hour is nine o'clock and I'll call this meeting to order. I'll ask Mr. Casey Griffin on our staff to call the road to establish a quorum forum. Mr. Griffin uh Mr. Cins >> here, >> Mr. Gentile
>> here. >> Mr. Jensen >> here. >> Miss Cole >> here. Miss Maxwell >> here. >> Miss McInurf >> here. >> Mr. Mullenower
>> here. >> Mr. Rollins >> here. >> Miss Sab >> here. >> Mr. Chairman >> here. Mr. Chairman, you have nine members present. I declare that a quorum is
present and we're duly convened. We will start the meeting off with a moment of silence. Thank you. Before we get started, I'd like to recognize our newest board member, uh, who was recently appointed, the Honorable Kelly G. Roins of Rutherford
County. Mr. Rollins has been appointed to a five-year term by Lieutenant Governor Randy McN to represent the fourth congressional district. Kelly is a first generation Tennessee Middle Tennessee State University graduate in marketing and management. And he retired
after 37year uh employment with UPS. He certainly is very active in community service, particularly with the Boys and Girls Clubs, and he joined the Rutherford County Board in 2006 and served as their president multiple terms. And now he's in his fifth
two-year term as chair and president of the Boys and Girls Clubs of Tennessee. Kelly is married to his wife Cindy and they live in Murphy'sboro and have uh two children and three grandchildren. So, welcome Kelly.
And while this is Kelly's first official board meeting, this is the last official board meeting of our student member, Miss Britain Sap. We spoke about her yesterday, but uh just to re reiterate what I think everybody said is what an outstanding representative she is of the
students of Tennessee, the perspective that they bring. And Britain sort of set the bar, I think our vice chairman said, uh for future student board members by activating uh the student network across the state. And Britain, we know we're going to read about you in the future about many good things. Thank you for
all your service. Let's get back. This time I'd recognize any other board members for remarks and Dr. Morrison also about our uh our workshop yesterday. Dr. >> Last. >> Okay. Any other board members have any opening remarks or anything? Sorry.
Go ahead. >> All right. Thank you, chairman. Yes, we had a very full day yesterday as we always do on our workshop day. Um, prior to our board meeting, we heard from our colleagues at the Department of Education on several important topics. Um, and our partners at Nicewonger as
well on the first topic. It was AP access for all. And we had a really engaged discussion, I believe, about just the ways that that program has evolved since its inception in 2021 and the many students that it's reaching, particularly in our rural communities. um and also got a preview of a fall
pilot around sort of a second chance for students who are not quite at the three or four level when they take the assessment. So, it was a really rich discussion. I know I learned a lot. Look forward to tracking that program as it continues to grow. Um another colleague from the Department of Education, Matthew Spanella, shared with us an update on the workbased learning
framework and the way that that is situated within the four pillars um that the department is looking at in terms of future ready work. That was also a really rich discussion and learning about sort of the ways that um the department's team is thinking to evolve the way they they measure quality and assess the workbased learning
opportunities to continue to expand that across the state so that all of our students have access to employer embedded job opportunities that will prepare them for their post-secary futures. So that was also a really great discussion. And then we heard um from Diana Burton, also at the Department of
Education about sort of the non-public school monitoring process, which is relevant for a number of reasons, but particularly because our board is voting on four, four or five category 4 um non-public schools today. So, this is an area that we're continuing to try to
educate ourselves as we look at that role um that the board plays with the category 4 schools. And then our own Nathan James gave us a lively legislative wrapup after um a two-prong legislative session, including the the most recent redistricting session. Um that meant some changes for our board.
So that was also, as always, a good and timely discussion as we think about the changes that we will be implementing now in policy and rule related to some of the legislative uh changes that were made during session. So it's a great day. Encourage you to go back and watch any of the uh video from yesterday of
those topics and look forward to another full day today. Thank you, Chairman. >> Thank you, Dr. Morrison. Uh, I would like to reiterate the comment on uh both the AP access for all and the workbased learning discussions that we had yesterday, what outstanding discussions
those were. And the the point is that those are for all students. They're not for a certain category of student. And our commissioner made that very clear yesterday, too. So, any further comments? Yes, Commissioner Reynolds.
>> Good morning. Thank you all. Hey, I just want to kind of acknowledge the tremendous work of our school districts. We're very proud. I don't know if y'all saw the news last week, but um education scorecard, which is a collaboration with Harvard University, recognize Tennessee
is a national leader in academic recovery. Um the scorecard uh which is among the collaborations, the center for education policy research at Harvard, educational project opportunity at Stanford and the faculty at Dartmouth. um which they analyze district level
growth in math and reading nationwide. According to the report, Tennessee ranks second out of 38 states in math growth only to be beaten by DC and uh and fourth out of 35 states in reading recovery during the same period. So,
lots to celebrate, just amazing work all across the state. We're really proud of our school districts, our educators um and our leaders for ensuring that our kids are going to get to proficiency um in a matter of in a matter of years.
Um and then uh just a separate note, we plan to release third grade ELA TCAP scores to districts and I can't say much more, but we're super excited for that release as well. So, want to let everybody know. >> Thank you. Any other opening remark? Mr.
Jensen? >> Uh, just update. Uh, the University School, which is on the University of Memphis campus, graduated its first class of 29. Some of us toured it when when when we were down there. Just nice
moment that uh that they did that. And then we there's also a thing called the Tennessee Career Academy which has been started and they it it will be 6 through 12 and they've got sixth and seventh grade underway. So it's a CTE focused um
campus which you might be surprised I'm happy about. Outstanding. Thank you. Okay. Uh I want to remind all presenters to give their name and position before addressing the board. I'll also ask that presenters avoid unnecessary jargon. One
of the main points of the public discussion is to ensure that any Tennessian watching the proceedings can follow along and understand our discussions. First item on our agenda are public comments. I would like to say that we did get one written uh comment from Miss
Kristen Darby. Uh it's come to my attention. I'm not sure everybody has seen that. I would recommend that if you haven't seen that that you look at that is associated with the graduation requirement changes that we're looking at. Uh next, uh Miss Keley Spain would
like to address the board. Is she here? >> You'll have three minutes. Morning. >> Excuse me. Can you Yeah, >> it'll turn red. There you go. >> Good morning, members of the board. Thank you for allowing me the
opportunity to speak today. I want to begin by saying that I fully understand why I'm here, and I take responsibility for all of my actions. I understand that what I did was an error in judgment, and if I could go back and change that decision, I absolutely would.
But I ask you today to please look at the full context of the situation and my intent behind it and the educator and person that I truly am. At the time that this happened, I was a secondyear teacher, but it was my first year at the high school. And just days before the
senior prank, I had spoken with a co-orker prior to and he had informed me that students would most likely be coming to me to ask me to let them into the high school to uh do their senior prank. He said that it's kind of become
a tradition for first year teachers to allow them access and that nothing harmful had ever been done. He told me that he himself had given students his key the year before. And so I knew of situation in situations in years past
where teachers had left doors propped open or given them the key for access for the senior prank. As a brand new teacher trying to navigate school culture and traditions, I genuinely believed that this was something that was going to be harmless done by the seniors. When the students approached
me, I truly thought they were going to do an innocent senior prank, something silly, funny, and memorable for their last year of high school. At no point did I believe damage would occur. And at no point did I ever have any malicious intent behind giving them my key to
enter the building whatsoever. I was not trying to help students vandalize the school, break rules with harmful intentions, or cause destruction. My thought process was honestly that this was part of a long-standing tradition that had happened before without serious consequences.
The moment I learned that damage had occurred, which included the breaking of two desks, I was instantly devastated and thought that my trust had been broken. I immediately offered to personally pay for any damages to the school out of my own pocket with a personal check because I never wanted
the school or the district or taxpayers to bear the cost of any damages upon the mistake that I incurred. I paid $150 in restitution and also spent an entire day completing community service alongside the seniors, which included helping
clean the school and prepare for their graduation. I did not run from accountability, although I accepted it immediately. What has stayed with me through all of this was something that the superintendent personally told me. He came to me and said that he believed that this was an errand judgment and not
an act of malice or bad character. The district believed in me enough to keep me employed and I remained teaching in that district for an additional full year after this incident. I continued showing up every day for my students because teaching is not just a paycheck to me.
Sorry. It is my purpose. I spent 5 years in college earning both my bachelor's and my master's degree in education because I genuinely love teaching and showing up for my students. I love building relationships with students. I love helping them grow, not
just academically, but emotionally and personally. I love being the teacher who notices when a student is struggling, who makes sure that every child in my classroom feels seen, valued, safe, and cared about. Every single day, I work hard to
create a classroom where students know they matter. I want my students to leave my classroom not only having learned something new, but also knowing that someone believes in them and cares about who they become in life. This situation has weighed heavily on me
because I know my decision was wrong, but it does not reflect the teacher I am at my core. Since this happened, I have interviewed with multiple school districts and have received interest and opportunities to continue teaching. After meaningful
interviews, districts have expressed that they would like to move forward with the hiring process, but are hesitant because of the flag on my license. It is heartbreaking knowing that one mistake I made at 24 without harmful intent could be taken away
for everything that I have built in my career. I'm not asking this board to say what I did was acceptable. I know it was not. I am simply asking for grace and the opportunity to continue doing the work that I love and that I know I was called to do. I have learned for this
from this experience. I've grown from it and I've taken accountability for it and I respectfully ask you to allow me the chance to continue serving my students, building relationships, and making a positive difference in children's lives for years to come. Thank you for your time, consideration, and the opportunity
to speak today. I've also included letters from some of my students, parents, the resource officer who did charge me, um, and the principles that I was working with at the time. if anybody would like to read those.
>> Thank you. >> Thank you. >> Next on the agenda is the uh consent items. Uh there's a couple of things we want to discuss in here. So I'm going to ask for a motion to approve the consent items uh as presented and a motion in a
second and then that will allow us to have a discussion. >> So move. >> Mr. Jensen moves. Is there a second? second. >> Miss McInurf seconds. Uh from a discussion standpoint, one of the items on the consent are the quarterly meeting
dates and I think everybody recognizes that uh we normally met on Thursday and a Friday. Uh this meeting we're doing on a Monday and Tuesday. uh several reasons. Obviously, Memorial
Day weekend coming up here, but I wanted to get some feedback from board members on uh from a two-day standpoint. What are the best two days to meet? Is it Thursday, Friday, Monday, Tuesday, is it Tuesday, Wednesday? Get thoughts on that as working with Dr. Morrison uh trying
to see what's best for board members. Any ideas or thoughts? Miss Mciner, >> Monday and Tuesdays are really hard for me as administrator. Thursdays and Fridays are a lot better for me. >> Okay.
>> Any other Miss Cob? >> I agree with Miss McInturf. Uh Mondays and Tuesdays, especially this time of year, were very difficult for me to to maneuver all the moving parts and pieces to ending the school year. >> Okay, Mr. Mullen. >> Thank you. I'm totally flexible. I'm
assuming that if anybody else uh has preferences that you would speak otherwise. It sounds like Thursdays and Fridays work better for at least two of our board members, but speaking for myself, totally flexible. >> I I agree with what you're saying, Mr. Mullinire, too. So,
anybody else have any vice chair combins? >> Are Saturdays, Sundays option? >> No, definitely definitely not. Although I do think we do do some work on Saturdays. >> Yeah.
>> Okay. Well, if uh none other then I would say that we continue on Thursdays and Fridays. Uh >> we're always interested in feedback though. So if you have thoughts after this meeting, let us know. It has always been Thursday, Friday. This is the first time we've deviated from that. But May is a particularly challenging month. So hearing from our educators, that's very
helpful. If others have thoughts, please follow up with me. >> Right. Uh any other discussion items on the consent? Anybody else want to bring up anything on the consent items? If not, we have a motion and a second to
approve the consent items. All in favor signify by saying I. I. Opposed. Motion carries. Next are report items. Uh first item is our state board of education member and commissioner of education reports. This is an item I always enjoy
because we get to see what our board members uh are doing out within their districts and and hear from them. One of the things we want to do, one of our master plan uh goals is to for board members to be engaged and I think as we go through this people giving their
reports, you will see how that engagement is. So, who would like to speak first? Looks like Dr. Maxwell. >> Thank you, Chairman Eie. Uh it has been a busy quarter. Uh to begin with, I'll kind of go in reverse. On May 8th, I was
able to participate in the B be probe be proud Tennessee draft day kickoff at a breakfast in Sumar County. Uh phenomenal opportunities for our young people uh that are entering getting ready to enter the workforce. Uh they did a fabulous
job. That was in collaboration with the uh Tennessee Chamber of Commerce. In March and April, I had the privilege of serving on the schoolboard training advisory committee with members Tom Lannam of uh Gibson County. He's a local
school board member. Paula Dyer of Lewis County, a local school board member. Superintendent Stephanie Husky from Sevir County. Uh Ginger Leech from the Tennessee Department of Education. And our very own Sarah Morrison from the state board of education. We met uh in
March and April and we were had a tremendous leader in Miss Ally Reid who always coordinates our meetings and our agendas and does a fabulous job of getting the information that we need. Also, uh and I'm sure that my colleagues will elaborate on this, but we spent
some quality time together in March uh at the accountability hearings. Thank you. >> Thank you. Other board members reports. >> Yes, Mr. Gentile. >> Dr. Morrison encouraged me to speak into
this one um about our collaboration. Um back in January, we did pass our strategic plan and the big key aspect of that was alignment and alignment with K12. Um and things that we heard a lot last year in our discussions, uh and I give a lot of credit to uh Dr. Dr.
