Mr. >> Mr. Cobins >> here. >> Miss Auberson >> here. >> Mr. Halt >> here. >> Mr. Gentile. >> Victoria Harpool designate for Dr. Gentile. >> Mr. Jensen.
>> Miss Johnson >> here. >> Miss Maxwell >> here. >> Miss McIntur >> here. >> Mr. Mullenower >> here. >> Mr. Wells >> here. >> Mr. Chairman
>> here. >> Mr. Chairman, you have nine voting members present. I declare a quorum is present and we're duly convened. Without objection, Mr. Jensen is excused. This time, I'd like to recognize other members for remarks and then recognize
Dr. Morrison for the recap of our workshop. This is not our report item. This is any remarks that anybody may have yesterday. Dr. Morrison, >> good morning. Good to see all of you and especially excited for our educators who
are in the room representing the schools that they lead or help to support from the district office. Um it's always such a pleasure to have you here with us to celebrate the great work that's happening across our state. So looking forward to that here in a few moments. But before we begin with today's agenda, just wanted to share particularly for
those of you who are not with us yesterday a few highlights from our workshop presentations. Um I may be biased, I know I am, but I thought it was one of our best workshops yet. We really had um kind of a crossth through theme around how at the system level we think about excellent schools and what
that takes at the state level, what that takes at the district level, what kind of focus and support it takes at the school level. We heard from various um of our our partners across the state. Dr. Battle from Metro National Nashville Public Schools was here with her team talking particularly about the leadership uh framework that they've developed and the playbook that is
associated with that and how they're working together from the district office uh to support school leaders in particular in ensuring you know that they're looking at data that they're thinking about instruction on a weekly and monthly basis um in a really systemic way that was just inspiring to
hear about. We then heard from um Paulo D. Maria who is the CEO and president at NASBY which is the National Association for School State Boards of Education. Um he works with our board and our staff on a number of things. He and his team, but he was here yesterday presenting with
Alli Reid on our staff about the master plan that the state board is currently looking at. It's up for its three-year sort of refresh revision. And so we're thinking about the strategic planning process that we're currently undergoing and and looking at some examples across um the nation around how other state boards have thought about that kind of
um system level planning work. We heard from Clint Satderfield, a superintendent in Tennessee and Charlesdale County along with Michael Franco who is with TNTP and they were talking to us about the really excellent work that was highlighted in that research report. opportunity makers, Clint school, Trousia Elementary was one
of seven schools nationally that was profiled in that report as being a trajectory changing school and just the really intentional work that's happening there too in a rural um you know area of poverty in our state that's getting excellent results and really um garnering some national attention which is exciting to hear about. We heard from
David Dr. David Leairard at the Department of Education about some exciting innovations in TECAP scoring. Um, and then we heard from our own Nathan James about just kind of a legislative wrap-up and looking back at this last legislative session and all the education bills that passed and some of the work that we have ahead of us in terms of rulemaking and policymaking.
So, it was a very full day. I would encourage you to go back and watch the presentations on the recording if you weren't able to be with us. U, but just some really rich conversations that I know will set us up for additional discussions and conversations today. >> Thank you. I I agree. I think it was an
outstanding workshop and one of the great things that to me is when we do lessons learned and we learn about the things that are going so well across the state and we heard about that yesterday. We're going to actually get to celebrate about that today in our blue ribbon schools. But uh uh it was a great
workshop. Any further comments or questions with regard to this? If none um I do want to remind all presenters to give their name and position before addressing the board. Also ask the presenters to avoid unnecessary jargon. One of the main
points of public discussion is to ensure that any Tennessian watching this discussion can follow along and understand what the discussion is. With that, we'll move on to our consent items of the uh for our agenda. Is there a motion to accept the consent items?
>> So move. We have a motion by Vice Chair Cobbins. Is there a second? >> Second. >> And we have a second. Are there any comments or questions with regard to the consent items? If no objections, all in favor accepting
the consent items as presented, signify by saying I. I. Opposed. Motion carries. Next item are report items. First item is our report items are state board of education member reports. We
give an opportunity for board members to talk about what they've been doing since our last uh board meeting. And so I will open it up to the floor for people to talk about some of the engagement activities. >> Dr. Maxwell.
>> Thank you Chairman Eie. Uh just briefly I wanted to um share that uh along with you uh we visited Onida Special School District and I'll leave uh some of the details to you to share but we were go ahead um we had the great honor of
recognizing the Milin Educator Award winner from Onida Elementary School, Miss Stephanie Bushers, a third grade teacher. And it was a very exciting and enjoyable day. Also, um the member learning session that our state board
staff put together for us on April 16th uh was definitely uh something that we need to highlight. It was very educational regarding the letter grade system. Um also I attended the MidCumberland region's joint superintendent study council meeting
along with Mr. Hol and I'll let him share some too, but they did an excellent job of the morning uh growing professionally and sharing uh things that are of interest to them at their district. So that's what I have to report.
