on some corrections that need to be made and they made those
corrections. Um, so I think that part's good. Um, I just want to make sure the record's clear. >> Absolutely. >> Okay. So, we have a motion on the floor and an amendment. Can that he he is accepted. So, can >> All right. Let's see if we got it right.
Um, motion made by Stan Ba and seconded by Butch Vaughn. uh a notice of deficiency and requirement to share a plan of action to Rutherford County School Board by March 25th, 2026.
>> Yeah. Yes, ma'am. It's in that that green box right there. >> Would you like to roll call, please? >> Sure. >> Mrs. Rosales? >> Yes. >> Mr. Vaughn? >> Yes. >> Mr. Tidwell?
>> Yes. Miss Sharp. >> Yes. >> Mr. VA. >> Yes. >> Mrs. Darby. >> Yes. >> Mrs. Maxwell. >> Yes. >> All. Yes. >> Thank you.
>> Mr. McCann, you have done. >> Sorry to take all your time. >> You all have done a fabulous >> Thank you. >> fabulous job. >> Yeah. And I want to apologize to Mr. Letterman because we do have a public comment. We should have moved you up. >> I'm so sorry. Yes. >> I just see that. Yeah.
>> Next, we have only one uh gentleman for public comment, Mr. Mr. Letterman. Terry Letterman. >> Good evening, everyone. I come to you with a great problem for educators. And I want to start by thanking you first for investing in students every
day. That is key. And I want to start with the good of the problem, which is that my son is in the 11th grade at Smyrna High School here in Rutherford and has successfully completed many advanced placement in dual enrollment university courses. My son took the
initiative to take the ACT early and scored above the district, state, and national averages. He carries a 3.43 unweighted GPA and is being heavily recruited by universities nationwide. I'm very proud of him, as you can tell.
for maximizing not only his learning opportunities but your investment in him. This is the good of the problem. While Rutherford schools has invested heavily in advanced academics by offering 37 advanced placement courses, that investment is not uniformly
distributed. My son attends a school that offers just six advanced placement courses. the fewest in the district by my account and he has run out of those courses as a rising senior and some of those are required to graduate. He needs a senior
math course. What is he going to do? Take a step back from pre-calculus? Math reasoning is not for him. Other Rutherford high schools by comparison offer an average of 17 AP classes.
I believe we can all agree that all students deserve these opportunities rather than being denied access just because of their address. Even if students have to travel to another school, the district needs to facilitate these opportunities. That's my opinion. For me, it would be a waste
of my son's time to spend his entire senior year in a school that does not meet his academic needs. We have asked district leadership at multiple levels for a transfer to a school that offers the courses needed. Fully understanding that we would be responsible for his transportation.
While the district leadership does not dispute those needs, we have repeatedly been told that the only transfer route is the school choice and I support school choice 100%. As a career educator, I know that we cannot offer every course at every school. Simply not
possible. not with the budgets, the staffing and the capacity constraints that we have today. I do feel that the district so invested in student success must have a solution when presented with glaring unmet student needs and the ability to balance
the clear discrepancies and disparities between schools without rolling the dice in a random lottery. A lottery that for my son excluded a student with legitimate, genuine academic needs. He did not succeed in the lottery. But
thankfully, Rutherford schools has already had a solution. Schoolboard policy 1.703 authorizes administrative placement of students on a case-by case basis. That's what I request. Thank you. >> Thank you. >> Next, we go to instruction.
>> All right. Next, we have instruction. And so just kind of connected um to that because I would do it during director's update but just so Mr. Letterman if he wants to stay of course more than welcome to. The way that we handle administrative placements we go through all of our lottery processes to make
sure that we're fair to everybody and then we will take each additional request case by case. Now they are very rare that we approve them but we do wait till all the lottery processes. You all know that we have to publish them for so
many days for the lottery. Once those seats are not accepted, which is where we are right now, we published results and are publishing results. We have to see which seats are accepted. Um once we get into the next process to see if there are seats available at this school, we would have an additional
lottery. Then that is when I look at all schools to see what are the requests at each school because you can imagine at a district this size, we have lots of requests. And so that is one side of it. The second side of it is the course selection. So I think Dr. Chastain, you're right in the middle of scheduling
me. Have you you're right in the middle of scheduling meetings with high schools right now. Correct. So that's where we there are two sides, but this is something that we will absolutely review. >> Thank you. >> Yep. All right. So instruction tab two updated job description for student
information data analyst. This title was updated two years ago with the combination of both the administrative assistant EIS and the administrative assistant attendance. Additional responsibilities has been added to this position without a change in pay scale. >> Questions or comments? I'll entertain a motion. >> Move to approve.