Morrison and Commissioner Reynolds on this one uh is a desire for higher ed to lean in more when it comes and talking about standards. Um uh and doing so in a in a conversation that's not about uh will we accept students based on these standards. We're primarily open
access. It's more beyond that. It's will the students be successful in higher education. Um you guys have the math standards. We have the math standards review coming up and I just want to thank your staff for working with us and higher ed to get some a couple faculty member members in there from the math
departments uh to help with that not just from the education departments with that. So there are other things we're working with and collaborating on but want to thank you guys for working with us as we we attempt to lean in more. >> Thank you. Uh continued increasing in collaboration between uh TECK and the
state board is great. >> Yes sir. And and I want to thank Dr. Victoria Harpool as well for helping out and leading on this. >> Other board member reports. Vice Chair Collins. Sir, um last week had the opportunity to uh attend in
Memphis the ground swell networks opportunity charter school conference uh that hosted educators and advocates from across the nation. And our chief of strategy, Alli Reed, where is Oh, there she is. um served on a stellar panel and
represented us very well. So uh that was a treat. Also just this past Sunday had the opportunity for the first time to participate in high school graduation uh greeting students as they received their diplomas from Fairley High School in Memphis.
and um two weeks ago participated in the TISA review committee meeting uh that was virtual and prior to that had the pleasure of chairing the accountability hearings that we conducted over was it three and a half days or four and a half
days four >> four days um with uh vice chair Eie well chair Eie and um Dr. Maxwell. So that was a pleasure and honor uh to do that which was the first time that had been
done in Tennessee. Thanks. >> Any other board members? >> Yes, Miss Sap. >> So since the last meeting, I was invited to speak at Cleveland's chapter of Alta Delta Kappa about my role in the state
board. Um, additionally, I have had the privilege of preparing for and hosting two student member connect meetings, making a total of four during my term as student member. At the most recent two, we discuss high school and beyond plans and standardized testing, respectively.
Since my term is coming to an end, I am preparing resources for my successor to access in the hopes that he or she will continue this program. I would also love to open up this program to other students across the state so that student member connect can create a more meaningful impact as it expands. So much
of this wouldn't have been possible without Ally. So I'd like to give her a big thank you for not only her time and helpful feedback, but also her kindness and friendship. Since this is my last meeting, I would also like to say that it has been such a pleasure to serve on the board, and I will always be grateful
for this experience and all of the wonderful people I have met through it. What a true gift it has been to serve alongside you all. And this will always be one of my favorite high school memories. Thank you for always being so inclusive and making me feel like my opinions and contributions matter. And I hope to make you proud as I enter a new
stage of life. And then I wrote heart hands emoji. >> Thank you so much. Any other board member reports? Yeah, it is hard. I'll uh uh it has been an active quarter. I've got several
things here. Uh I do serve uh meet monthly with the National Association State Boards of Education. They have a NASBY exchange meeting where they talk about different topics and then you break into uh your regional groups and it's always very informative to hear
what's going on in the different states uh very similar to what we're doing. But I was able to talk about our accountability hearings and uh the states were very interested in in how those hearings went and the value that those brought. Uh and in fact uh at the
national convention this November I think we are going to submit Ally we're working with Ally to submit a proposal I think we'll be a presenter at that uh national meeting about the accountability hearings.
uh also got to participate in scores future forward summit uh which was an outstanding meeting and we talked about work-based learning we talk about careers pathways to careers the focus of that was on pathways to careers and everything that we're doing you know
again our mission is to prepare students for post-secary success and score had once again had an outstanding meeting for that following that Dr. Morrison and I attended the friends of uh education, Dave Hansen and his group uh event. Um
participated in superintendent study council meetings. Also got to visit JA Junior Achievement Biztown. If you've never done that, I think there's maybe four three or four biz across the state. I would strongly recommend it. it is uh
to see those kids go in for the day and and participate and learn about uh running a business and uh actually got to go with my granddaughter. She was she was a banker that day so I got to see her work but uh visited the Bistown there in uh Anderson County and it's
outstanding for the days. Um and then I'm actually serving on two committees now. The TN2 which is the Tennessee uh nuclear network. The governor is um Tennessee was just recently named the nuclear state uh in the country and the
governor and has been really working hard bringing in a lot of new businesses within the area. So I'm serving on a K through 12 workforce subcommittee of that where we're looking at how we can prepare our students to be able to fill the thousands of jobs that are going to
come as a result of that. And then the other uh activity the governor's really focused on is an AI. And I've been asked to serve on the uh as an adviser to the uh committee education workforce subcommittee. And Scott Langford from
Sumar County is also on that committee. We're actually having our first meeting of that this coming week. So uh two big areas that we'll be working for. Um and then finally, I did attend the U. Ran State graduation last week. Ron State
Community College where 101 high school students uh who are in the middle college program got their associates degree two weeks before they got their high school diploma. How outstanding what an outstanding program that is. And um I think overall there
was 175 in uh in the cohort. Uh the Saturday I was there 101 of them. So I got to shake their hand as they came across the stage. And just to mention that Ron State then this past week uh their executive vice president was in
Italy and visiting all the military bases and they are going to offer first time ever I think first in the country instate tuition to high school students of our military people who are serving abroad. So again, excellent opportunity
for those students to get a uh start on their uh post-secary activities. So it's been a busy time. Any other further comments? Okay. Next uh item are the annual
statistical reports. It's Mary and Dorski. >> Good morning. Um, Maryanne Derski, CFO for the Department of Education. In accordance with TCA 49-1-201c12, the Tennessee Department of Education
prepares an annual statistical and financial report for the public school systems of Tennessee. The annual statistical report for fiscal year 202425 includes an array of information providing the public with statistics
about education in Tennessee. This includes information on our schools, our teachers, our students, and the fi and a great deal of financial information. A copy of the full report can be found by navigating to the department's
website at tn.gov/education. GV/education and entering 2025 annual statistical report into the website's search function. U past year's uh annual statistical
reports are also available um for your viewing pleasure. Behind the summary that you see when you sign on, there are no less than 52 Excel worksheets which provide all of the supporting detail behind the summaries
that you see when you first log on. So, I encourage you to look at those for information, um, detailed information on each of our districts regarding revenues, expenditures, um, debt service, balance sheet information, as well as a great deal of
information about our students and teachers. This item supports the state board's strategic focus on education, I'm sorry, engagement and accountability as outlined in the master plan by providing operational and financial statistics
about education in Tennessee. This item is for information purposes only. No action is required by the board. I'm happy to take any questions. >> Thank you. Any questions for Mr. Derski? Just a point. If you haven't looked, you
ought to look on it's got your addresses for your state, you as state board members. It had me in Cleveland, Tennessee. >> We have made a notation to double check uh information on state board members and my apologies for that oversight. >> No problem. Thank you.
>> Thank you. >> Uh next item. Uh we talk about success in schools. This is one of the highlights every year is when we get to honor the blue ribbon panel blue ribbon schools across the state. So, Miss Deborah Thompson.
Good morning, state board. I'm Debbie Thompson, assistant commissioner of federal programs and oversight at the Tennessee Department of Education. Thank you for the opportunity today to celebrate our 2025 Blue Ribbon and ESA Distinguished Schools.
The National Blue Ribbon Program honors public and private elementary, middle, and high schools for overall academic excellence for significant progress in closing achievement gaps among student subgroups.
From 1982 through 2025, the US Department of Education used a program to identify and celebrate exemplary schools, those demonstrating that all students can achieve.
Although the US Department of Education ended the program in 2025, the Tennessee Department of Education is to committed to continuing to honor schools with this award. Recognizing the collective effort
of students, educators, families, and communities in creating safe, welcoming schools where students master rigorous academic content. Today, we will be honoring six public schools in Tennessee. These schools were
recognized as national blue ribbon schools in 2025 and are among the state's highest performing schools in achievement as measured by the TECAP. We are pleased to be joined by several of those schools today.
Distinguished guest, as your school information is read, please come forward to the front to accept your award from the commissioner. The commissioner and members of the state board from your congressional district will join you for a picture.
Our first school was not able to join today, but we would like to honor Hume Fog High School in Metro Nashville Public Schools director of schools Dr. Adrienne Battle School Principal Dr. Kelly Hargus.
Hume Fog, Nashville's first public school, was founded in 1912, and it began the first secondary magnet school to serve Nashville's academically talented students in 1983. Hume Fog serves academically advanced
students from the entire Metro Nashville area. They are committed to the provision of a challenging college prep program with a structure of support and acceptance for all where student voices are valued and diversity is celebrated.
Please join me in congratulating Hume Fog. Our second school, East View Elementary School in Greenville City Schools. Director of schools, Mr. Steve Starns, school principal. Kelly Ford
>> East View Elementary School is located in Greenville, Tennessee. East View serves approximately 380 students in preK through fifth grade. The staff work to foster academic excellence with a social and emotional
responsive environment, striving to provide equality and excellence for all students. East View is committed to meeting the needs of learners through high quality instruction and high expectations. Please join me in
congratulating East View. Congratulations. Our third school, Finley Elementary School, White County Schools Director Curt Groberger. School principal Rebecca Ryan.
Finley Elementary is a welcoming school community dedicated to nurturing the unique potential of every student. They serve over 400 students in grades preK to 5 with a mission to cultivate a
nurturing and safe learning environment that embraces the whole child, celebrates diversity, and empowers all students to reach their full potential. The school strengths are rooted in a strong academic foundation combined with
innovative personalized programs that promote holistic growth. Please join me in congratulating Finley Elementary. >> Congratulations. Our fourth school unable to attend today is
Chuck Do in Green County. Director of schools Dr. Chris Malone, school principal Tammy Sweeney. Chucked Do Middle School is part of the Green County school system and offers sixth through 8th grade education focused on
the core values of rigor, respect, and responsibility. School staff believe in challenging minds and developing school student character while maintaining a safe learning environment and supporting the physical, mental, and emotional growth
of all students. The success reflects the dedication, hard work, and shared vision of their entire school community. Congratulations to Chucky Do. Our fifth school who is here in attendance is McFaten School of
Excellence Excellence, excuse me, in Rutherford County. Director of schools, Mr. James Sullivan, school principal, Dr. Clark Blair. McFaten School of Excellence is a public five K5 academic
magnet in Rutherford County that serves high achieving schools while fostering a strong sense of community and belonging. The school is widely recognized for its rigorous academic standards, family-like atmosphere, and commitment to developing
the whole child. Their mission is to provide students with a strong foundation for lifetime achievement through the promotion of high academic standards and technology integration. Congratulations to McFaten School of Excellence.
>> Congratulations. Congratulations. And our last blue ribbon school is Discovery School in Murphy'sboro City Schools. Director of schools, Dr. Trey Duke. School principal, Dr. Caitlyn
Bullard. Discovery School is an academic magnet STEM school within the Murphy'sboro City School system, serving kindergarten through sixth grade from across the city. United by a spirit of curiosity and creativity, their diverse student
body thrives in an environment that celebrates unique while nurturing the whole child. Discovery's mission is to create natively challenge students to explore, discover, and develop their personal and academic potential.
Congratulations to Discovery School. We will now take a moment to recognize the National Association of ESA State Program Administrators has awards. The National Association of ESEA state
program administers have been selecting examples of superior title one schools from all states for recognition since 1996. Each year, Tennessee selects two schools for recognition. One for excellence in
serving special populations of students and one for exceptional student performance. The schools recognized demonstrate a wide range of strengths including team approaches to teaching and learning, focused professional development,
individ individualized programs for student success, and strong partnerships between schools, parents, and communities. Two public schools in Tennessee were recognized as national ESA distinguished schools in 2025
and are among the state's highest performing title one schools and achievement as measured by TCAP. We are pleased to be joined by one of those schools today. Distinguished guest, as your school information is read, please come to the
front to accept your award from the commissioner. and you will be joined by members of the state board medical district high school Memphis Shelby County Schools director of schools Dr. Rodrik Richmond School
principal Wima Tut Willer Medical District High School is a public early college high school in Memphis established in August 2021 to provide career pathways in healthcare and technology
located on the Southwest Tennessee Community College Union Avenue campus. It allows students to earn a high school diploma and an associate degree at the same time. The mission of the school is to graduate college and career ready
critical thinkers who are emotionally conscious, socially responsible, and prepared to embrace their role in a global community. Please congratulate the medical district high school And our last school to recognize was
unable to be here today, but we'd like to take a moment to recognize Porter Elementary School and Blank County. Directors of school, Justin Ridge, school principal Stacy Hawkworth. Porter Elementary School around 220 K5 students
in BL County, Tennessee. The school is renowned for have operating for over 150 years in the same community with many generations of families passing through its doors. Their mission is to inspire all students to exceed their potential
as they empower learners through effective and innovative educational practices in a safe and supportive environment. Please join me in congratulating Porter Elementary. Thank you members of the state board and distinguished guest.
>> Thank you again. Congratulations to all the schools that are recognized today. That's awesome. Next item on our list is the consent items for the teacher lure actions. Do I have a motion to approve the
settlements that were developed? >> So move. >> Motion. Is there a second? This is for the lure discipline settlement rules. >> Second. >> We have a motion and Dr. Maxwell
seconds. Is there any discussion on those? >> No discussions. I'll ask Mr. Griffin to please call the role. >> Mr. Coin. >> Hi. >> Mr. Jensen. Miss Cole.
Miss Maxwell, >> Miss McInturf, >> I >> Mr. Mullenower, >> Mr. Rollins, >> hi. >> Miss Sap, >> I >> Mr. Chairman, I >> Mr. Chairman, you have nine eyes. The
motion passes. Thank you. Next item. Item B is automatic teacher lure actions, revocation, permanent revocation, and prohibitions. Is there a motion to accept those as presented to the board? Dr. Maxwell. >> So move.