>> Thank you, Dr. Maxwell. Other board members, >> Mr. Chairman, >> Mr. Holt, >> I just want to echo uh Dr. Maxwell um in uh complimenting the the superintendents at the study council meeting that we attended back in April. Um there were a
variety of really useful presentations um for me and I wanted to highlight in particular one on the adoption of a uh phone policy in a school district. And it was just really interesting to hear the story about the initial push back from families and concern, but then just
all the great experiences that the teachers and the students were glad in fact that they had these new rules in place even though they prevented having them have phones in class. So I thought that was really interesting and with the you know the new law on that point to hear instructive story about that was
helpful. >> Thank you. Other comments? Yes, Miss McInturf. I was also able to attend uh the first core superintendent study council with Nathan and Ally. It is really nice that I'm not able to go to many, but they all work together and
it's great to know that there are so many leaders in Tennessee that want the best for children. >> Yeah, the superintendent study council meetings are very informative and I know they appreciate us participating them as much as we participate in those. Other comments or questions? >> Mr. Chairman,
>> Mr. Mullen? >> Thank you. I had a a chance to uh join with a panel at the the College of Emerging and Collaborative Studies at the University of Tennessee Knoxville and it actually pertains to some of what we talked about yesterday with respect to AI. Um a representative from Amazon
was there, a couple of representatives from Oracle and um it was a it was a fascinating conversation. I would say that um it needs to remain uh an important part of not just our dialogue but our action. talking about it is great, but talking needs to lead to
action. And I think that this that that particular panel kind of highlighted just how quickly not only that world is moving, but also some of the um incredible advantages and cost efficiencies and so forth that can come from appropriate and thoughtful and strategic uh implementation of some of
those tools. Uh and then also I had a chance to um uh meet some of our chair's friends uh a couple people from the uh Oakidge high schools in particular Mark Buckner uh who's the founder of the high schools program and uh I I was I told I told him at the time I'm jealous of the program that they have. I wish id have
had that when I was uh uh at that age. Uh some really incredible work and I look forward to continuing that conversation. >> Thank you Moler. Yeah, that was informative. Any other comments or questions? I'd like to spend my time by uh talking
to you a little bit about something I've been working on for the last few months and it's a proposal and I've given board members copies of it this morning. They haven't seen it before then. So, this is the first time they've seen it. It's a call for joint committee to study high school foreign language graduation
requirements. And I'm just going to read it into the record. State Board of Education stated mission is to ensure rules, policies, and systems are in place so that all students are prepared for success after graduation.
As long as I can remember, certainly to back when I was in high school 55 years ago, Tennessee has required two years of foreign language for high school students to graduate. There are certainly benefits from those courses and it is recognized the state board rules provide for students to request a
waiver the world language requirement. But why should students have to request a waiver for this requirement if their ultimate path for their post-secary success does not include utilization of a foreign language? How many students recognize the waiver process exists or are unwilling to go
through it not knowing how it might impact their future? How often have you used your foreign language you took in high school during your career lifetime? I took German from an outstanding teacher of German descent. However, when I visited German Germany multiple times for either
personal or business reasons, English was the language I used. It is recognized that a student's education benefits in several ways during foreign language learning. They might also benefit if that language was learned during their early formative
years such as K through prek through three. Should also be recognized that benefits could come if those credit hours are used for something else that moves a student further along in their path to postsecary success. For example, more STEM, computer coding, additional
fine arts, manufacturing, CTE opportunities, etc. It could also be argued that coding, music theory, drafting, and other similar classes are languages in themselves. Why should the graduation requirement be restricted to
foreign language? I've spoken with the president of a private Tennessee university and with numerous superintendents in the area as well as some teachers and other higher ed representatives. They were almost universally supportive of removing that hard foreign language requirement and leaving it as an option
with other courses. th this broadening the graduation requirement. None of the people I've talked to have outright rejected the idea. The number of credit hours required to graduate 22 would continue. One concern I had was how foreign language teachers may view
this. The intent was not to take away from their contributions but again to focus on the students needs that is the student first concept. The response I received from those superintendents was that probably most foreign language teachers would support removing that requirement to graduate. That way the
students were in their class would be there because they wanted to be there, not because they were required to be there. If we decided to modify the requirement, how would we modify it? We'd want to maintain a comparable level of rigor in the alternate courses taken. As I
recently reviewed all the classes approved to be taught in Tennessee, it amazed me with the variety of options provided. The study should investigate which would be acceptable to replace the foreign language course. However, I suggest requiring classes and subjects that
offer students an enhancement of their future such as STEM, computer science, AI, additional fine arts, CTE, etc. and looking for decision-making information. It's important to gain input from both higher ed and business
and industry. That's why I'm asking for a study committee. Many colleges and universities still require two years of foreign language for admission. And we don't want to keep a student from being able to enter a college of their choice and pursue their educational goals. However, maybe we could be a leader in
changing admission requirements. Actually, some universities now only require foreign languages for certain certain schools within their university, but not for all majors. In addition, industry experts have said more durable skills such as communication, critical
thinking, leadership, collaboration, etc. are the more important attributes the worker can bring to a job. Organizations that represent these interests should be part of the study committee. The committee could gain value from organizations like TECK, University of Tennessee, Tennessee
Business Roundt, SCORE, TDOE, NASBY, the National Association of State Boards of Education, who was here yesterday, Education Commission of the States, ECS, etc. I propose the study be conducted during the coming months with a goal of modifying graduation requirements if