>> Thank you, Mr. Vaughn. Thank you, Mr. >> All in favor say I. >> I. >> Motion passes. Next. Financial matters. >> Financial matters. This is fund 141, budget amendment. This budget amendment cleans up expenditure lines at midyear. This amended revenue reflects state
grant allocations not including the original budget. The amended expenditure reflects the increase in cost of instructional support supplies and materials maintenance contracted services equipment and statemandated teacher instructional supplies and material allocations. This amendment has a net increase in both current year's
revenue and experience expenditures of 880,000 without use of fund balance. >> Any comments or questions? >> Move to approve. >> Second. >> Thank you, Mr. Vaughn. Thank you, Mr. Va. question. >> We will probably have another one of
these again at the end of the >> I got a comment from a constituent that did not that thought this was an incompetent move that from and I said I don't believe so because these are periodic things that comes that comes to
Dr. Sullivan and Brian's attention and that has to do with cash flow coming from the state. It's not on us. It's not on the county finance department. This is state cash flow money, correct? >> Getting us within accounts is different expenditures and this is just the county
does not do one um midyear. That's just an accounting philosophy. I Mr. Smith has one, Mr. Renan has one. Yeah. Brian, you want to go into why you like to do it midyear? >> I like to do it because whenever I get to year end or closer to year end me
more accurate numbers of what I'm going to need to clean up at year end. So, just for comparison, last year we did a total of maybe I think it was close to a little over $2 million in cleanup using revenue. If you
compare that to the county, the county did $30 million worth of cleanup last year, >> right? >> So, that goes to show you that, you know, I mean, >> I don't like to try to do 30 million at one time. Cuz if I brought that in front of y'all, y'all would y'all would probably >> we look questioning me all night. Yes,
we would be here all night. So, um that's the reason why I do one midyear just so I don't have to use huge numbers all at one time at year end. >> That's what I thought and that's what I explained, but I wanted to make I wanted on the record >> and it does uh we talked about it with
our county finance director. It's just a difference. Um he didn't have a preference. >> The negative for us is it does bring an extra round of questioning um because we could do it just one time. Quite frankly, it would be easier for Mr. running tonight to do it one time. But this does add more transparency and we
have been trying for years to to build more trust to only have this $880,000 one. But I I like to to budget personally. I like to constantly budget. So I like to see the most accurate accounts I can. >> Thank you for that explanation.
>> Yep. >> We had a motion. >> Yes, we have a motion. We have a second. All in favor say I. I. Any opposed? Motion passes. Next we have engineering and uh construction. >> Smyrna Elementary greenhouse request. Principal Vanessa Ritters requesting to
partner with Taylor Farms to install a 12 foot x 20 foot greenhouse and develop garden spaces for use by all students um from Taylor Farms. This project's requested not to exceed 25,000 and is at no cost to the board. Engineering construction has reviewed the request and has no objections.
>> Move to approve. >> Thank you, M. Thank you, Miss Sharp. All in favor say I. I. >> Any opposed? Motion passes. Next you have Riverdale High track naming request. Principal Tamar Blair is requesting to name the track in honor of Coach Ricky Field. Coach Field has been
at Riverdale since 1990 and has coached men's basketball, football, and track and field. Engineering Construction has reviewed the request and has no objection. >> Um the principal was unable to be here tonight and she was very sick about that. Uh but I want to tell you um there's not a finer individual in this
county that works with our athletes and our students than Coach Ricky Field. And this is way overdue >> because no one deserves it more than he does. >> Move to approve. >> First class person. So >> I move to approve. >> Oh, thank you. Mr. Tidle already caught
you there and then but I'll let you second it. Thank you. All in favor say I. >> I. >> Any opposed? Of course there are none. Thank you. >> Next we have Leverne. >> Ne and last we have Lever High School softball scoreboard request. This project will be funded through softball funds and is expected not to exceed
20,000. Engineering Construction has reviewed the request and has no objection. >> Miss Foxwell. >> Yes, Miss Ellis. >> Second. Um, so I I was told I was sent a message that from um from one of the educators of Leverne High School and
they want me to share that in Leverne, the school board has been there since for over 40 years and being a title one school, this is a very much needed improvement. So they wanted me to share that information. So I sh I second Mr.