>> Second. >> Mr. Mullen seconds. Are there any questions or comments? >> No discussion. Mr. Griffin, please call the role. >> Mr. Cobins. >> Hi, >> Mr. Jensen. >> Miss Cole.
>> I >> Miss Maxwell. >> I >> Miss McInurf. >> I >> Mr. Mullenower. I >> Mr. Rollins >> I >> Miss Sap >> I >> Mr. Chairman >> I >> Mr. Chairman you have nine eyes.
>> The motion passes. Thank you. Next item is the teacher lure discipline actions for individuals. We do need to bump item number 12 that's key spain from the consent agenda and consider it separately immediately following consideration of the other items.
So we have uh all the other items uh 16 of those. Is there a motion to accept those as presented? >> So move. >> Vice Chair Combins moves. Is there a second? >> Second. >> Mr. Mullen seconds. >> Is there any further discussion?
No discussion. Mr. Griffin, please call the role. >> Mr. Cobins. Hi. >> Mr. Jensen. Miss Cobb >> I >> Miss Maxwell >> I >> Miss McIntur >> I
>> Mr. Mullenower >> I >> Mr. Rollins >> I >> Miss Sap >> I >> Mr. Chairman >> I >> Mr. Chairman you have nine eyes. >> Motion passes. We'll now take up the specific item that we pulled out. Miss
Keley Spain recommendation is for a formal reprimand. Is there a motion to accept for discussion? >> So moved. >> Vice Chair Cobins moves. Is there a second? Mr. Mullenower seconds.
Questions, comments, discussion. I'll I'll bring this one up. This one is a tough one. I'll I'll say I really appreciate Miss Spain coming to speak before the group today. Um obviously um she has a passion for
teaching which is what we want. We also have to look at the safety of our students. And so when I look at the the situation where uh you make a decision that is obviously
not one of good judgment. Sometimes you're fortunate that it doesn't result in significant impacts, but it or you look at the think of the adverse consequences, it could result in significant impacts.
And we as a board have to look and see, we have to be consistent in how we issue disciplinary actions. And uh I think we looked at an action yesterday. It was a similar situation
where uh a teacher had given uh keys and we ended up providing a retroactive threemonth um suspension. If we're not consistent in the way that
we do these disciplinary actions, it makes it very difficult in the future to handle cases. And so when I look at this, that's that's something that I I think about as I say, you know, is this teacher
remorseful for her actions? Does she recognize the the difficulties and and and the positions that she's put the students in? Absolutely. But then do we look at, you know, what's the situation? What could have happened
and how we handled these situations in the past and how can we do it in the future? So, this is something I struggle with right now. I um uh look at I'd like to get other board members comments. Mr. Muller. >> Thank you, Mr. Chair. Um I'll echo um
our chairman's comments. Thank you for coming today, Miss Spain. And uh we would always always encourage um any any educator who uh believes that they need to uh share context uh we would welcome them to come. Having said
that, I would also add to Mr. uh to our chair's comments and say that there appears to be additional context to this particular matter. Um you know, on the one hand, it's not our place to uh try the facts and the circumstances of other charges that might exist. Uh on the
other hand, uh it is our responsibility to take that context into account. Uh, one of the things that I would say today, Miss Spain, is that uh, there are, you know, there is a record of of other um, other charges against you over other matters, and
it gives me pause that those weren't at least mentioned in your presentation. I appreciated your presentation in explaining how much you care for the students and how much you want to serve them and uh, care for them. Um, but you know, I'm looking at one of the
reports in our file currently that references at least charges. You know, whether or not those were, you know, convictions or not, uh, you know, we can discuss if necessary, but you know, domestic assault, filing a false report, harassment, and aggravated burglary. Those were not mentioned, uh, by you
today. Now, I'm not arguing for the merits of those charges and what happened. I don't know the facts and circumstances, but you know, one of our jobs in this body is to, as our chair mentioned, make sure that our students are protected and cared for. And it
gives me great pause that there is additional context to a series of your decisions that I have to assume you intentionally omitted in your presentation today. >> Thank you, Mr. Chair. Thank you, Mr. Melanau.
Uh, any comments from our attorneys or anything that >> Mr. Madison? >> Good morning. Todd Madison, deputy general counsel for the state board. Um, I did want to add a few points of clarification u in referencing the the
past case of of letting a unlicensed student drive a vehicle. Um, in that particular instance, uh, the the student was going to move the car from the back parking lot to the front parking lot. While doing so, he did take a detour and
go on a a adjacent highway. Um, which I believe was sort of an aggravating factor for us to consider. Um cuz we did we did have a few or we had two prior cases that were similar to that where teachers had given their vehicle keys to
students to go run errands for them during the school day. However, those students were licensed drivers. Um so uh and they you know ran the errand, came back. So, uh, they didn't have the aggravated circumstances of one, an
unlicensed driver being given the keys to the the vehicle, but also, um, the the detour nature of it. Um, for Mr. Mullenower's, uh, point, I believe, and Miss Spain, you can provide additional context here. Um, but I'm trying to to
find it here. If my memory serves correctly, I think uh, those additional charges were disposed of. um as uh I think a a a harassment charge. Um
and yeah, so the other charges mentioned would have would have been dismissed um in conjunction with that. So, uh, just wanted to provide some additional context around the the past history, um, as far as, you know, giving keys, uh, to
students and, um, giving them, you know, authority over, uh, property that they probably shouldn't have access to. >> Let me ask you a question, Mr. Madison. Uh when you talk about an unlicensed driver versus a licensed driver, the point is
is a teacher should not give keys to any student. Correct. >> Sure. I I'm just I'm adding that detail in there. Um because in the the three past situations that we had um where the keys to vehicles were given in two of
them where we did a formal reprimand uh the the students were licensed drivers and then the one where we amended the reprimand recommendation to a retroactive suspension. The student was 15 and didn't have a driver's license
which violates TCA code. So, so we have given a formal recommend to teachers who have given keys to drivers. Is that what you're saying? >> Yes. So, in those situations, it was I
think a culinary arts teacher was uh gave gave keys to her students to go get some supplies. Um, another one, uh, the teacher received a call that her son needed a change of clothes at school and she was tied up, couldn't couldn't make it. So, she gave, um, that her keys to
the, uh, a couple of students on the yearbook staff who did have permission to leave campus pursuant to their yearbook duties. um not necessarily to run errands for her, but that was those were the tasks at hand for those.
>> Other questions or comments? Vice Chair Cobins. >> So, the does the recommended action reclude um the educator from being hired? >> It it does not. So neither neither the
recommended formal reprimand or as uh chairman Eie had discussed a retroactive suspension neither would preclude um Miss Spain from being hired in the future. Um it would just it would be up to the local district um as to you know whether they want to consider that in in
pursuing um employment with her. So, there's no difference as far as on her record whether it is a uh retroactive three-month suspension or a formal reprimand as far as uh her ability to be hired by a by us district.
>> Correct. Functionally, um she's she's hirable, you know, today if this either action that that we choose to to pursue. um it's just notated differently on her account and in the national uh clearing
house database. Um in speaking with Miss Spain, I know that uh some of the districts that have offered her um employment uh they may consider uh the nature of the action um formal reprimand versus suspension as to whether or not
they want to move forward with um employment. Um, however, I don't I don't think any of them had reservations with a retroactive action. >> Mr. Chair, >> Mr. Melanau, >> thank you. Uh, Todd, just to clarify,
um, you're recommending a formal reprimand. Um, has Miss Spain indicated to you what she is asking for today that would deviate from that? >> Uh, no. Um I I'm not sure if uh you know the the mitigating evidence that she provided or the testimony that she
provided if um is is just to be a part of the record um or further consideration for y'all in in determining whether um a reprimand is appropriate um or uh you know if she just wanted to have her her side of the
story on record as well. Um, we didn't get that far in our discussions as to an alternative. >> Okay. Thank you. Um, Mr. Chair, would it be okay to just request clarification from Miss Spain as to what she's asking for from us today, if anything?
>> Sure. >> Today, excuse me. I just wanted my side on record. I'm just asking for the formal reprimand. And may I speak to the other charges? >> I'm sorry I can't hear you. >> Can you speak a little bit louder,
please? Yeah. >> I'm just asking for a formal reprimand today and just for my voice to be on record, but may I speak to those other charges? >> Sure. >> Um, that was the unfortunate series of events in a nasty small town divorce.
Um, after further investigation, nothing ex everything was dropped except for the harassment charge and that was solely because I called my now ex-husband too many times and that's the only thing that remained on my record. Everything
else was it. We did not go to trial. I didn't settle out of anything. They were just dropped after further investigation and no proof to anything. >> Thank you. Any other questions or comments or actions? >> Just Mr. Jensen,
>> this is difficult. Yeah. >> Um and I think we made great points about we got to maintain the standards and I absolutely agree with that. Um, I just wonder how long,
you know, this is keeping her from doing what she loves to do. Did I hear when how long ago was this? I'm sorry. Did >> this was two and a half years ago now? >> Okay. >> So, she's had two and a half years
um to think about this. Obviously, I appreciate you're coming in and and telling us your side, but it does concern me anytime we are dealing with these matters with teachers. It's just so critical
for us to think about the kids and and that's our part of our job is to make sure that our million plus children across the educational system here are protected and guarded and watched over and it's
doing happening at the local school but when it comes to us you can understand the so I I guess if it's a formal reprimand. Uh, and I think you're saying 3 months retroactive. Is that
>> No, not necessarily. >> That was one thing I was looking at to be consistent with what we've done in the past. >> What I've heard from our attorneys is that in the past we've done both. That under certain circumstances we've given
a formal rep reprimand. under other circumstances, we've given a retroactive 3-month suspension. >> Okay. >> So, that kind of >> puts it in context. I want to thank thank you for having the courage to come here and and uh tell us your
your head and your heart about this and I would be supportive of a of the formal reprimand and uh that I just it just again how long do we keep her from doing what she loves is uh my
point. >> Mr. Will. >> Thank you Mr. Chair. Um, so it's my understanding that our our staff has has recommended a formal reprimand and that uh in fact Miss Spain has agreed to uh a consent order that's in in in our file
uh to that effect and that uh she's not asking for any uh variation of that and that she's asked to simply share her side of the story today. Um I will echo thank you again for coming. We we always want to give people the opportunity to
share their side of the story. Um it it It seems like everybody is in general agreement here. Um I think our chair has appropriately checked to make sure that hey is this in fact consistent and we've confirmed that that's the case and I' I'd propose that we move forward.
I'd like to make one other comment is that I do believe you're remorseful. I do believe that you have learned something from this which is very important. I would encourage you to speak out as you have today to other
teachers so that they don't do the same thing. That's one thing every time when we bring uh we vote on these every quarter this is worst part of our board meeting is voting on these lure disciplines and I think about the training that we can give to teachers
you know the districts can give to keep teachers from doing stupid things you know and your intentions were good there's no doubt about it that's a training issue so I encourage you to use this I think you're going to be a great teacher I encourage you to use this to
help other teachers. >> So, with that, uh, we have Yes, Mr. >> J. I would just encourage you, you may already have a mentor that, uh, that'll come alongside you if they're not already there. I just encourage you to think about that.
>> We have a motion and a second. Uh, Mr. Griffin, please call the RO. This is for a formal reprimand. >> Mr. Cins, >> I. >> Mr. Mr. Jensen >> I >> Miss Cobb >> I >> Miss Maxwell
>> I >> Miss McInurf >> I >> Mr. Mullenower >> I >> Mr. Rollins >> I >> Miss Sap >> I >> Mr. Chairman >> I >> Mr. Chairman you have nine eyes. >> Motion passes. Thank you.
>> Thank you all. >> Thank you. Okay, next item. First readings. >> Action item. First reading. First item, professional assessments for Tennessee educator policies. M. Taylor Reed. Pardon? >> Rule.
>> Oh, sorry. >> Yes. Tisa rules. Tennessee Investment Student Achievement Act revisions. Sorry. Item eight. >> Good morning. Karen Burke Holder, director of data strategy with the
Tennessee Department of Education. Tennessee Investment in Student Achievement, TISSA Act, TCA49-3-101 to 1115, transition the state to a student-based funding formula beginning in the 2324 school year. The act
specifically requires rulemaking by the Tennessee Department of Education in certain areas to define important terms and establish processes and procedures for funding dispersements. The proposed revisions update sections of the rule including chapter
definitions 520-12-5-.02 weighted allocations 0520-12-05-.04 04 distribution of funds '0520-12-05-1.12 and BEP transition funding 0520-12-05-13 in response to changes in law and state
board rules specifically the revisions amend references to WEDA the state's former English language proficiency assessment to reflect the state's transition to ELPA 21 as the assessment used to identify English learners See stateboard English as second
language programs chapter0520-01-9 and state board policy 3.207 for TISA allocations calculated for the 2026 27 and 2728 fiscal years. The English learner tier 3 definition includes a maximum proficiency score on the English language proficiency
assessment based on the conversion structure detailed in the state's accountability protocol. The revisions also update language related to the distribution of TISA funds through the funding floor provision and safety net provisions to align with changes in the TISA law
enacted in section 3 of chapter 7 of the public acts of the first extraordinary session of 2025 and section 9 of chapter 235 of the public acts of 2025 regarding the funding floor beginning with the 2627 school year. If a local
education agency's TISA allocation for the current school year is less than the allocation for the immediately preceding school year and the LEA has experienced disenrollment, the department will allocate additional state funds so that the current year allocation equals the prior year allocation.
beginning in the 2728 school year and thereafter if an LEA has previously received additional funds under it funding floor and its allocation for the current school year is less than the prior year the department will allocate state additional state funds to maintain the prior year funding level
for the safety net provision. The rule reflects updates to the TISA law specifying that an LEA's TISA allocation generated by students enrolled in non-verirtual schools must decrease by more than 5% from the preceding year to generate additional TISA funding under the provision.