deemed recommended for the 2026 2027 school year. Some may think if we're going to change one requirement, we should do a complete review of all graduation requirements and cons consolidate our efforts. While I don't disagree with this approach, and it certainly makes sense to do so, I
would be concerned that a study that magnitude may become extremely lengthy, and students who could value from a more pointed study may lose out on an opportunity. An extended study could be a logical follow on to this initial effort. My question, why would we not do
this study? it could result in Tennessee being a leader in changing graduation requirements. Whatever the outcome of the study, I believe the approach would continue to put our students first. Thank you. So, at this point in time, uh again,
recognizing this is the first time that uh this board has heard this, uh you know, if you have any initial reactions, I'd be glad to hear them. If not, Mr. Mullen does. >> Thank you, sir. Uh this is the first impression. It's the first I've read this document. Uh although I will say
that it has been a percolating conversation um I think among lots of people in this community and I would just say thank you for leading uh for being clear for being thoughtful uh and for being very um bold in u in in
posturing not just the board but again the community here to really take this up as an issue. Thank you. >> Thank you. Thank you. Any other comments? Miss Harpool? >> Uh, I just want to say thank you for in
including us and higher education in this discussion because I think a lot of what we've talked about um both you and I and this board as a whole is the seamless transition between K12 and higher education. And so making sure we're aligned and on the same page really appreciate the forethought and
including us uh in this discussion. >> That's a important part of the conversation. Obviously. Thank you, Miss Maxwell. >> Uh, thank you, Chairman Eie. Um, I think that this is worthy of studying. I think there needs to be a lot of thought put
into it. Um, seeing this for the first time, you know, my first the first thing that popped into my mind is, you know, I want to ensure our students that are going on to higher ed have the opportunity to have what they need to be able to ensure that seamless transition.
And I do think it is going to require a lot of collaboration among uh not just the organizations mentioned but I think we need feedback from uh our youngest stakeholders, our students uh and their thoughts. Um as a former superintendent
I will say it is hard to staff foreign language positions. Um, so, you know, from that standpoint, I could see where, oh, well, maybe, you know, I don't have to be looking for that Mandarin uh language teacher. However, as I think about the global economy that we live
in, uh, you know, we're not isolated just here in Tennessee, uh, I do think foreign languages offer opportunities for our young people to explore different cultures. And I I don't want that to be lost in, you know, the
transition of, oh well, they could be taking more classes. I want what's best for the students. Uh so I, you know, I look forward to joining in in this conversation, but I think we do need to look at it um thoroughly uh before
making a decision. >> Absolutely. Thank you. Any other comments? Yes. Our student member, Miss Albertson. Um, yes, I think this is an exciting conversation for sure. Um, I love the idea presented that maybe
foreign language would be great in an earlier setting. Um, I think that's a fantastic idea. Um, and I know from personal experience that having the option maybe to switch my foreign language credits out for something u more acclable to my experience would be
very interesting. Um, I know lots of people that like to stack their credits in ways that it's really going to benefit them. Um, so I think it's a really interesting um, topic and conversation and I'm very excited to see where it goes.
>> Thank you very much, >> Mr. Mr. Chairman. Thank you. I just want to echo um, you know, my appreciation for your leadership on this point. When we were talking about strategic planning yesterday, one of the points was being proactive and finding ways that we can
help serve students instead of just sometimes it feels like we respond to the things that are happening, but but how can we look out for places where we can um improve the student experience across the state and and this seems like it could be an area of focus for that that it's certainly worthy of study. Um,
one initial concern I have is just the the potential slippery slope of of identifying um specific subject areas that many people don't use in their day-to-day life as they in their careers. Um, you know, I took four years of math and geometry and calculus and I
I don't use that in in my career at this point, but there's something about the rigor of learning those those skills. Um I think foreign language is is something where even if you don't use it in your life that that the going through the process of learning it and understanding it and then the cultural aspects as well
that I believe there's some value there to it. So finding a way to balance that against what students want to do with their careers and ensuring that they are um having the flexibility to have forge the path that is makes the most sense for them I think would be the the
challenge here. >> So thank you. >> Thank you. Any other comments? Again, I apologize for just hitting you this, but obviously uh you know uh through the sunshine law, etc. It's something that we can't deliberate on
except in public and so this gives you time now to think about it and uh uh we can talk about as we go forward uh about this committee and what a committee would do etc. So, thank you for your comments. With that, we'll move on to our next
item. Um, educ uh, local education compliance report, LEA compliance report. Uh, this Lex Har. All right. Good morning, Mr. Chair and board. My name is Lexi Harless and I am a policy and research analyst with the State Department of Education. Pursuant
to state board of education approval of local education agencies rule 0520102.01, the department is tasked with submitting an annual report of LEA compliance to the state board. Our legal team developed the corresponding presentation for this report item that outlines the background of LEA compliance reporting
and the state level E LEA approval classifications for the 2024 2025 school year. ELEAS are classified as approved, conditionally approved, or non-approved based on their compliance with state laws and state board rules and regulations. Early each school year, LEAs receive a letter listing their
classification based on their compliance in the previous school year. Thus, the classifications presented today are based on compliance data from the 2023 2024 school year. The department requires LEAs to develop and implement corrective action plans specific to their identified areas of non-compliance. A district is only
classified as nonapproved if it refuses to complete a corrective action plan. Depending on the areas of identified non-compliance, corrective action plans can include submitting materials documenting resolve compliance or remmon monitoring by the department to ensure the ELEA's commit to compliance. It should be noted that compliance is
identified at only a point in time and the corrective actions identified within these plans are contingent on the area and severity of non-compliance, thus varying the difficulty in bringing eleas back into compliance. With that, I'm happy to answer any questions. Thank you, Miss Harless. Any questions?