But which is um motion. >> Yeah. Mr. Vaughn and then Males. >> Okay. Von sorry >> that's okay. All in favor say I. >> I. >> Any opposed? It passes. Next we have financial. >> So I'll combine financial and directors.
So we of course I mentioned Tuesday during financial update. Our department's budgets are due on Friday. So, next week is when Brian and I really start working on our budget presentations. We had our data pull from state department of education into their
system on the 17th. So, we should get our first TISA estimate sometime before our retreat. Every year it is usually right before the retreat. So, the sooner we get that, the better. Uh so, that'll kind of guide us on where we are. We've
talked about a two to two and a half% cola increase. If you look in the governor's budget, you also can get an idea. Uh it gives a range of your health insurance um of the maximum of what the health insurance rate could be. And that
maximum health insurance looks like it can be 12.3% increase. So that's the maximum they could go to from what I've understood. So appreciate somebody who talked to me through that portion of it. That doesn't mean that's what the committee goes to, but that is what it
looks like. So part of that cola is going to have to to look towards educators, but part of it we're probably going to need to look at insurance again, even though it is 10%. Again, it's going to be a huge increase for everybody. Some of the stats I read is nationwide looks like 18%. So it's it's going to be tough on everyone. So just
kind of what we're what we're looking at. Last is Brian, Dr. Martin and I next Thursday are at the state board of education meeting presenting on how Rutherford County does budgeting. So appreciate their invite. So hopefully
that'll I would love to tell you that that will help quell some of the questions and build some of the trust, but we are one of two districts that was asked how we present budgeting because we have such a low per people expenditure but get such high results. So looking forward to that. Not looking forward to the rush hour traffic on the
way back, but I think we present at 3:00, so that's going to be great driving back. Okay, >> that's all I've got. >> Next, we have legislative. Mr. Ba, do you have anything to to add? >> No, ma'am. Not since Tuesday night. >> Okay, thank you. Next, we have general
discussion. I would like to uh say something quickly and I'll get right to you. is uh u my son reminded me on Tuesday about a friend of his who graduated from Riverdale in 2016. His name is Noah Halford and he just
recently won an Emmy for his Tennessee football sorry Dr. Sullivan Tennessee football dark mode video and if you follow the balls you know he's part of their staff of media staff up at University of Tennessee they put out the best videos but the best of the best he
won an Emmy so I just way to go Noah >> go >> anybody else go ahead >> um I was going to say that um the junior achievement meeting to you go visit this town was cancelled um so because I already had been there So we will I
would like to try revisit that again and see when some dates are better conducive for everyone so that the board can come including Dr. Sullivan and maybe we can um have the transportation provided or
we can meet here and then go together down to Nashville. So, um, so I'm going to I've requested for them to bring us some date sent some dates over that we can see what's best for our for each one of you guys' schedule um schedule. So,
just be on the lookout for that. >> Okay. Anybody else? >> Did you have something you want to say? >> Yes. Okay. >> Yeah. >> Okay. Um, I would like to ask the board to uh grant an exception to Mr. Letterman. um his son is very gifted as
he's well explained that I know we've got the lottery and things like that to go by, but this board knows that we've had people that have come through the board before and wanted to go to a certain school that they've won the lottery because their boyfriend was at that school. um not necessarily career
path and everything, but this this is a hardship on this young man and not being able to follow his career path and get the required courses for his college. So, I would like to make a motion to make an exception for Mr. Letterman's
son. >> Where's he want to go? >> Seagull and they're not at capacity and he's going to provide his own transportation. Yes, Mr. Dr. Sullivan. >> Of course, we only best for kid and I'll respect whatever the board does. My only
concern is when we start opening that door, we are now bypassing the kids who did not get the lottery. So, we are going to have that issue. Um the second part is then our board meetings are going to turn into just hardships. We're going to have to figure out which hardships a real hardship and not a
hardship. And so, we have an administrative placement for a reason. Um, I respect whatever the board wants to do, but we do have that for a reason. I would respectfully ask that it be allowed to play out. >> Miss Maxwell, >> just a second.