In such cases, additional TISA funds will be generated so that the total decrease is limited to 5%. Tennessee code annotated 49-1-212 requires that the department prepare a fiscal analysis of any policy rule or regulation proposed to the state board
of education. The revisions removing references to the WEDA assessment and aligning the taring of English learners with scores from the current English language proficiency assessment based on the conversion structure detailed in the state's accountability protocol are not expected to have a significant fiscal impact on
any LEA based on analysis of 2024 25 TISA funding and average daily membership or ADM across all LEAs and assuming future growth in funding and ADM is consistent with historical trends.
It is estimated that 15 LEAs will meet the funding floor criteria in fiscal year 2627. These LEAs are projected to qualify for approximately 5.4 million in additional allocations. Per the change in law, additional funds provided to LEAs will be solely state
funded. Accordingly, the estimated increase in state expenditures to maintain these LEAs at the prior year's funding level is 5.4 million in fiscal year 2627. The fiscal impact on TISA funding and LEA allocations in subsequent years cannot be quantified with reasonable
certainty due to multiple unknown variables such as future TISA funding growth and future changes in ADM. Excluding virtual students from eligibility calculations for the safety net provision is not expected to have a significant fiscal impact at either the
state or local level. This item supports the state board's strategic focus on engagement and accountability by ensuring that the state's student-based funding formula is implemented consistently and in alignment with current law and policy. By updating funding provisions and assessment references, the rule promotes
transparency and accuracy in how resources are allocated to eleas. The Tennessee Department of Education recommends that the state board issue a positive recommendation for the rule revisions in this item. The SBE staff concurs with this recommendation. >> Thank you.
uh our responsibility under this is to make a positive or negative or neutral recommendation uh that goes with these rules to the joint committee uh joint government operations committee. We have a recommendation for a positive recommendation. Is there a motion for
that? >> So move. >> Vice Chair Combins moves. Is there a second? >> Second. >> Dr. Maxwell seconds. Is there any questions? No questions. All right. All in favor then for a
positive recommendation for TISA uh review signify by saying I. >> I opposed. Motion carries. Thank you. >> Thank you. >> Now we'll go into our action items for first read. Miss Taylor Reed
professional assessments for Tennessee educators policies. Here we go. Tennessee State Board of Education Professional Assessments for Tennessee Educators Policy 5.105 outlines general assessment requirements as well as
pedagogical specialty area content and foundational literacy skills assessments. This item proposes revisions to section 3 specialty area content assessments to establish alternate passing options aligned with vendor developed opportunities. These options provide additional rigorous
pathways for candidates to demonstrate content knowledge when minimum qualifying scores are not met. Proposed alternate pathways include portfolio or evidence-based demonstrations, modular modular or component-based testing, and targeted remediation opportunities for
candidates who narrowly missed the passing score. This item also proposes adding the foundations of reading assessment as an option to satisfy lenture renewal or advancement requirements for job embedded candidates, aligning literacy assessment pathways for educators. Finally, the
item proposes updates to section three to add visual and performing arts and college and career technical education academic endorsement areas to the list of qualifying endorsements where a degree in the content area may be used in lie of a content assessment along with formatting updates to improve prove
clarity. The Department of Education recommends acceptance of this item on first reading. The SBE staff concurs with this recommendation. And with that, I'm happy to take questions. We have a recommendation for professional assessments for tensy educator policies 5.105. Is there a
motion to approve that recommendation? >> Motion to approve. >> Dr. Maxwell moves to approve. Is there a second? >> Some questions. >> Okay. Miss McInurf seconds. Miss McInturf. We'll turn it over to you. >> So I know in the past couple years I've spent a lot of time communicating with
you. want to make sure that teachers have the opportunity oh sorry teachers have the opportunity to add endorsements and um have multiple pathways to do that. I'm scared with this we're only we're going too far. Um, I feel like we're watering down what a teacher
certificate would look like if we allow teachers to not be able to pass the content that they're supposed to be teaching in masters of and they're masters of their craft and being able to just do remediation, which the way it's worded, they're not having to take the test again. They would just go through
remediation and then that somehow that would show they have they know the content. Is that correct? So there are a few flexibilities uh that we are proposing within this item. Um I'm not aware if you all were able I did send an attachment along that kind of explained
each flexibility and that's just a broad term that we're utilizing for each vendor. So there there are a few options where it is um what we would call remediation or uh modules that would be completed. These modules are aligned to the assessment. There's other options
where candidates are actually submitting portfolio-based evidence. Um, I like to think of it almost like a edpa but for content. So, they're actually submitting evidence from their classroom and that's scored. And then there are a couple options where there are modularbased or
smaller sections of an assessment. So, for example, I know that you and I are both elementary. So, let's say that we take the elementary math and we're not successful. We narrowly miss um the the score. there is an opportunity for us to just take one component of that elementary math assessment or another
assessment where these are offered and so you're not having to take the full assessment again which we have heard from a lot of stakeholders um can be a financial and otherwise burden and you'd actually be able to take part of this assessment and then that part would be calculated into your entire score. So to
not cleanly answer your question, yes. And there's also some other opportunities. >> And I think it would be I mean I'm okay with that, but just the portfolio and the remediation where they're not actually having to pass a test because if I'm putting my child in a calculus class, I want to make sure that teacher
has mastered and can pass a calculus practice. I mean, that's I I just I don't I don't love that. It doesn't make me feel like we're doing what's best for students if we're like I I said that before watering down the certificate. we are making sure that teachers are having the most accountability for third grade.
I mean, we've got their score, you know, we're getting their scores back and if we don't if we, you know, with the level of effectiveness, that's showing that's a teacher issue at some I mean, at, you know, at some point and I want to make sure that the teachers in the building have passed those tests to make sure
that we're giving those students the best opportunity. So, that that's where I'm kind of I don't love that. And and I also had questions on the narrowly miss. Do we know what that means by narrowly miss? >> Yes. So, um, a few things to add here. I will say we are approaching in the
nationwide about 50% of states adopting a variety or all of these flexibilities um dependent on their local policies and um all like that. So, I will say it's it's not Tennessee would not be the first to look at um some of these and with that when you're not the first, of
course, we know that the the vendors and I will say there are representatives from each vendor here today. I could speak more to the psychometry and all like that that I am I'm not an expert and would not claim to be. However, um these have been through internal validations, external
validations, etc. um for all these types of flexibilities. But as far as narrowly missed, this would also depend on the pathway. Um, Tennessee adopts cut scores or qualifying scores as we call them based on vendor recommendations and historically that's
what we have done and so that's what we continue to do. And so narrowly miss is depending on the pathway sometimes set by the vendor at one um standard error or one deviation from a passing score. And then there are other areas where it's not necessarily set by the vendor,
but they do make strong recommendations and we would choose to go with those strong recommendations just as we do with the cut score. And so it's not something where you're looking at someone who is very much off the mark at that point. They would need to simply retake the assessment. Um this would be
someone who is very close within one standard error um of that qualifying or cut score. >> Thank you. I had actually had that narrowly missed tagged also. I still think that brings a lot of judgment into
the into the picture. I mean, can you can you change it to narrowly missed as identified by one standard deviation or one or by the recommended vendor or I mean just narrowly missed as it is right now is just so open. I mean, anybody
could judge. Yes, we're happy to make that language change. I will say that the for all of these flexibilities and with both vendors, it is kind of vendor driven, if you will, about the communications around. So, if we say for the ones that
are set as one standard error, um the communication goes out from the vendor to say we have identified you as you know a candidate who would be eligible for this pathway forward. And similarly what if we were are to adopt uh with a
positive recommendation and adopt the recommended from the vendor threshold it would be the same. So there is not an area here where the department or the state board is having to make decisions of are you a narrow limit or not that would be set in stone. This was
purely just for language purposes but we are happy to identify in communications and we will uh that those scores and the narrowly missed thresholds will be defined and that's how they will be communicated. >> Sorry.
>> And then I was looking through the endorsements that would be covered under this. It's also the instructional leadership license also. >> No ma'am that would not be that's a a different uh license type. >> Okay. All right. That scared me too. Okay. Um, I just I think as a teach as a
teacher for, you know, two decades, I I feel like we're we're pushing for wanting to be respected as a profession. We want to be considered professionals. There's I don't I can't find another profession where if you fail that that exam, you're able to just go through different alter alternates. And so, I
just I once again, I I'm I'm not for this. We listen to our teachers, too. So, thank you. Other comments or questions? Mr. Mullenower? >> Thank you. Um, a couple thoughts. One is one of the things that I appreciate about this
board is that it it does have a variety of perspectives and backgrounds um enriched from a lot of different industries and decades of experience, etc., etc. This is a subject matter in which there's others on this board who have comparative advantage, who have experience taking these tests. they understand the nuance. I would I would
weight their views on this very heavily. Um would it be okay, Miss McInturf, to maybe just ask that you work with that we pass today, but then you work with the department so that when it comes back around on second reading, um we've got your stamp of approval or you can
educate us as to why it's not a good idea. >> Absolutely. >> Um one thing I would flag for everyone is, you know, when we talk about standard error and standard deviation, uh those are two very different things mathematically. Um, one of the things that we would need to be very intentional about is making sure that
um, I think as has been flagged here that it's just crystal clear what the expectations are and there's just not the the the less room there is for judgment, the less room there is for ambiguity and confusion and frustration
and uh, in manipulation. Uh so uh I will be asking questions about clarity but largely deferring to others on this board who have a lot of experience um with these tests. Thank you >> Dr. Maxwell. >> Miss Reed, just to clarify for myself,
if they were not successful in the remediation, what would happen? >> They would need to re a candidate who is not successful on one of these flexibilities would need to retake the assessment. So there is a standard for if they don't meet that remediation level.
>> That is correct. Ultimately for lensure purposes the department is still looking for a satisfaction of the assessment requirement whether that be a passing score or if if adopted um a a passing alternate score through one of these
flexibilities. >> So it's not just they take the remediation and they are granted the license. >> That is correct. there has to be a a pass within um the remediation and again it looks different based on each pathway
of do you get a new score do you get an alternate score um and I am happy to follow up and provide um what I call a cheat sheet for everyone >> sure would that be like if I'm looking to hire a teacher and I look at their lensure and I look back at their previous scores would it give me that
information that they passed their lensure test on like first or second attempt or would to show that they passed based on remediation. >> As far as attempt number, we do not have that information listed out as like first attempt. However, um when an
educator is employed with a district, um that district has the opportunity to view certain information in that educator's profile to include um on their preparation tab how many times an assessment has been taken. as long as that assessment was um provided to
Tennessee and so we are an automatic reporting state but of course there's requirements to get that score to us um so that does occur and if there is um an alternate passing method that has what we would call the there would not be a
new score but it would say passed by alternate we are in talks with our vendor our lensure management system vendor to see what that would look like but there will be a notation. So, um, in cases where a new score is not generated, there will be an alternate
kind of flag, if you will, or notation versus if a new score is generated based on the flexibility, then they would get a new score. Miss Cob chairman Eie, thank you Miss McInure for bringing that up because we had this discussion not too long ago
about what happens if they continue not to be able to pass a practice test. And if we're going to continue to be celebrated in this state with the highest performing improvement in our test scores, in our achievements, then we're going to have to set our bar high and continue to uh hold that accountable. Thank you.