>> Does look like the overall statistics are improving, which is good. So, >> yeah, >> if no other questions, thank you very much for your report. >> Thank you. >> Next item. I think are we ready for the National Blue Ribbon? Everybody is back in. So, uh, this is one of the favorite
things that we like to do every year is to represent those schools within our state that are doing exceptionally well. I think there's only six schools. I think overall in the nation, there's only 300 schools that are that are uh get this award and uh we're fortunate to
have six. So, uh, with that, I will turn this over to uh, Miss Dra Thompson. Good morning, state board, distinguished guest, department staff, and fellow Tennessans. I'm Debbie Thompson, assistant commissioner of federal programs and oversight. Today, I have
the honor to celebrate the 20242 Blue Ribbon and National ESA Distinguished Schools. Today, we'll start our recognitions with the National Blue Ribbon Schools. The National Blue Ribbon School program recognizes public and private
elementary, middle, and high schools based on overall academic achievement or their progress in closing achievement gaps among student subgroups. Every year, the US Department of Education seeks out and celebrates great American
schools, demonstrating that of all students can achieve at high levels. The National Blue Ribbon School Award affirms the hard work of these students, educators, families, and communities in crafting and creating safe and welcoming
schools where students master challenging content. This year, we are recognizing six public schools in Tennessee who were recognized as national blue ribbon schools in 2024. These are among the state's highest
performing schools in achievement as measured by the TECAP. We are pleased to be joined by si all six of the schools today. The first school is Early College High School in Metro Nashville Public Schools
in Congressional Districts 6, five, and seven. Director of schools Dr. Rodrik Emanuel, excuse me. Principal Dr. Rodrik Emanuel, Director of Schools, Dr. Adrienne Battle. Early College High School opened
in January 2006 and is a collaborative between Metro Nashville and Nashville State Community College. The dual enrollment high school aims to revamp secondary education and broaden opportunities for students and families
by combining the rigor of high school coursework with opportunity to earn college credits. ECS prepares students for academic success in future career endeavors. Congratulations to Early College High.
Please come up to receive your award and also the board member who represents the district. Please join us. Take three pictures. Thank you. Congratulations. Congratulations, Early College High School.
Glennwood Elementary School, Oakidge City Schools, Director of Schools, Dr. Bruce Boschers, School Principal, Dr. Virginia BS. Congressional District number three. joined today's by school staff Christy
Boraf, PLC PLC coach, Amber Ashworth, counselor, and Rick Hendricks, teacher. As an original Oakidge City School, Glennwood has been part of the community for over 80 years. The staff there work to create an environment that is student
focused and focused on the whole child. Their mission is to provide an adaptive challenging learning environment in instruction that prepares students for excellence in education in the workplace while ensuring integrity, responsibility, and a passion for
continued learning. Congratulations to Glenwood Elementary. >> And as they come up, I will say this obviously bias being appropriate But my wife went all the way through and graduated from Glenwood Elementary
School. Wasn't 80 years ago, but it was >> and his wife was our music. >> Thank you. Congratulations to Glennwood Elementary School. Jordan Elementary School in Williamson County. Congressional Districts five and
seven. Director of schools, Mr. Jason Golden. School principal, Mr. Chad Walker. Jordan Elementary has served the communities of Brentville, Brentwood, and Nolanville since 2018. They pride themselves on creating a climate where
everyone feels safe, warm, welcome, and successful. While their focus is on academics, they also understand the importance of developing the whole child. Jordan's facil faculty staff are rootless when they come to the growth of every student. Congratulations to Jordan
Elementary. Merl Hyde Magnet School, Sumar County Schools, Congressional District number six. Dr. Scott Langford, Director of Schools, School Principal, Darren Frank. Merryill High Magnet School is a public
magnet school in Sar County with the vision and mission of being a college prep. Families choose the school for its academic focus, smaller size to promote community, and a chance to have siblings together from kindergarten through graduation.