>> Dr. Svin, so Seagull started um made a request to do the um the IBP program. >> They're doing Cambridge, correct? >> Cambridge. >> Kane. And doesn't Katon isn't that program a little different? It's not
necessarily you can apply for it and not be a part of the choice seats. >> It's not >> they haven't we haven't started yet. >> When is that going to start? We're starting small next year with three to four classes and and to piggyback off what Dr. Sullivan said if at all
possible. This is the first I've heard about this situation, but I'd be happy to look at um kind of his transcript, the the courses that are available, kind of how we've led gotten here with this student in particular to see if we have some options um whether it be off-campus
or otherwise. So, if if that's amanable, >> certainly will >> because usually we can work with parents to take care of most situations. >> I'm just very I want to make sure I follow every portion of the policy. are 30 days just ended or the lottery was just drawn. I don't know if Seagull has
sent Yes, I guess Seagull has sent out theirs. Once we know I believe we had 29 on the wait list. Is that correct? Seagull. Does that sound right? >> 29 or 30 on the weight list at Seagull. And so I want to make sure I'm fair to those before I I would feel comfortable of course I whatever the board decides
before I'd feel comfortable jumping one because then it's what do those students feel like they have a hardship for. >> Miss Maxwell. Yes, Mal. >> So, I I do sympathize with your son the situation because I will be doing the same thing. But given that our
administration has not >> sorry >> um has not heard it till today, I will request Miss >> um Miss Sharp to withdraw her motion to allow our administration to look at it and see if we can figure something for
your son that's agreeable to both >> and then if it and then we can come back and and revisit it. >> I miss try. >> I do apologize. I miss Star Darby. Go. That's I would like to at least give the administrator this. >> Okay.
>> Dr. Chastain and the team to do that. >> Mr. Merby, >> can you explain Dr. Svin? I'm sorry. Just I'm trying to make sure I understand when you talk about the administrative process for
>> Yeah, we have a it is board policy >> and I guess I'm trying to understand how that differs from the lottery situation or if you're saying they're kind of one and the same. >> They work together. Um the lottery
process of course is spelled out in state law of how many days you have to give. I may give an administrative placement. Usually if we have a student who doesn't need to be near another student, for example, but they are zoned for that
same school, they need to be separated. there is no lottery process anyway for them to go. So I can administratively place them somewhere. Same way maybe for a um a situation for a discipline thing to get them a student out of that environment. I say I use them together
because I want to make sure I go through the whole lottery process first to give all the choice seats out before I start looking at all of those different requests that we have because we will have hundreds of requests. We will we're so big James and Dr. McCain. I don't I don't even know how many extra. We'll
have hundreds of requests and then we will go through all of those together to see and get more information. A lot of them are medical. So, we get a lot of um doctor's notes, releases, those different types of things. Some are academic like this one. And then we take each case by case so that we can see
what and we try to accommodate everyone that we can. But we do let the whole lottery process go. I think Kelly >> just just really quickly, >> I do want to take a moment in defense of all of our schools. We take we take it extremely seriously that every every
high school has advanced academic offerings to the nature that fits the needs of every student. Smyrna has one of our top associates programs with dual enrollment. Um we have multiple AP classes. So in this case specifically I
would love to look at the transcript and just make sure we're helping that student. >> Yeah. And in the we've had communication with Dr. McCann Mr. L. So Mr. Vera is correct. He has worked with Dr. McCann through the lottery process. Then it comes to me for the administrative thing and with Mr. Cesy secondary but has not
gone to academics. And so that's he was following the exact process that we needed to through the lottery. It just hasn't gone to that side yet because we still are. I know it we all want to do right away for what's best for our kid, but we as a school system are going through our timelines. >> I I think maybe that there's a potential
disconnect there because a lot of people are asking for choice seats for all kind of reasons. And I know myself, I think as a board member and as a parent, when I think about if that if the academic situation truly is that for whatever reason, I know we have to have x amount