>> Thank you, Mr. Chair. >> Mr. Um, how many educators does this involve? I mean, what are what are the numbers of of folks that are in the middle of testing, retesting? Is it I know it's
statewide, but I just want a a little feel for how big a challenge it is. >> It's hard for me to put a a certain quantifiable, you know, digit to it right now. I will say uh qualitatively we operate a general inbox that receives
about 250 inquiries a day and this is a topic that is frequently um in our inbox asking for educators or um other organizations in support eleas and support director of schools in support of something like this. Um, I would say
we're hearing from at least 10 to 20, sometimes up to 50 educators a week, especially during this time of year. We're we're entering our busy season. Last year, Tennessee, uh, my my team put over 2,000 new teachers in with
licenses into Tennessee. Whether or not they sought employment and were gainful in that employment, we, you know, that's a different story. But we did process over 2,000 new license transactions just within a short time frame um of last year. So, not everyone would be impacted
by this, but we certainly would have individuals um who would be impacted. Um and I would say we're we're at least in the triple digit digits. Um and and some of these individuals, this is their final requirement to be able to become
licensed and and gain employment um in Tennessee beyond something like an emergency credential. >> Dr. Morrison, >> I may be stealing what you I was just conferring with the commissioner over here. Just for some additional historical context, I was probably at
the department when we used to set the cut scores below the recommended cut and that is still and and so I I echo you know the sentiments of educators in terms of the high bar that we need to set and the expectations that we have for educators. I also am really interested in what this flexibility could look like when applied. And if you
said that other states have already, you know, been implementing this, what can we learn in terms of numbers, in terms of what individuals are affected, how successful they are after they pass through this pathway. And so I think what could be helpful is to have either a workshop presentation in August or some additional collaboration between now and the final reading because I
think it's worth exploring. We want talented educators and if there's just a piece of the assessment that's tripping them up that we can help them master and I agree. I mean, it's got to show the mastery of the content to feel confident that they're ready to step into the classroom, then I think it's worth exploring. But I think we can collaborate hopefully between first and
final reading on some additional information and work with the vendors who are you know I'm sure um full of additional information other states and sort of how this is coming together. So we can commit to working on that between first and final. >> Thank you. Any other comments or
questions? So we have a recommendation on Oh, >> I was just going to say we'll we're committed to figuring this out and we'll work with you as soon as possible. Okay. >> Yes, very good discussion. So, we have a
recommendation on first reading for professional assessments for tensy educator policies 5105 with the understanding that between first reading and second reading there'll be a lot of continued clarification uh workshops or whatever. Uh all in
favor signify by saying I. I opposed. Motion carries. Thank you. Next item is educator evaluation policy 5201. Miss Amy Floyd. I'm Amy Floyd. I'm the senior director of educator effectiveness for the
department. Um to um state board educator evaluation rule in chapter 0520-02-01 sets forth requirements for teacher observations by state approved models and allows charter schools or charter management organizations to propose
alternative observation models for the purpose of meeting the state teacher observation requirements. Um and state board of educator evaluation policy 5.201 2011 um provides details about evaluation requirements including
outlining alternative charter school observation models. Appendix A of the state board eval educator evaluation policy 5.201 includes approved charter school alternative observation models. Um, this
item proposes to add um, Springs Public Schools Tennessee teacher evaluation rubric as an approved alternative rubric model for the 2627 school year. And pursuant to evaluation policy rule
chapter 0520001- 02-01, educators and evaluators are responsible for selecting closely aligned achievement measures from either uh the preK or a 912 grade band. Evaluators
select school level measures as defined in appendix B of the state board policy in cons consultation with teachers that are aligning as aligned as closely as possible to what the teacher teaches. Um TDOE monitors the implementation and
provides feedback to districts to ensure all measures selected comply with statute and policy and reviews the options on the achieved measure worksheet for use and availability. This item proposes the following changes to appendix B. amends the list to include
measures that were recognized as missing in an audit um college level examination program and TCAP grades 4 through eight literacy and it amends the TAS composite school level selections to remove CTE concentrator measures to provide
consistency with other non-tested subject areas. It amends the um industry searchs by career cluster to align with any of the approved tier 2 or three industry certifications as determined by the post-secondary workforce CTE and
military readiness division. Revising the appropriate industry certifications ensures alignment with any future tier 2 or tier three industry certifications. The department recommends the acceptance of this item on first reading. The state board staff cons concurs with this
recommendation. >> Thank you. Do we have a recommendation for educator evaluation policy 5201? Is there a motion to accept that recommendation? >> So move. >> Vice chair comments moves. Is there a second? >> Second. >> Miss Cobb seconds. Are there any
questions? No questions. All in favor then for accepting on first reading educator evaluation policy 5201 signify by saying I. I. Opposed. Motion carries. Thank you. >> Next item, special courses policy. Dr.
Christy Wall. >> Good morning. Christy Wall, assistant commissioner um of academics at the Tennessee Department of Education. Bringing forward to you on first reading uh special course policy 3.201. State Board of Education Rule 0520-01-03
point-.03 subsection 4 and special courses policy 3.201. 2011 permit local education agencies and public charter schools to apply to offer special courses not listed in the approved high school
course policy 3.205. The Tennessee Department of Education annually reviews uh special course applications and assigns subject specific course codes to courses approved for 1, three, and six years. This item uh proposes the following
revisions to the special course code policy. One, to clarify that special courses are elective courses and must not be substituted for other graduation requirements. Two, update the maximum approval period from 6 years to 8 years to align the
approval cycles with the state board standards revision schedule. And three, direct the department to establish a process beginning in the school year 2627 to identify highfrequency special courses as candidates for conversion to
permanent course courses listed and to be included in the approved high school course policy 3.205 with approved permanent courses available for eleas beginning the school year 2728. The Tennessee Department of Education
recommends acceptance of this item on first reading and the state board staff concurs with the recommendation. I'm happy to take any questions on this item. >> Thank you. We have a recommendation for acceptance of special courses policies 32 3.201. Is there a motion to approve?
>> So move. Vice chair comments moves. Is there a second? Second. Miss >> McInurf second. Are there any questions for Dr. Wall? I have a question just really uh how many special courses are there across
the state? Chairman Amy, that's a wonderful question. Let me defer to Lacy Noel. She's here with us today and a colleague on our team who oversees the special course code process, the review process, and all of the current special courses that are um approved. So, let me call on
her. She has um the data on the existing special course codes. Good morning. Lacy Noel, um, Department of Education. I work with Christy Wall. Currently that are active courses, we
have 30 districts holding approximately 152 courses statewide that are tagged as special courses. Do any of those special courses then become regular courses that are offered
throughout the state or >> they do not not currently. >> So So help me u give me an example of a special course or something that would be particular for a district. Um, we have American at war, extended learning
English, history of the Holocaust, humanities, organic chemistry, AVID one. >> So, organic chemistry. Now, I took organic chemistry in high school. So, so why why would that be a special course?
>> Um, >> or maybe I just had chemistry in high school. I had organic chemistry in college. Maybe that's the reason it's a special course. I don't know. I'm just trying to understand, you know, the process of special courses, how districts decide on what they're going
to have and why. And >> I'm happy to take that question. The special course code provision allows districts to add different particular courses that they deem appropriate, needed, and necessary as a part of their local academic programming. So therefore, as um the courses that were
mentioned um that Lacy brought to you, uh districts see a need for identifying specific coursework that adds to the diversity of what they're already offering from um the state uh approved high school course uh policy and helps diversify at the local level. Those
applications come into us once a year. We bring um the special courses to you um once a year for review and approval. Um and uh that coursework um you know greatly offers the opportunity to intermix content areas and bring in
different standards that are outside of just one particular content and domain. >> One more question in. >> Yes sir. >> I'm just trying to think you know these courses are great courses and they're for a district but maybe they could be offered across the state with virtual learning. Are any of them offered uh
across the state virtually? So special courses are only approved for use by the district whom has applied for them. Um we do have some provisions as a part of this policy on first reading to establish a process where the frequently
seen courses that are being um put forward through the application process each year could become and transition into permanent course codes. At that point they would be open for any and all districts to utilize them as a statewide approved high school course.
That's very helpful. Thank you. >> Yes, sir. >> Any other questions, Mr. Jensen? >> I did. U when you look at uh take the school from the medical district school uh that was here and as they do their coursework, organic chemistry would seem
to be one of the things that might be in that curriculum. Uh and you just said I think that they can move from special into core. I guess is that did I hear that? that is a part of this revision of of this particular policy. >> So as we kind of specialize some of
these high schools, how do we and I'm not asking for an answer. This is more how do we manage that so that if a you got a school that's focused on getting kids ready to go to medical career. There's core curriculum it seems to me
and then there's the other courses that come around that in that within that specialty. So I I I don't need an answer. I just observed that you know are we looking at it so that it is supportive of the mission of
that particular school. So >> yeah for these specialty schools I think what you say is right. I mean that's I think one of the challenges we have is how can we provide the best opportunities that we can for our students for their career path and >> and I I'm I want to make sure the core
you know English and math and the >> history history and science >> that they're there but there's also seems like we've got to think as schools have transitioned out of the kind of onesizefits-all and we're moving in that direction just to be sensitive that make sure we're preparing uh the core but
also building curriculum around that uh around that uh trajectory of whatever that school might be >> and they get credit. >> Any other questions or comments? >> I just have an inquiry. Dr. Wall, the
152 special courses, I'm sure there's a list somewhere or website that we can go to look through all of these. >> I'm just curious. I'm nerdy about things like that. >> Um so that's information that we actually just keep internal to the department. Um, we offer individual communication to the districts around
the status of their special course code applications as well as the term that they're approved for. Could be three years, could be a year, could be up to six years. Um, and so we have that information on file and keep that um just within our team. I'm sure that
that's something that we could collaborate on together and um and share that a bit more widely if that's helpful. >> Thank you. >> Yes, ma'am. Any other questions? We have a motion and a second for special courses policies 3201. All in
favor signify by saying I. I. Opposed. Motion carries. Thank you. >> Next item is civil rights compliance rule 0520121. Good morning, chairman and members of the board. My name is Shandrea Hersy. I am the senior associate counsel for
civil rights and academic supports at the Tennessee Department of Education, and I'm here today to present the proposed changes to the civil rights compliance rule found at 0520-01-21. Changes to this rule include minor clerical edits and updates to statutory citations to align with recent
amendments to state civil rights statutes. On July 1st, 2025, pursuant to Tennessee code annotated section 431704, the requirement of state entities to submit annual title 6 compliance reports and implementation plans moved from the
Tennessee Human Rights Commission to the Tennessee Department of Human Resources. The civil rights compliance rule lists the responsibilities of the Tennessee Department of Education's Office of Civil Rights, including submitting the department's annual title six compliance report and implementation plan, which
outlines the department's intentions to comply with the title or comply with the requirements of title six of the civil rights act of 1964. The proposed changes to this rule, false cross reference Tennessee code annotated section 431704 to clarify the department's intention to
comply with this statute and submit the annual title 6 compliance report and implementation plan to the Tennessee Department of Human Resources. This item supports the state board strategic focus on engagement and accountability and the department of education recommends acceptance of this item on first reading
and the state board staff concurs with this recommendation. Thank you. We have a recommendation on first reading for civil rights compliance rule 0520121. Is there a motion to accept? >> Vice Chair Commons moves. Is there a second?
>> Second. >> Mr. Jensen seconds. Are there any questions, Miss Hersy? No questions. Uh we have a uh motion and a second to approve civil rights compliance rule 0520121 on first reading. All in favor signify
by saying I. I opposed. Motion carries. Thank you. We're going to take we've been at this an hour and 40 minutes. We're going to take about a 10-minute break, but we will reconvene at uh 10:50. Okay. Can we get started again?
Next item, gradual graduation requirements rule 0520103-06. Mr. Michael Derline. >> Good morning. Michael Derline, deputy executive director of policy and research with the state board. The graduation requirements rule outlines
graduation requirements for students in Tennessee, including diploma options and credit requirements uh for those diploma types. During the February 2026 quarterly meeting of the board, the board tabled a proposal to reduce the number of world language credits while
increasing elective courses required for graduation. This followed nearly eight months of discussion and stakeholder engagement on this topic. During that February meeting, members discussed the need to improve language related to the process by which students can wave world language or fine arts credits. Uh
expressing a desire to ensure that process was clear and intentional. Revisions before you today seek to increase clarity to that process, tying the waiver to the students high school and beyond plan, requiring discussions about that waiver to include school-based staff responsible for
advising school leadership, the student, and the parent. We're proposing to maintain the requirement that the parent agree to the waiver in writing and directing the department to develop guidance and a standard waiver template to be used by districts when waving fine arts or world
language courses. In addition, proposed revisions include a restructuring for clarity and readability, adding language that references other board policies, updating elective focus course areas and expectations, including adding world language as an area of
focus, and removing the requirement that world language courses must be taken in the same language. Lastly, I just wanted to share uh and commend the board on the discussion during the February meeting. I thought it was an incredibly thoughtful and civil uh discussion and I'm looking forward to that discussion
today as well. With that, take any questions you have. >> We have a recommendation for graduation requirements rule 05201306 on first reading. Is there a motion to accept? >> So move. >> Vice Chair Cobins moves. U Mr. Jensen
seconds. Are there questions or comments, discussions? I have one. Um, when I look at this and it says in item 20B,
the students parents or guardian has agreed to the waiver in writing. But if you look at the item before, it's up to the district to decide if they're going to give a waiver or not. Uh, but
then the parents have to agree to the waiver. We've had this conversation. I would like to see the word decision be instead of the waiver. So the parents agree to the decision. What that does is that keeps the item open until a joint
decision can be made and that protects both the district and the parents as opposed to just the parents approving the waiver. So between first and second reading, my recommendation is we change that word from waiver to decision.
I'll move to make that change. There's a second, Miss McIn. >> So, when you took out the word and on the B part of that, we're still saying they have to go through A and B, correct? >> Right. >> Yeah, I think that's >> Yeah, >> perfect.
>> Yep, Mr. Chair. >> Mr. Mower. >> Thank you. And there in lies the rub. uh you know much of the conversation that we've had uh on this topic has been about um who makes the decision, who has the decision rights. Uh we we we
discussed at length uh last time uh changing the word may to shall which I appreciate seeing here. Um, I would like to um without diving into all the details today, I would like to work with you, Michael, to look at section A and
make sure that the logic that flows >> um in 20 as in section 20 as a whole follows the concept that um that that it shall be waved. uh and and yes, there's a requirement that there is
a u an awareness and an agreement on the part of the parent and and the guardian, but but section A, I think, is still missing the mark a little bit in terms of the intent from the conversation that followed. I I watched our meeting last uh from last month and uh just to
refresh myself on the conversation that was had and I think that we've made great progress here. The team's done great work. Uh, but I will commit to working with you, Michael, to get this thing uh maybe polished a little bit more for second reading. Thank you, Mr. Chair.
>> Any other questions or comments? >> Dr. Morrison, >> just a a brief addendum. Um, we've had really great conversations with the Department of Education as well and I know that they are drafting the sort of template that would be available to districts around the waiver and I think they're waiting to see kind of what this
body decides to reflect that in that draft waiver. But I think um changing it to decision from waiver would also allow uh the document to cover not only you're waving the requirement to have world language as a graduation requirement but potentially what are you taking in lie of it? I mean, again, I think an
anchoring it in the high school and beyond plan, bringing the parent into the discussion really sort of fulfills a lot of the intent of the body and we'll look forward to working with Mr. Mullenhower to make sure that we adjust that as needed to ensure that it does. But I think it's more than just agreeing to wave the world language. It's like
what is the plan for that student in lie of language? >> Any other questions or comments? So we have uh recommendation for graduation requirements rule 052010306 uh on first reading and between first
and second reading and then Mr. Mullenau will work and bring back uh with uh Mr. Durine. All in favor signify by saying I. >> Mr. Chairman, Mr. Chairman. >> Oh just just one point. You made a motion to make an amendment. Uh there was no second and it was not withdrawn.