Students at the school seek out to enjoy the academic challenges, high character standards, and advanced math reasoning opportunities and the high value placed on personal and global ideas. Congratulations to Mel High magnet.
Thank you. >> Congratulations. Miller Perry Elementary School, Sullivan County Schools, Congressional District 1. Director of Schools, Mr. Chuck Carter, school principal Michael Wilson. We're joined today with by Mr. Brett
Palmer, Supervisor. Miller Perry Elementary School is a public school in Sullivan County. The school's main statement is every student, every class, every day. It's posted in every classroom to serve as a reminder of what it takes to be
successful. As a level five performing school as well as a Tennessee reward school, staff make Miller Perry a place where every student can succeed. Congratulations to Miller Perry Elementary. Thank you.
Congrats Miller Perry Elementary. Spanish immersion at Barksdale Clarksville McGomery County Schools Congressional District number seven. Director of schools Dr. Jean Luna Veta School Principal Helen Nichols.
Spanish immersion at Barksdale is a part of the Clarksville McGomery School System. The school is committed to providing a quality dual language program with the goals of increased academic achievement, cross cultural intelligence, and a high level of
bilingualism. This communication model during the school day allows students to learn a second language in a similar manner to how they learn their first. Congratulations to Spanish immersion at Barkstdale. Thank you.
We will now recognize the National ESA Distinguished Schools. The National Association of ESA State Program Administrators has been selecting examples of superior title one schools from all states 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 school the schools recognized demonstrate a wide arrange of
strengths including team approaches to teaching learning, focused professional development, opportunities for staff, individual programs for student success, and strong partnership between the schools, parents, and the community.
This year, two public schools in Tennessee were recognized at the National ESEA Distinguished Schools Conference in Austin, Texas. These two schools are among the state's highest performing title one schools in
achievement as measured by TECP. The first school is Cherokee Elementary in Johnson City, Tennessee, Congressional District number one. Intramim superintendent Dr. Dr. Greg Wallace, school principal Mr. Richard
Hudson, joined today by elementary supervisor Miss Renee Wood. Cherokee Elementary is an elementary school serving preK to 5 in Johnson City. Cherokee staff is dedicated to ensuring all students have opportunity
to experience individual success. Being sensitive to student data and building strong relationships are two fundamental pieces to their success. Teachers work hard to ensure instruction meets children where they are. Congratulations
to Cherokee Elementary. And the last school to be recognized today is South Knoxville Elementary School in Knox County. Congressional District 2, Director of Schools, Dr. John Risac, School Principal, Tena
Nicely. Today, teacher Ann Leer will be accepting the award on the school's behalf. South Knoxville Elementary School students exceed in and outside of the classroom. The staff is committed to providing students with instruction,
resources, and support they need to achieve their goals. They believe that investing in students not only helps them as individuals, but also ensures a vibrant future for the whole community. Their mission is to challenge and empower their exceptional students to
become self- sustaining learners, compassionate global citizens. Congratulations to South Knoxville Elementary. Thank you for the opportunity to recognize these schools. And again, join me in a round of applause and gra
congratulating these schools. >> Yes, congratulations to all. Uh the best part about being on the state board is getting to go and visit the schools and seeing the great things that are being done and then to celebrate with them on on achievements like this.
With that, we'll move on to our next item, which is automatic teacher lure actions. This will require a roll called vote. Mr. Todd Madison, Alex Anderson, and Ryan Shanahan. Good morning, Mr. Chairman, board members. Ryan Shanahan, State Board of
Education Associate Counsel, joined by Todd Madison, Senior Associate Counsel, and Alex Anderson, Associate Counsel. >> Can you move the microphone a little closer to you? >> Oh, sure. >> Yeah. >> Is that better? >> Um, state law and board rule require the automatic revocation or automatic permanent revocation of an educator's
license for certain criminal offenses and classifications set forth in law. Each of these individuals has either been convicted of one of the criminal offenses or meets the classification as established by DCS. As such, we recommend approval of these actions.
>> We have a recommendation for approval. Is there a motion to accept that recommendation? >> Uh, Vice Chair Cins moves and Mr. Wells, did you second? >> Okay, we have a motion in a second. Any further discussion? If not, Mr. Griffin,
you please call the role. >> Mr. Cins, >> hi. >> Miss Auberson. >> Hi. >> Mr. Hold. >> Hi. >> Mr. Jensen, Miss Johnson, >> I >> Miss Maxwell, >> hi >> Miss McIntury, >> I
>> Mr. Mullenower, >> I >> Mr. Wells, >> I >> Mr. Chairman, >> I >> Mr. Chairman, you have nine eyes. >> Motion passes. Thank you. Next item is teacher lure discipline actions. Uh we usually deal with educator license discipline actions in mass as a consent
agenda. On this agenda today, it isn't listed that way. Okay. So, I'm going to ask first members if they have any of these cases they'd like to pull out separately and uh after that then I'll ask for unanimous consent to consider the remaining items as a consent agenda.