of kids and a teacher to teach a certain course and maybe at that school there's no interest. If that's truly the case, I just want to go on record of saying I want to make sure that we are meeting the need, the academic need of that student because at the end of the day, that's our job is to make sure that
we're providing the proper education for every student. and if he has surpassed the offerings at his particular school, to me, it kind of does fall out of the lottery situation, especially if they're requesting to go to a school that has y >> plenty of open seats. Um, but I have no
issue with maybe postponing until our next meeting and giving Dr. Chain a time to review the transcript, look at the offerings at Smyrna so that we can get some definite clarification on what all that looks like. >> I would appreciate that greatly. Yeah. Okay. Or Mr. Letterman, is that an an
okay? Okay. Thank you. >> Okay. She's withdrawal. Yes. >> Okay. >> Mr. Vaughn and then Mr. Tidwell. >> Yeah. Um I'd like to welcome Michael Walls back. He's been out and we're certainly glad to see you
back. You uh we've missed you and uh I know you're just hankering to get back to work and get those headache calls every day. Well, thanks thanks for the job you're doing. Uh, Central Magnet has been recognized there was by US using N
US News and World Report is the third best academic school in the in the nation. Um, they got 16 kids had a perfect score on the uh ACT
and boy that's that's a tremendous thing I'm telling you. uh most goose don't have any. So, you know, it's just another great recognition for the job that those people and those teachers are doing out there and for the kids work,
the amount that they work. Um, I tell you, I've been getting some complaints and uh concerns from parents regarding the fees that uh
kids having to pay to play and being the cheerleader or whatever. I'd like to I'd like to request that we ask every who it may be that we get a I'd like to have a list of all the
schools and the fees that they charge to feed sport and things of that nature because you know I really believe it may be getting out of control and I think it it basically may be up to us to have to write a policy somewhere down the line
because the reason I say that there's there's some kids that the calls that I got, the kids were didn't even try out because they knew they couldn't afford to play. And that shouldn't be that way. That's not what
we do. >> And I'd really like to just get a list and just see how much uh uh if you'd if you'd request that, Dr. Svin, I certainly appreciate it. >> Miss Maxwell. >> Yes, M. I don't
>> Oh, I'm sorry, Mr. M. Sorry. >> Um, I got a couple questions. One, I I think it would be something this board should consider and I don't know this is something Dr. S being I don't know what the cost would be, but putting a little button on here so that when somebody wants to speak, they can hit because I got a clear vision of that side and I've
watched Mr. Va and Mr. Darby and I'm not blaming you, Miss Maxwell, for lack of vision here, but they're just not getting the same time earshot that we are. So something that notifies you that you have a speaker. I think that would be something that would help us uh keep order here. The other thing that I was
going to ask about it's it's along the advanced placement. I actually had someone reach out to me about u middle school and what that those opportunities look like and how the opportunities are different at different middle schools. >> So could you touch base on a little bit? I'm I'm asking specifically about Witworth, but
>> middle school um the way they call their courses can be a little different, but just about all middle schools have the same course content. Your your math's going to be a little bit different because you could have algebra 1 and geometry, which we have mainly algebra 1, little bit of geometry. Um most we
have strict standards of what students have to score on some placements to get there. You have a couple schools who call them honors classes for for math and we try not to I hate to say track kids or put kids
together in one cohort based at the middle school level. Math when you look at research, math is the one where it works the best for an ability group of kids all at the same ability being together. Uh we tried that at Seagull High School at the high school level. It
it it didn't go well. Um, so we we were we always like to test things and see what's going to work at the middle school level because all kids have to take the exact same courses from the state. The only thing that's different is some schools may call it honors
for math specifically. You may also have we have an ELA gifted program. That's how we serve our gifted students in English language arts. So that may be what they call their English language arts programs. Um, we've tried to move away from some of that because it truly is just mixed ability grouping at our
middle school level outside of those math classes. We do ability group math because you have algebra 1, geometry. That in and of itself when you take students out for those courses, ability groups, some hate to say does, but it ability groups your math courses.