Second director has us to do that on >> I'm Yeah, I I'm directing you to do that on final reading. Change the word. So, not a motion. I'm sorry. >> You withdraw the motion. >> I withdraw the motion. It's just directed on final reading. That's clear. It's the decision. It's not just the waiver that has to be agreed to by the
parents. Uh okay, back to it. Graduation requirements rule 05201306 on first reading. All in favor signify by saying I. I opposed. Motion carries. Thank you, Mr. Duran. >> Thank you.
>> Next item, accountability hearing rules 052092. Miss Ally Reid. >> Good morning. Alli Reed, chief of strategy for the state board. On first reading are our accountability hearings rules with proposed updates following our first year of hearings. The proposed
changes before you originate from staff and member recommendations based on our week of 18 accountability hearings this past March, as well as formal and informal feedback that we gathered from district and charter school leaders who are in attendance and the department of education. Proposed revisions include
removal of the reference to the report card to allow for more flexibility in the timing of the department's release of school letter grades, expanding the timing or the timeline for an LEA or charter school to provide evidence of a closing or closed school, and notice of
an unavoidable conflict for the local board chair or the governing body chair. removing the limitations of the committee to recommend certain corrective actions based on an LEA or charter school's number of appearances before the committee. Creating guidelines to address a scenario in
which an LEA or charter school would be called back for another hearing following the committee's decision not to recommend a corrective action and clarifying the voting process for the state board when deciding to approve the proposed corrective actions from the hearing committee, which you will do
later today. Stateboard staff will hold a rulemaking hearing between first and final reading and we will continue to engage stakeholders and department staff on the need to further update these rules uh and the policy that follows. Happy to answer any questions.
>> We have a recommendation for accountability hearing rules 0520902 on first reading. Is there a motion to accept? >> Vice Chair Cins moves. Is there a second? Mr. Melanar seconds. Are there questions for Miss Reek?
I I will say this is that u as we went through the accountability hearings uh the way that we had it written before is we had to give an action plan even though certain it appeared that certain
districts were clearly moving in the right direction because if we didn't give them an action plan uh and they didn't move in the right direction we couldn't call them back for another two or three years, right? And this cor so
as we're going through that process, so we ended up giving everybody an action plan and it didn't really differentiate between those districts that were moving forward. And we learn by the process we've gone through. And I think one thing we've learned is that by making
this change, we may not give an action plan to a district that appears that they're moving in the right direction very well. So, some differentiation there. But if they're not moving, we can call them back next year, which I think is a big
plus and the process and the change. Any other comments or questions? Okay, we have a recommendation then for accountability hearing rules 0520902. All in favor on first reading signify by saying I.
>> I opposed. Motion carries. Next item, accountability hearings policy 160 on first read. >> Thank you. Also on first reading is our accountability hearings policy which outlines the hearings implementation timeline and further defines the
corrective actions the state board may recommend for the department to impose. Following the first year of hearings, the state board staff recommends revisions to this policy that include changes to the language to further align the policy with stateboard rules. Reducing the maximum amount of time for
an accountability hearing. The division of a corrective action plan into two levels with one level receiving additional support from the department during its development. Adding a timeline and next steps for the approval of a corrective action plan by the department. defining how a corrective
action plan may be adjusted in the event that additional schools meet the state board's eligibility criteria during the years in which an LEA or public charter school would not be called for a hearing or in the event that the eligible schools in which the hearing was held on behalf of are no longer rated as an F
school in the immediately following school year. And finally, broadening the scope of the audit and investigation to include review of any contractual relationships with vendors responsible for academic implementation or instructional support. Happy to answer
any questions on this policy. >> Have a recommendation for accountability hearings policy 160. Is there a motion to accept? >> A motion by Vice Chair Cobins. Is there a second? Mr. Jensen second. Are there any questions for Miss Reed?
Yeah, Dr. Morrison, >> sort of a question, sort of an invitation for a conversation probably more than anything, but Ally and I have worked a lot on this, as have other team members and board members. Um, we had to submit changes pretty quickly following the hearings for first reading to have these effectuated for next next uh
academic year. And a couple of things and I know the commissioner may want to speak to. We've had some really rich conversations with her team as we debrief the hearings and think about now the implementation phase where the department will work uh more closely with some of these districts on the corrective action plan in particular. And one of the things that I think has
already been mentioned, but I know the committee and those of us on staff felt after the hearings this year was that we were limited in the number of ways that we could direct the districts based on, you know, the evidence that they were presenting around their plans for improvement. And so the rule, as Ally
has shared, gives us more options in terms of that no action, which would, you know, potentially allow us to bring the district back sooner. We've added back in the audit, which we can talk about that. I mean, I think that would still be really extreme circumstances. That's not something that we would, you know, imagine recommending frequently. Um, I think the question that I still
have is around the corrective action because again, the committee really thought that having a couple levels of distinction there made sense. However, in further conversations with the department, and I know the commissioner will share this too, it the comprehensive needs assessment which will be required for any district that
gets a corrective action is really what's probably going to lay lay bare, you know, who needs the most support. Um, so I think there's some questions there about where you would define sort of the level one, level two. Is it as we proposed up front at the time of the hearing? Is it something that gets determined, you know, by the department
and reported back to us after the comprehensive needs assessment? I think the idea is that we know some districts are going to need a little higher touch, a little bit more support to really get the plan that's going to put their students on a path to success. And I'm grateful that our partners at the department are really up for that work, thinking about it deeply. It, you know,
fits into the folds of what they already do often through the court offices. So I just bring that up for consideration as we think about between first and final some of the adjustments that we might want to make even beyond what's presented today. >> Commission. >> Sure. And thank you, Dr. Morrison. I
appreciate that. And I I also want to acknowledge Ally, you're this has been a tremendous body of work that you've had to do over the last year and so thank you so much and thank you for listening to us and helping us kind of maneuver. So yes, I think Dr. Morrison brought up
a couple issues. Part of it is we would just want to make sure that you know when we come um when we're engaged in this that that we're also not surprising school districts too much. And so if we can just continue to work with you, you know, you brought up one of the issues I
think too is also thinking about how the the board is actually directing the department. We got to make sure that that's a little bit more of a collaboration as opposed to a a direct um uh I don't know what the word I'm the word
I'm looking for the the a >> mandate >> mandate. I don't know that's not even what I get. Anyway, words are eluding me, but um I think there's some opportunity to work together and make sure that we do this in a way that everybody is going to benefit from it
and is going to learn from this because again, one of the most critical aspects of accountability is to be able to identify and support. Um we we have to marry the two. We can't just let people um out there on the on on the on the edge um without any support. So again,
appreciate your collaboration and we'll continue to work together. So, >> good comments. Other comments? So, uh we have a recommendation with some directions that we're going to be looking at between first and second
readings for the accountability uh hearings policy 160. All in favor on first reading signify by saying I. >> I opposed. Motion carries. And before you leave, Ally, I I too was going to say how much we appreciate your
leadership. I know each one of us that sat on this committee pre prepping us for those hearings and laying it out. We could have never done it without without you and the support you provided and all the efforts that you did. And again, it's a first in the nation. Uh NASBY is
very excited about it as you know. And uh so we're going to get to tell the rest of the nation about what we're doing and how we're helping our school districts improve. So thank you for your efforts. Next item, board meetings policy. Mr. Nathan James.
Hello, Mr. Chairman. I'm Nathan James. I'm the deputy executive director of the state board of education. This item presents revisions of the board meetings policy to make updates and revisions. The revision clarifies who presides over the board under very specific circumstances. It changes staff
recommendation to executive director's recommendation for items considered by the board while not preventing any member from consulting board staff regarding the policy legal and/or other considerations and implications of the item. specifies the Department of Education board members or the board
staff may propose items to the executive director for inclusion in the meeting agendas while further specifies that the board through the executive director may request that other state agencies develop or present items when the other state agency is considered to have unique subject matter expertise.
Additionally, language was added making clear that an amendment to an item being considered may be made by a majority of members present and voting while the majority of members entitled to vote is required for the passage of a rule or policy. So to preempt the questions that
will come with that. If we're having a meeting where a quorum is five of nine, for instance, the board right now has only nine seats filled. So a quorum is five. If we wanted to have an amendment on an item where there's only five board
members present, then three could authorize the amendment, but it still takes five votes. That is to say, a majority of the members entitled to vote for final passage and substantive action on it because that becomes an action of
the board and only a quorum or a majority of the board can can take an action in the board's name that way. It further removes references to statements of necessity for electronic meetings as the underlying statutory requirement has been repealed. Um staff of course
recommends acceptance of this item on first reading. Happy to answer any questions. >> Thank you. We have a recommendation on first reading for board meetings policy 1.400. Is there a motion to accept? Miss Cobb moves. Vice chair common seconds. Are
there any questions for Mr. James? Yeah, Mr. Mullenower, I >> I look forward to being able to submit a resolution on a piece of paper that uh I had to laugh just a little bit. I thought, okay, we probably have tried to negotiate various resolutions on the fly
a little too much and they finally got fed up with it and said, "You have to put it in writing." >> Actually, that part of the uh that part of the policy dates back at least two decades, so it's apparently happened before. do appreciate the clarifications and and keeping us straight and narrow. Any
other comments or questions? >> We have a recommendation for board meetings policy 1.40. All in favor on first reading signify by saying I. >> I opposed. >> Motion carries. >> Thank you, chairman. >> Now we'll move on to action items for final reading.
First item is school and student health services rules 0520113. Skyler Travis. >> Good morning, Mr. Chairman and members of the board. My name is Skyler Travis, associate counsel with the Tennessee Department of
Education. Uh, Miss Paisley sends her apologies that she was not able to be here to uh, present this item on final reading. Before you today on final reading are revisions to the state board school and student health services rules 052000113.
The revisions to this rule were precipitated by the passage of chapter 346 of the public acts of 2025 encouraging each school in an LEA local education agency and public charter school to keep a bronco dilator
rescue inhaler in the school so that it may be administered to a student believed to be having asthma symptoms or in respiratory distress in an emergency situation. This item presents revisions within the existing rules and creates a new rule to develop clinical protocols regarding the
administration of a stock bronco dilator rescue inhaler at a public school. State board staff held a rulemaking hearing on April 24th, 2026 to collect public feedback. No comments were received. Minor revisions were made between first and final reading to
ensure alignment with public chapter 346. The Tennessee Department of Education recommends approval of this item on final reading. The state board of education staff concurs with this recommendation. We have a recommendation and on final reading for school and student health
services rule 0520113. Is there a motion to accept? >> Mr. Jensen moves. Mr. Mullen seconds. Are there any questions for Mr. Travis? No questions because this is a rule making on second a rule on second reading. Mr. Griffin, please call the
role. >> Mr. Cobins, >> I. >> Mr. Jansen, >> I. >> Miss Cobb, >> I. >> Miss Maxwell, >> I. >> Miss McIntury, >> I >> Mr. Mullenower, >> I >> Mr. Rollins, >> hi. >> Miss Sab,
>> I >> Mr. Chairman, >> I >> Mr. Chairman, you have nine eyes. >> Motion passes. Thank you, Mr. Travis. >> Thank you. Next item is uh district and improvement planning policy 21101. Miss Ginger Leech. >> Good morning chairman and board members.