Does any members have any request to take out any of the lensure discipline actions separately? Okay. Uh if not at this time, pursuant to section 31 of our board meetings policy, I will ask unanimous consent to place all teacher lensure discipline
actions on a consent agenda and further that it be considered the teacher lure discipline consent agenda. Is there any objection without objection so ordered so we've now created the consent agenda. I will recognize our legal team to brief the board on those items of the consent
agenda. And again the same members are here Mr. Mr. Chan. >> Thank you, Mr. Chairman. These are the recommended actions by way of consent order. Each of these individuals has agreed to the recommended action against their license for misconduct in violation of board rule. We recommend approval of these actions and are happy
to take any questions at this time. >> We have a recommendation from our legal staff. Is there a motion to pass the teacher license discipline consent agenda? >> Miss Johnson moves. Is there a second? >> Second. >> Uh Mr. Mullenower seconds. Uh Mr.
Griffin. Any discussion? Mr. Griffin, please call the role. >> Mr. Cobbins, >> I. >> Miss Auberson. >> Hi. >> Mr. Holt. >> I. >> Miss. Jensen. Miss. Johnson. >> I.
>> Miss. Maxwell. >> I. >> Miss. McInturf. >> I. >> Mr. Mullenower. >> I. >> Mr. Wells. >> I. >> Mr. Chairman. >> I. >> Mr. Mr. Chairman, you have nine eyes. >> The motion passes. Thank you.
>> Thank you, Mr. Chairman, board members. >> Next, we'll go to our action items. Uh, these are items on first reading. First item is innovative school district's rule. Dr. Amy Owen. >> Good morning, Mr. Chairman and board members. Amy Owen, senior policy
director at the Department of Education. This item effectuates part of public chapter 1053 of 2024 that established a new type of local education agency called an innovative school district. This deals with public colleges and universities that have historically
operated training schools under contract with the LEA in which they are located. These contract schools or training schools are designed so that the university's teacher preparation candidates can gain experience, conduct observations, conduct research, basically have a very close relationship
with the university to help prepare teachers. Public chapter 1053 of 2024 did two things. It established this new type of LEA, an innovative school district, and identified University of Memphis as the first innovative school district. So, University of Memphis is
operating uh its training schools as an LEA this school year 24-25. The public chapter also established a requirement for the board to create rules so that other public colleges and universities in Tennessee that already operate training schools under contract
with an LEA may apply to become innovative school districts as well if they so choose. So, the rule captures a good chunk of what's in law about what these innovative school districts would need to do and what they would need to show in their application. And we
refined it to add a little more detail to be sure they're serving, for example, um, English learners and that they're complying with all existing state rules and regulations and that they participate in the department's annual monitoring process as you just heard a report item about. So, with that, this
item is on first reading. State board staff will hold a rulemaking hearing to collect public feedback on this rule prior to final reading. And I'm glad to answer questions you may have. Thank you, Dr. Owen. We have a recommendation uh on first reading for the Innovative School District's rule
0520125. Is there a motion? >> So move. >> Vice Chair Common moves. Is there a second? Second. >> Mr. Holt seconds. Are there questions or comments? >> Vice Chair Comments.
Yes, sir. We had the um opportunity uh state board staff and a couple of board members to tour uh and spend probably half a day with um the University of Memphis and uh Dr. Sally Parish, their director of schools for their innovation
district. And I think we were all impressed with the um uh the leadership uh the partnerships, the um sort of classroom environments that were very innovative and effective with engaging students and families and um you know
think that that is a a great model um for other universities to follow. They have a waiting list and are actually expanding so demand is very high for that um for that type of education. So, uh, we also toured alongside members of
THEA. So, we had a great, um, great half day in Memphis back in March. >> Yeah, it was a outstanding tour. And, and I know the rule requires that ISD shall provide a report to the legislature, state board, and the
governor. But, uh, what can we do or is there anything that requires them to provide reports that lessons learned across the state? I mean, there were we saw some outstanding things that are going on there. So, >> it's a great question. Um, as you noted, under the law, these innovative school
districts are required to provide a report each January 15th after they've been in operation for one full year. So, we we expect to see the first one this coming January 15th of 2026. I think that's in part um you know, you guys get did a great example yesterday
of bringing in districts that had high achievement and sharing the lessons learned across the state. So whether that's um a workshop, a study committee, publicizing the report in some way or going out and visiting if more of these districts open, I think those could all be avenues you explore. >> Good idea. Thank you. Any other
questions or comments? We have a recommendation on first reading for innovative school districts rule 0520125. A motion and second is all in favor signify by saying I. I opposed. Motion carries. Thank you.