>> And there's is there something that Oakland Middle School is doing that's connected to IB? Yeah, they they got rid >> Yeah. Go ahead. >> We moved away from the middle years program I think two years ago ago. So, and they have similar advanced courses like every other middle school. Every
middle school has accelerated course options. >> Yep. And on those those particular courses, like you said, it it's more of a mixed bag than it is testing in and out of the >> except math. Math truly is is the one >> exception. >> Yep. >> Okay. But it is pretty
>> pretty standard across the district. >> Okay. And that's the one just because it was my background that I keep my hand on the most. And that is all of our middle schools. I think at least for the last three years, every one of the except for one have been a level five every year. And so that's the one they I kind of
dictate. I hate to say that because I try not to be a micromanager, but they all have to run um the same schedule except for two. And if they're ever not successful, then they have to go to that schedule. So yes, they all should be running very similar. They may call it something different, but they're all
running something. So, >> yeah, just the the title being a little bit different on the on the high school side, as we've heard a little bit tonight. What determines the difference in the amount of advanced placement? >> Yeah, you want to get that some. >> So, there's a there's a trade-off on these advanced academic pathways. Uh, and it does vary by school. Our our kind
of founding principles is to make sure that there are options that serve advanced needs at every single school. Um, dual enrollment has taken a a major role in those offerings just because that's driven by parent choice really. Um, as Tennessee has a great dual
enrollment grant and funding. We have great partnerships where they can get college credit. It's a little more guaranteed than passing an AP exam, which is what is required to get college credit for AP courses. That being said, we still have a a fair balance at every
school with a whether it's AP, IB, possibly CA, you know, Cambridge moving into Seagull. Those serve similar similar needs of a test for credit situation with college level coursework nationwide and in some cases internationally accepted. dual
enrollment is more Tennessee centric, but those those programs and courses are often also accepted outside of Tennessee with with partnerships and agreements. All that to say, I am we really do lead the state in the number of advanced academic programs we have within our
comprehensive high schools. You don't see that everywhere. Um our early postsecary and career readiness numbers at our schools is something to be proud of. um you know if you only have seven kids in an AP calculus BC class that sometimes is some a conversation we have
to have in terms of how do we balance that with staffing but those are that that was what Dr. Sullivan was referencing earlier those are the conversations we have with principles this time of year to see where do you expect some lower numbers and how do we justify that in our overall staffing ratios to make sure we're serving the
needs of those students. I'm happy to put some reports together to kind of put numbers to that so that you have those. Um, and I I think that might be helpful just moving forward. >> That that would be great. And how often do you see where you have to pull a advanced placement class back off
because of lack of students or lack of of >> So normally it's not because of lack of students necessarily. It's because of a competing advanced program. So it would be if you have uh like at Smyrna they have dual enrollment calculus. So, if you have dual enrollment calculus, it's you're probably not going to have dual
enrollment calculus and AP calculus. There's going to be a conflict there with whether it's teachers or students, you know, within the schedule. Uh, so that that is typically the the limiting factor. >> Okay. Thank you. I would like to get that information. >> Can we could you send information about
middle schools as well so we can have that? I know it's not the same topic, but along the lines. >> Okay. Tart. >> Um, Miss Shark. Jazzest Jazzest Jazz Fest May 1st and 2nd and um Mr. Butch
back I think it was during COVID because I'm trying to remember what um Central Magnet had about 55 36 perfect scores graduate. >> So impressive. >> Do you remember that Dr. Sullivan?
>> Okay, Dr. I forgot this while Dr. McCann was presenting. Um you go up here, Dr. McCann, explain it. And so normally we don't do this, but we did have this on the agenda for charter schools. Our review committee that the board approved
had a conflict of interest with the parent um because they had worked for the charter school. So that is a conflict of interest. We have alternates already drawn during that time. And so can you explain just for our so that everybody is fair? I think it'd be
appropriate for the board, you guys do approve the committee, for you to approve the alternate to replace this person's committee if the board's comfortable with that. So, you want to explain? >> The first alternate chosen at random off the parent volunteer list was is named Aviola Oandokun. Um, I've not met this person. We
communicated via email. She's coming in or he they're coming in to meet with me in the morning um to talk about that process, but if they're going to be a member of the committee, they need to be approved by you. >> Can you say the name again? Abiola Oandokun >> where they're from. >> I'm sorry. >> They're not from They're not from
Tennessee. >> Not I'm not going to go there. >> Mr. >> Thank you, Mr. Rosales. Do I have a second? >> Second. >> Thank you, Mr. Tidwell. >> Well, one question. Do since we've run into this, do we need an alternate for the alternate? I mean, should there be
two or three approved? >> There is another alternate. I don't have their name in front of me. I have not contacted them yet because the first alternate accepted but >> as as a paperwork kind of deal just to approach I think we should be fine. >> Okay. >> He's already accepted. >> Ironically enough the second alternate
their name is is equally difficult to pronounce this. That's why I don't remember. >> It's not Joe Smith is what you're doing. >> We didn't expect to run into a conflict of interest on a random >> No, I would not. First time we run into that, right? >> Okay. >> Yeah. Move. And I think you've got a
motion to say. >> I got a motion. So all in favor say I. >> I. >> Any opposed? Motion passes. >> Thank you for the reminder. Mr. D, >> is that it? >> Okay. Move to adjourn. Thank you. We're adjourned.