I'm Jinger Leech, assistant commissioner of district and leadership support for the department, presenting the district and school improvement planning policy 2.1 01, chapter 10 0005 of the public acts
of 2024 amended TCA49-1-613 to require the transition of district and school planning from an annual improval approval of the Tennessee Department of Education to approval once every three years. District and school planning improvement planning policy
2.101 details the requirements for the planning processes including completing a needs assessment aligning goals and strategies to the identified needs aligning school plans to that of the respective district and providing responses to the federal and state
identified areas of focus. This item presents the following revisions. Transitions the planning process to approval every three years and requires three-year goals with annual targets and long range strategies to define the theories of actions for reaching each goal. Transitions action steps from
mandatory to only required when identified as necessary by the Department of Education and removes any previously included federally or state identified areas of focus that will be captured in other ways. It also identifies for the districts. It aligns
the TISA accountability report requirements with the planning process. This allows is a natural fit and also provides an opportunity to streamline the district requirements and is in direct response to district feedback. There have been no changes to this item
since first reading. The Tennessee Department of Education recommends approval on this item on final reading and the state board of education staff concurs with this recommendation. Thank you. We have a recommendation for approval of district and school improvement planning policy 21101 on
final reading. Is there a motion to accept? >> Miss McInurf Smooths. Is there a second? >> Second. >> Mr. Allen seconds. Very good. Are there any questions? >> Miss McInderf. >> When does this go into effect? this
coming school year or >> so we implemented this with uh districts for their 2627 through 2829 plans and so that will also go into effect with schools in their plans as well which will start during this next cycle. So
school plans will also be 2627 through 2829. >> So they'll do another plan for like this coming school year and then not again for three years. it will kick in for their plans for 26 27 and then be that plan for the next three years. We will ask them to kind of refresh those as
they get new data to make sure those goals still, you know, fit for where they are. But as far as development, it's the same plan for the next three years. Thank you. Yes. >> Any other questions? All in favor then for accepting district
and school improvement planning policy 21101 on final rating signify by saying I. I opposed. Motion carries. Thank you, Miss Leech. Next item, educator lure policy. Miss Taylor Reid. Good morning. Taylor Reed, senior
director of lenture. Tennessee State Board of Education Educator Lenture Policy 5.502 502 outlines general lensure requirements including application and duration of licenses, professional development points and endorsements. This item revises the endorsement sections by
adding equivalent post-secary educator endorsements to align with the middle and secondary grades core academic and middle and secondary grades world languages endorsements. Aligning these endorsement categories ensures qualifying candidates can obtain the appropriate post-secary license and
endorsement. There have been no changes to this item since first reading. The Department of Education recommends approval of this item on final reading. The SBE staff concurs with this recommendation and I'm happy to take questions. >> Thank you. A recommendation for approval of educator lure policy 5.502 on final
reading. Is there a motion to approve? >> Mr. Mullen moves. Is there a second? Miss Dr. Maxwell seconds. Any questions for Miss Reed? No questions. All in favor then for accepting educator lure policy 5.502 on
final readings signify by saying I. I opposed. Motion carries. Next item, uniform grading policy. Mr. Michael Derlin. Michael Derlin, deputy executive director of policy and research with the state board. Uniform grading system
policy 3.301 301 builds on the uniform grading system rule which establishes the statewide uniform grading scale to be used by eleas for students in grades 9 through 12 for the purpose of application for post-secary financial assistance administered by TESAC. This
item revises the percentage points used to calculate semester grade averages for dual enrollment courses and the rule was actually updated back in 2024. This was just an inadvertent miss on our part. Uh and there have been no changes to this
item since first reading. >> Have a recommendation for uniform grading policy 3.301 on final reading. Is there a motion to accept? Miss Cobb moves. Is there a second? >> Second. >> Vice Chair Cobin seconds. Are there any
questions for Mr. Derline? No questions. All in favor accepting uniform grading policy 3.301 on final reading signify by saying I. I opposed. Motion carries. Thank you. Next item, approved high school courses policies
3.205. It's Brianna Summers. >> There we go. Good afternoon, Chair Eevee and board members. My name is Brianna Summers. I'm the director of policy and academics at the Tennessee State Board of Education. Before you, I have the
approved high school courses policy on final reading. This policy identifies approved high school courses uh that are approved by the state board for credit in public Tennessee high schools. As we've talked about in the last couple meetings, graduation requirements and substitutions are among some of our most
frequent questions in our emails and our phones. So, we really wanted to provide clarity for districts, schools, educators, and counselors. On final reading, this item proposes additional technical edits to increase consistency within and across program
and subject areas. Essentially, some formatting. >> I'm happy to take any questions that you have. >> We have a recommendation for approved high school cost courses policy 3.205 on final reading. Is there a motion to accept?
Mod moves. Is there a second? Mr. Jensen second. Any questions for Miss Summers? No questions. All in favor of approving high school policy 3.205 on final reading signify by saying I. I. Opposed.
Motion carries. Thank you. Next item. Brianna Summers, Tennessee 2029 2030 Tennessee English Language Arts Standards. >> Thank you, chair. It's me again. Uh these uh standards are on final reading and they're planned to go in effect in
the 2029 2030 school year in all of our Tennessee public classrooms. Um you all know well um based on our presentation at our workshop in February that the state board is charged with uh leading the review for English, math, science, and social studies standards every eight
years. And that's a legislatively directed rigorous process that uh promotes collaboration and transparency. And as we talked about in our workshop, we're really excited that we were able to break some records with application numbers. Um, 297 applicators applied to
be on this committee and you got to hear from some of them in February. The changes since first reading are minor formatting including margins, line breaks, you know, they're the really uh sexy stuff over here. Uh, and minor grammar like commas and hyphens. I'm happy to take any questions that you may have.
We have a recommendation for 2029 2030 Tennessee English language arts standards. Is there a motion to accept those standards? Miss Cobb moves. >> Dr. Maxwell seconds. Any questions? >> Chairman Eie.
>> Yes. Dr. Max. I would just like to thank uh Brianna and Miss Summers again for her work and and the team that puts all this together because unless you've sat on a standards review committee, the amount of work and time that these educators dedicate to this process and
and I just I'm grateful that this board supports that work and and other groups support that work because it is integral uh for the success of our students. So, thank you, Miss Summers. >> Thank you, Dr. Maxwell. If anyone wants to join us to talk math standards review, we'll be in this building the
week of July 20th. >> Very well said, Dr. Maxwell. And yes, thank you, Brianna. Any other questions or comments? I ask a parliamentarian. This just takes a ro I mean a voice vote for standards. It doesn't take a roll call vote. I
couldn't remember. >> As chairman, you're welcome to require one if you want to, but it's it's not necessary. Any member can request >> by standards. We ought to do a roll call vote. I mean, that's one of our major major activities. So, I'm going to request a roll call vote. >> There you go. And you've heard your own request, and you'd probably vote
favorably for those. >> Don't tell me with a good time, Cherry Be. >> All right, Mr. Griffin, please call the RO. >> Mr. Collins, >> I. >> Mr. Jansen, >> I. >> Miss Cobb, >> I. >> Miss Maxwell, >> I.
>> M. McIntury, >> Mr. Mullen. I >> Mr. Rollins >> I >> Mr. S >> I >> Mr. Chairman >> I >> Mr. Mr. Chairman, you have nine eyes. >> The motion passes. Thank you very much. Again, setting standards is one of the major requirements uh responsibilities that we have on the
state board and uh we appreciate all the guidance and help that we get from the staff and and the teachers. The time that the teachers spend to come and sit on those standard review committee is outstanding. Thank you very much, Miss. >> Thank you. >> Next item, annual measures objectives.
Dr. David Leard. Thank you, Chairman Eye. Members of the board, I am David Leair, assistant commissioner for assessment, accountability, and research. Uh, and I'm here to present on first and final read annual measurable objectives. TCA 491 491602
requires the state board of education in conjunction with the commissioner of education to establish appropriate performance goals and measures for schools and eleas. It's also worth noting that this goal setting mechanic is how Tennessee uh meets a federal requirement in the Every Student Succeeds Act. Annual measurable
objectives or AMOs provide schools and districts with targets that help interpret recent performance and prioritize future efforts. Tennessee sets each of these targets individually for schools and districts as well as various student subgroups, including major racial and ethnic categories,
economically disadvantaged students with disabilities, and English language learners. The indicators for which these targets are set include proficiency rate, chronic absenteeism, progress on an English language proficiency assessment, grad rate, and a college and career readiness indicator. While the
underlying mechanism for setting these targets has remained consistent since 201718, there were two small changes to the indicators on which these AMOs are calculated. Um, in the federal accountability system, we've long maintained a college and career ready indicator called ready. uh when we
launched our state system just a number of years ago, we created a new version of that indicator, the college and career ready indicator. We have now essentially replaced the readyigrad indicator with the more recently developed college and career ready indicator. So the amo targets are now
being produced for the college and career ready indicator as opposed to ready. Uh this is a significant improvement primarily because the ready indicator always used lag data. we had essentially given schools an extra year to clean up that cohort data. Uh with the advent of TISA, there was an impetus
for us to clean up that data much faster. And so when we created this college and career ready indicator, we were able to use current year data. Um so this has the added benefit of now making the post-secondary outcome indicator and our accountability system more relevant. Uh it also updates the
grad rate indicator as well. So again, the only difference here is we're now calculating these targets on current data as opposed to lag data. Uh the logic of setting the targets remains unchanged. I won't go into the math unless prompted, but essentially we ask for each of these indicators for
district, schools, and subgroups to identify the gap between the present number of students that are meeting these benchmarks to every student meeting the benchmark. We take that gap and schools are expected to reduce that gap in half over an 8-year period to
meet the first level of AMO target or to reduce that gap over a four-year period to essentially meet what we call the double AMO in the accountability system. So with that said, the department presents this for approval on first and final read. The state board staff concurs and I'm happy to take any
questions. >> We have a recommendation for annual measurable objectives AMO's first and final reading. Is there a motion to accept? Miss McInturf moves. Is there a second? >> Second. >> Dr. Maxwell second. Are there questions
for Dr. Leair? I've got a a comment and a question. first uh really glad to see, you know, the ready grad versus the uh uh career and college indicator putting that
similar instead of having two different uh performance indicators, etc. And and I know this is a federal law, are federal law, but we have our letter grades A through F. Is there a continued
effort to try to meld those together so that the districts are only looking at one thing, you know, uh instead of worried about over here and worried about over here? And chairman, we really appreciate the question. It's clearly very important to
the department and very topical. Um the US Department of Education signaled last late last summer some potential flexibility that states might have to be relieved of some of the provisions in ESSA. Um obviously Commissioner Reynolds leapt on that, jumped on that a little
bit and and really directed the department to explore the possibility of can we now get down to one accountability system. Do we have enough flexibility to stop operating two systems? We've never wanted to be in that space. Um, it has taken us a while
to get clarity with us about what really is on the table to potentially be waved. We're extremely confident we think we can get there now. Um, and as soon as this summer, we're really looking forward to um, starting a number of
conversations with districts about how we can achieve that. I don't want to underell the complexity of it. There's there is not as much flexibility as we had perhaps hoped. Um, so it's definitely going to be a melding of systems. The department doesn't want to
work unilaterally here. We need to have a lot of conversations to figure out how to do it. But the goal setting mechanic is one of the things that US said will not budge on. And so we look forward to figuring out if there's perhaps a better version of this for the state of Tennessee moving forward.
>> Great. Keep moving in that direction. >> We'll do. >> Any other questions or comments? So we have a recommendation uh motion and a second for first and final reading of annual measurable objectives. All in favor signify by saying I. I opposed.
Motion carries. Thank you, Dr. Lar. >> Thank you. >> Next item, educator preparation providers and specialty area programs. Dr. Jennifer Nelson. >> Good. I guess it's afternoon now. Jennifer Nelson, senior director of educator preparation. This item delivers
action recommendations of education preparation providers in their specialty area programs. Carson Newman University participated in a joint Cape State review in fall 2025. The provider is recommended for full approval and all
specialty area programs are recommended for full approval. University of Tennessee Martin participated in a Cape state joint review in fall of 2025. The provider is recommended for full approval and all specialty area programs are recommended
for full approval. And last, Bethl College participated in a focused review in fall of 2025. Uh the review team concluded that the EP meets expectations on all reviewed standards and the provider is
recommended for full approval and no specialty area programs were reviewed at that time. The Department of Education uh recommends acceptance on this item on first and final reading and the state board staff concurs with this recommendation. Thank you. We have recommendation first
and final reading for education preparation providers and specialty area programs approvals. Is there a motion to accept? Miss McInturf moves. Is there a second? Mr. Mullen seconds. Are there any questions? No questions. All in favor for first and
final rating for educator preparation providers and special area programs on first and final reading signify by saying I. I opposed. Motion carries. Thank you. Next item special course approval recommendation. Dr. Christy
Wall speaking about special courses. >> Thank you chairman. Christy Wall, assistant commissioner for academics for the department of education, bringing to you uh special course approval recommendations on first and final reading. The state board of education academic program requirements rule
0520-01-03-.03 subsection 4 and special course policy 3.201 allow school districts to apply to offer special courses not listed in the approved high school courses policy 3.20. 205. The Department of Education annually reviews special course and
special programs of study applications and assigns subject specific course codes to special courses approved for one, three, or six-year intervals. This item presents the list of all special course applications received by the department for the 2026 2027 school
year along with their approval status and if applicable, the number of years for which the special course was approved. This item does not include any rule or policy revisions. Uh the Tennessee Department of Education recommends approval of this item on first and final reading and the state
board staff concurs with the recommendation. Happy to take any questions. >> Thank you. We have recommendation uh for special course approval recommendations. Is there a motion to approve? >> Vice Chair Commons moves. Is there a second?
Minur seconds. Thank you. Any questions for Dr. Wall? I've got a question. So, um, first, looks like some pretty good courses are being offered, which which is great. Uh, but why would a district request courses that are so similar to courses that they
are already presenting that causes their course that they're presenting requesting to be denied? I mean, why would is it something that they don't like about the course or >> That's a great question. Uh, Chairman Eie, uh, we see a lot of different applications and reasons for
applications for the variety of special courses that are put through, uh, via the annual application and received and and operationalized by the department. Course descriptions sometimes and academic standards that are included in existing and state approved courses oftentimes undergo some flexibilities
and local customizations at the LEA level that a district would like to offer perhaps at a particular school. um and tends to customize their own learning for that particular course. As I mentioned previously, oftentimes districts decide to pull in standards or
academic concepts and topics that touch several different domains of study, whether it be social studies and ELA uh braided together, or perhaps it's science and mathematics braided together. some of the standards um in in
those different uh dynamic examples um could be the reason why um districts choose to go the the special course code route um because it provides local flexibility with what they're seeking to do uh with a particular school or
perhaps at the interest or um capacity available by the educator that's going to be offering the course. >> That's helpful. Thank you. Any other questions? Not. We have a motion, a second for uh special course approval recommendations.