Next item is educator lure policy. Miss Taylor Reid. Good morning. Taylor Reed, senior director of lensure for the department. Tennessee State Board of Education Educator Lenture Policy 5.502 outlines general lensure requirements including
application and duration of licenses, professional development points, and endorsements. Over the past several years, Tennessee has worked to establish integrated endorsements, including both general education and special education for teacher candidates in preK through grades three. These endorsements indicate that teachers are prepared to
support all students in their classroom in the earliest grades. The integrated endorsements are being implemented by Tennessee EPS, educator, educator preparation providers, and are being earned by Tennessee teachers to accommodate specific circumstances. This
item revises the endorsement sections by removing the 2026 retirement dates for the early childhood education prek through three, early development and learning prek K and special education early childhood prek through three endorsements. Rescending these sunset
dates supports lensure reciprocity for out of state educators and provides reactivation pathways for Tennessee educators with expired licenses. These changes help expand the educator workforce and allow local education agencies or LEAs to address critical
staffing needs. The Department of Education recommends acceptance of this item on first reading. The SPE staff concurs with this recommendation. >> We have a recommendation on first reading for educator lure policy 5.502.
Is there a motion to accept? >> Miss Maxwell moves. Is there a second? Second. >> Minurf seconds. Is there any questions or comments? >> No questions or comments then. All in favor for accepting educator lure policy 5.502 on first reading signify by saying
I. >> I. Opposed. Motion carries. Thank you, Miss Reed. Next item is graduation requirements rule 052010306. Dr. Jennifer Jordan. >> Good morning. >> Morning.
So, the Every Student Succeeds Act or ESSA allows states to adopt alternative academic achievement standards for students with the most significant cognitive disabilities, but the state's alternative academic standards must be aligned to the state's traditional academic achievement standards. TCA
496601 requires the state board of education to ensure that alternative academic diploma requirements are aligned with traditional high school diploma requirements. um TCA 496101B and Tennessee State Board of Education graduation rule requirements 0520
01 03 um 006 require that a high school student pursuing a traditional high school diploma receive at least one credit of computer science education in high school to ensure alignment between the traditional high school diploma requirements and the alternative
academic diploma requirements. This item proposes revisions to clarify that a high school student pursuing an alternative academic diploma must receive at least one credit of computer science education in high school. Although the course may be modified based on the students individual needs.
This item also updates terminology in the requirements for the state graduation distinction from all state musical organizations to all state arts organizations to recognize that other art disciplines which still includes music now have a mechanism to determine
all state status. State board staff will hold a rule making hearing between first and final reading to collect public feedback. The Department of Education recommends acceptance of this item on the first read and SBE staff concur with this recommendation.
Thank you, Dr. Jordan. We have a recommendation on graduation requirements rule 05201306. Is there a motion to accept? Miss Johnson moves. Is there a second? >> Miss Albertson seconds. We have a motion and a second. Are there
any questions? No questions. All in favor then for accepting graduation requirements rule 052010306 on first reading signify by saying I. I opposed. Motion carries. Thank you, Dr. Jordan. Next item, functional behavior
assessments and behavior intervention plans rule 052010924. Dr. Jennifer Jordan. Jennifer Jordan, Assistant Commissioner of Special Education and Student Supports at the Department. The Individuals with Disabilities Act, um, IDA and state law requires students with disabilities to
be educated alongside non-disabled peers to the maximum extent appropriate. Students with disabilities may be removed from regular education environment only when the students individual education program or IEP team determines that the nature or the severity of the students disability does
not enable the LEA to satisfactorily educate the student in regular class with the use of supplementary aids and services. Federal courts have held that if a student with a disability can be moved to a more restrictive placement if the student is a disruptive force. Um,
and then it gives the um, uh, example of um, IEL through Taylor versus Knox County Board of Education and the citation there. Um, a student is a disruptive force if one, the students behavior interferes with the learning of
other students because the student demands so much of the teacher's time and attention. Two, the student's behavior interferes with learning of of other students because the students behavior is a distraction to classmates. or three, the student threatens the safety of other students or poses a
danger to him or herself if placed in the regular classroom. In 2022, the state board of education promulgated rules requiring eleas to conduct a functional behavior assessment or FBA and develop or revise a behavior
intervention plan BIP in certain circumstances, including when the student exhibits a pattern of behaviors that impede the learning of the student or others and when the student exhibits pattern patterns of behaviors that place the student or others at risk of harm or
injury. Since that time, the Tennessee Department of Education has consistently received feedback from eleas about the challenges of educating students with disabilities who are presenting significantly dangerous or disruptive behavior. This proposed item item
clarifies the functional behavior assessment and behavior intervention plans rule 052019.243 243 does not prevent does not prevent eleas from moving a student who is a disruptive force as defined above to a
more restrictive environment nor from conducting an FBA and developing a BIP while the student is in the more restrictive environment. State board staff will hold a rulemaking hearing between first and final reading to collect public feedback. The Department of Education recommends acceptance of
this item on first reading. Um the SBE staff concurs with this recommendation. >> Thank you. We have a recommendation for functional behavior assessments and behavior intervention plans rule 052010924.