All in favor signify by saying I. I. Opposed. Motion carries. Thank you. >> Next item, textbook and instructional waiver request, Morgan County Schools, CLA, grades K through five. Brianna Summers. >> Ter and members. Brianna Summers,
director of policy and academics at the state board of education. Before you on first and final reading, you have a textbook and instructional materials waiver from Morgan County for grades K through 5 ELA from curriculum associates. State law charges the state board of
education to prescribe textbooks and instructional materials based on recommendations from the Tennessee textbook and instructional qu instructional materials quality commission. It's a mouthful. And you see that at our last meeting with our approval of certain textbook
lists. State law also authorizes the state board of education to approve or deny waiverss from local education agencies that wish to use textbooks and instructional materials outside of that list. This process is further outlined
in our textbook waiver rule. So, as you heard just a moment ago, the Tennessee State Board of Education leads standards review, including English language arts. And in 2023, Tennessee realized that our standards review cycle could benefit from shifting from a
six-year to an 8-year cycle. In part, saving districts money um and reducing instructional disruptions for our subjects that, you know, aren't changing as frequently as something like CTE and data science. However, this transition that passed in state law and it's in uh public chapter
192 of 2023. As a result of that shift, there were some downstream impacts and some subjects were sort of caught in caught in midst of that, including ELA and you'll also hear um potentially from me in math in a couple years. In collaboration with the Department of
Education and the textbook commission, we worked to navigate this situation and really, you know, support districts one-on-one. Um, we held office hours and things like that to sort of navigate this transition. Um, and as a result, Morgan County is applying for a textbook waiver. Like I said, from curriculum
associates magnetic literacy for grades K5 ELA. In your member binders online, you had an attachment to hear directly from Morgan County as to why they wanted to use those materials. Um, and based on the Department of Education subject
matter, expert feedback, rule criteria, and multiple state law requirements, the state board staff recommends approval of this item on first and final reading to be in effect until the next new ELA textbook implementation cycle to sort of bridge that gap between materials. I'm
happy to answer any questions you may have. >> Thank you. So, we have a recommendation for approval textbook and instructional MA materials waiver request from Morgan County Schools ELA grades K through five. There's a motion to accept. Dr. Maxwell moves. Is there a second?
Miss Magneturf second. Are there any questions for Miss Summers? No questions. All in favor then for accepting the waiver request for Morgan County Schools ELA grades K through five textbooks signify by saying I. I opposed.
Motion carries. Thank you, Miss Summers. Next item, local school board member training policy 2110, Miss Ellie Reid. >> Thank you. Good morning again. Alli Reed, chief of strategy for the state board. On first and final reading is policy 2.10, 1000, which provides local
schoolboard members with the list of training courses that are approved for meeting the state board's annual training requirements. The state board received seven course applications for local schoolboard member training this year from three prospective course providers, including those who were
seeking renewal of currently approved course. The applications were reviewed by the board appointed advisory committee who voted to recommend six of the seven course applications for your approval today. The recommended courses have been added into this policy and the
advisory committee's evaluation rubrics were provided as a supplement and posted with the public agenda for today's meeting. Training course approvals are valid for three years unless otherwise noted and any applicants with courses that were not approved today may apply
again in the future. Happy to answer any questions. >> Have a recommendation for approval. Uh, local school board member training policy 2110. Is there a motion to accept? Miss Cobb moves. Is there a second?
>> Vice Chair Cobins seconds. Any questions for Miss Reed? No questions. And we have uh a motion, a second on final reading for local school board member training policy 2110. All in favor signify by saying I. I.
Opposed. Motion carries. Next item, Miss Ree. >> Similarly, this policy 6.112 provides charter school governing body members with their list of approved training courses to meet the state board's annual training requirements. This year, we received 11 governing body
training course applications from five prospective course providers. And again, these applications were reviewed by our state boardappointed advisory committee who voted to recommend three of the 11 applications for your approval. The recommended courses have been added to this policy and the rubrics were
provided as supplement as well as posted with the public agenda. And again, these courses are valid for three years unless otherwise noted. And of course, any applicants who are not approved in this cycle may choose to apply again in the future. Happy to answer any questions. >> I have a recommendation for approval of
charter school governing body training policy 6112. Do I have a motion to accept? Miss Cobb moves. Is there a second? >> Second. Mr. Melanau seconds. Any questions for Miss Reid? No questions. All in favor for charter
schools governing body training policy 6.112 on final readings signify by saying I. I. Opposed. Motion carries. Thank you. Next item. 2025 2026 accountability hearings recommendations for corrective action.
>> Thank you. The state board's accountability hearing committee conducted 18 hearings in Nashville this past March and in accordance with state board rules, they voted on a proposed corrective action for each LEA and public charter school that appeared before the committee. This item includes
those proposed corrective actions that require the state board's approval to become a formal recommendation to the department for implementation. So following your approval today, state board staff will provide notice of the recommendation to the LEA and the public charter schools that were called for
hearing as well as to the department. And from there, the department will have 30 days to provide notice of its decision to implement that recommendation and therefore begin coordinating next steps with the LEA and charter school leadership. Stateboard rule also requires the department to
annually provide updates on any recommended corrective actions which will begin one year from now. Happy to answer any questions. >> Have a recommendation on 2025 2026 accountability hearings recommendation for corrective action. Is there a motion
to accept? >> Mr. Jensen moves. Is there a second? Miss Cobb seconds. Any questions for Miss Reed? Mr. Mullen, >> just a comment. I I just I I know this has been said before, but I do want to thank the members who spent uh a week or
so working on this and uh I've shared other thoughts in the past. I still have some skepticism around the entire process, but um this gives us a chance to kind of see that play out and uh see what benefits may come from it. Uh so I just wanted to thank those who invested in it.
>> Other questions or comments? Thank you, Mr. Melan. I'll just ask the commissioner, are you ready to receive our recommendations and take the appropriate action? >> Sure. >> Any other questions or comments? If
none, uh, we have a motion, a second for the 2025 2026 accountability hearings recommendation for corrective actions. All in favor signify by saying I. I. Opposed. Motion carries. Thank you again, Miss Reed.
Next item, 2026 category 4 church related non-public school applications. Mr. Alex Anderson and Ryan Shanahan. >> I think it's on now. Yeah. Thank you, Mr. Chairman, members of the board. Ryan Shanahan, Associate General Counsel, State Board, joined by Mr. Alex
Anderson, Associate General Counsel State Board. Pursuant to Tennessee code annotated 49581 and state board rule 052000702054, church related schools operated by denominational, parochial, or other bonafide religious organizations may apply directly to the state board of
education for approval if they are not accredited accredited by or members of one of the accrediting or membership agencies set forth in statute. Schools seeking approval directly from the state board must submit a completed application to the state board's executive director for a recommendation
for approval or denial. The state board received five applications during the application window from January 1 to March 1, 2026, and representatives from some of the applicants are here with us today. Stateboard staff evaluated each school's application using the state
board's category 4 church related schools application rubric and worked closely with each applicant, giving them the opportunity to correct or address any deficiencies in the application materials. During the review process, state board staff regularly collaborated with the Tennessee Department of
Education's non-public schools and legal teams to ensure cross agency alignment on category 4 school requirements. The Tennessee Department of Education is charged with monitoring SBE approved category 4 schools for continued compliance with applicable state and
federal laws, including state board rules. Ahead of today's meeting, state board staff drafted their findings and recommendations, copies of which have been provided to board members and posted to the state board's website for review. This item supports the state board's strategic focus on engagement
and accountability outlined in the master plan by ensuring SBE meetings promote transparency, accountability, and effective implementation of education policy. Because the applicants have met each of the board's requirements for approval or conditional approval, state board staff, including
the executive director, recommend the board approve or conditionally approve the applicant schools on first and final reading. With that, we're happy to take any questions and Mr. Anderson can provide additional context about the application review process. >> I have a recommendation for 2026
category 4 church related non-public school applications. Is there a motion to accept? Mr. Mullen. >> Mr. Muller moves. Is there a second? >> Second. >> Mr. Jensen second. Mr. Mullen, would you like to speak? >> I have a question. Yes. Go ahead. >> Thank you. Thank you, Mr. Chair.
>> Um, is the uh is the party representing St. H St. Constantine School here today? She Okay. Um, if you wouldn't mind just coming to the podium just real quick. I just had a question for you. And first of all, thank you for coming today and thank you for sticking with us uh through the end of a uh a long agenda.
My question is very simple. Uh, has the fire marshall approved of your facility at this point? >> Uh, my name is Amarie McCullum and no, they can't until uh the uh I mean the designs have been submitted but the construction has not been done. So final
approval is pending that they have. We've been in contact with them regularly. We've submitted all of the plans for their approval. Uh but until things are complete, they can't give us an official, you know. >> Okay. >> Report. >> Is it a cooperative process from your
perspective? >> Yes, they've been on site with us, pointed to the things we need. Our architects have drawn the plans to meet all of those, which are pretty minor. It's things like doors need to be rehung. >> Okay. Um, you know, it's not anything major, okay? We just
>> Thank you for your investment in time uh in in this process. I know that sometimes getting through all the hoops can be u cumbersome, but uh thank you for making that investment for those kids. >> Absolutely. >> And uh and then I'll just turn it back to our council. I have a question for them. Thank you. >> Don't don't leave.
>> I've got a question. Can I while she's up there? >> Uh and maybe another one your constituents from another school would like to answer this. Why did you decide to go through the state board of education application as opposed to some
other mechanism to get your approval? >> I wasn't aware there was another process to I was told this was what was required. So >> Okay. I um >> any of the other members here have anything different why why they chose
>> Yes. Would you please >> come on up? >> Do you mean as opposed to being accredited or Okay. Well, to receive accreditation, you have to be you have to have a school. So, um it would take two years to be accredited.
You can't open a an accredited school day one. >> Okay. >> Like it's a process to be approved as accredited. So, that's not an option for us. you have you want to come please identify yourself and
>> my name is Lonnie Kerry and I had um I worked for an umbrella school for 21 years and then I retired two years ago so I was pretty familiar with all of the other accreditation bodies so when we >> what school are you with now?
>> Uh Titus 2 Academy. >> Okay. And so when we started looking at accreditation, I actually knew some of these people who I'd worked with for 21 years and I started contacting them and talking to everyone. And then I found out that the actually the Tennessee
Board of Education did accreditations as well, which you used to not do. So I started contacting the Tennessee Board of Education directly and I want to say that I got better responses. I felt
I I just felt better about the whole process and I was um much more impressed with the Tennessee Board of Education than the other um which there are many of the other accreditation bodies. So, we decided to go this route and we've been very pleased. >> Well, thank you very much. That's I was
always curious. That's all. I'll turn it back over to >> Mr. Bower. >> Thank you, Mr. Chair. My question for our team, first of all, great job. Um you know as indicated by the feedback uh my question is have we observed any
pattern of uh other either agencies or bodies within the state uh preventing schools from being able to open and what especially if approved by the by the board. Uh have there been other hindrances that have developed a
pattern? >> Um Alex Anderson, Associate Council, State Board of Education. I I believe if you're just to make sure I'm understanding your question correctly, are you saying after the board approves a school either before or after? In other words, if they're on the path and and we look and and you're aware of a of
a of a of an application that appears to be a valid application, the intent is good, the resources are there. You know, they check they seem to check all the boxes that would be expected. Are they running into, for example, issues with um compliance with the fire marshall's office or some local jurisdiction or
some other body that might be preventing them from being able to open? >> Are you seeing any pattern whatsoever? Understood. So, at at this point, I don't think we have uh data to support that conclusion that they are being but candidly, I mean, this is we have five before you today. There was we had one
school approved last last May. That's really the the pool of information we were pulling from. So I do not recall seeing anything after the fact or or before either. So sample size is small. Um I would just ask if you see any pattern uh please let me know.
>> Absolutely. >> Thank you. Any other questions? >> So we have a recommendation uh for 2026 category 4 church related non-public school applications. All in favor uh of the motion and the second signify by
saying I. I opposed. Motion passes. Thank you. That finishes our uh final uh agenda, final reading items. Next is other business. Is there any other business
that we have here? Yeah, Mr. Rollins. >> I just I just like to to tell everyone how honored I am to serve on on this board. And most of all, I just want to thank the staff for the incredible job they've done helping bring me up to
speed to the best of their ability. I still understand I have a lot to learn. Uh but they've been just more accommodating than you could ever imagine uh in onboarding me. So also like to thank the board of directors. Uh y'all have been very helpful too and I look forward to working with you going
forward. So thank you. >> Thank you. We look forward to you being here. I would also like to call out a special person of Mr. Josh Walton for everything that he's done in putting this meeting together. All the logistics, uh, the dinner that we had,
the food that we've had, uh, the meeting room. Josh, thank you so much. Let's give Josh. >> Yes, M. Yes. Just want to add again my my appreciation for your whole team, whether it's Nathan who wears about five or six different hats uh in his
position, Sarah, Michael, Ally, everyone. Um I I do believe uh State Board of Ed is a peer and partner to the Tennessee High Education Commission. The truth is our staff is a lot bigger and they do a lot of great work, but look at
your team. um as mighty as they are and all the work that you guys do uh continually. I don't know how you do it. So, I just want to thank your staff, your team. >> Thank you for that, Mr. Gentile. We do have an outstanding staff. We're very fortunate for that. >> I'll also say whenever we hire anyone, we always make sure it says other duties
as assigned. >> Any other Yes, Commissioner Reynolds. Well, I got to pile on because I was actually sitting here after listening to not only um our staff but the state board staff and just thought how blessed we are as um state agencies to have the
level and quality of staff that work in this space. It's just tremendous. And I, you know, when y'all come up to the podium and I hear y'all, I'm just like, >> it doesn't get better than this. >> Absolutely. Absolutely not. So, thank you for your service to the state Tennessee.
>> And we're very fortunate. We look these three people sitting right here at the front desk. Uh what they represent across the state of Tennessee for our students and every one of them, their focus is on the students. Thank you very much for what your service.
>> I just make one observation. I I don't know what year I am on this journey. >> Who's counting? But I have watched these three begin to work together from where when I first came in. It's just
very encouraging to me to see to see silos that have come down, efforts that have been made to think about the 1.2 million children that are in our schools every day. So, just thank y'all for your cooperation, your work together, staff.
I mean, it's to me it's very obvious and I'm I'm grateful for it. >> Well said. Anything else? If not, we're journ.