Is there a motion to accept? >> Miss McInfur. Oh, Miss Maxwell move. Was there a second? >> Miss McIntur. Are there any questions or comments? Mr. Melanau. >> Mr. Chairman, thank you. Um
I' I'd like to ask that our board staff and the department work together on two items before this comes uh for final reading. The first is um and I'm going to start with what you've already read, which is essentially a court case that that um applied the phrase disruptive
force. And then he goes on to define that that phrase uh in particular uh item one again which you've already read. The students behavior interferes with the learning of other students because the student demands so much of the teacher's time and attention. So when I when I read the the current
language um that's proposed in this item. I I see risk of harm or injury. I don't see uh anything that references um because the student that references the interference of learning on behalf of other students. So
So I guess my question is are we are we being too limited in in allowing the teachers to have the discretion that might be needed in order to remove someone the from the classroom not because necessarily they're at risk of harm or injury but because they're impeding all the other students. That'd
be my first ask is to evaluate that. Secondly, um I don't see anything in this language or around it that would suggest that there's a timeline. In other words, if we remove a student and place them in a in a more restrictive restrictive
environment, you know, is that one day, is it 10 days, is it a 100 days? Um, is there either a law or a rule or even a policy elsewhere that would define the extent of time that might be required to uh determine when and how that student
should then be removed from that restrictive environment? >> To the first question, the teacher cannot make that recommendation. It's an IP team decision based on the needs of the student. But we will most definitely look into that th that particular language and um give you some feedback
there. The second um is a timeline as far as removal or conducting the the um FBA VIP. >> So So to clarify, is there anything else that defines the duration of time by
which that should be done? >> The um completion of a FBA is considered um a re-evaluation unless it is part of initial. So initial evaluation for a student with the disability is 60 days from um signed informed consent to
completion. Um and so Taylor's hearing can step in and provide more legal guidance but um we recognize and have provided guidance around what a re re-evaluation um timeline would be and that also mirrors the 60 days. However,
since this seems to be a movement for an individual child that is having difficulty in that setting, there is the need to slightly accelerate that timeline. And I think from case law, that's anywhere from 30 to 45 days.
Taylor, do you want to add anything to that? >> Good morning, Taylor Jenkins, deputy general counsel of the Department of Education. Uh I I believe there could be two questions within your question. The first is how long must the student remain in that more restrictive
environment and that is absolutely an IEP team decision. Uh at a certain point our hope is that the behavior intervention plan will allow the student to be satisfactorily educated uh in a less restrictive environment with the use of those supplementary aids and services. Uh, as I understand the second
part of your question, how long do we have to actually conduct the functional behavior assessment and implement that behavior intervention plan? And as Dr. Jordan indicated, uh, under federal law, a functional behavior assessment is a type of re-evaluation. Neither federal
law nor state law define the length of time that an LEA has to conduct a re-evaluation. Uh, it must be simply conducted uh, in a way that allows the LEA to educate that student based upon the student's needs. So, we've realized that there is a problem with the students behavior that warrants
intervention from the LEA. And so, as Dr. Jordan indicated, uh the department's guidance has typically been no longer than 60 days. Once we're on notice of that dangerous behavior, we have an obligation as an LEA to step in and to remedy that behavior. Uh and so
we have generally held between 45 and 60 days is appropriate. During that time, we would of course encourage eleas to continue to use informal techniques to work with that student and to improve the student's behavior. Thank you for that context. I guess the
way I would um articulate the concern that I'm trying to share here is on the one hand it would make sense to me that we might give some additional latitude to remove a child from a classroom. Um, again, not not setting the bar as high as risk of
harm or injury, but really around the the definition that I think a judge saw that as disruptive behavior. Um, but but in doing so, guard against the fringe cases in which, frankly, a a group of of
of teachers may just be frustrated with a particular child and remove them for as long as possible from their classroom because they just don't want to deal with it. I think we need to guard against that behavior as well. Uh so that speaks to the second question which is like should we should we are instead of leaving it up to sort of generalities
should we provide very specific guidance as to if if you're going to pull them out uh in this sort of this holding period um can can we shorten that window such that the child's not being um forgotten? >> Thank you.
>> Thank you. I appreciate that. >> I I actually had the same question Mr. M an hour and uh my concern is is without some usually you have a guidance of 60 days but without some specified amount of days uh again a guidance may turn
into 90 days 120 days or something like that. So does it make sense that there's a a a firmer number of days which that evaluation has to be done by something to think about between first
and second reading. Thank you, >> Mr. Holt. >> And I I've got a additional point just on clarity of language. Um I think that the language that we have in the red line um that the E team may immediately determine a more restrictive environment
is the student's least restrictive environment and move the student to that more restrictive environment. Um if we could find a way just to clarify that sort of that the tension between the more restrictive is the least restrictive. What I think the intent is is that the IEP team could determine that um could move a student to a more
restrictive environment I think within some time limitations. Um and and just kind of clarify that versus this more restrictive is the least restrictive. >> Yes, sir. We can clean that up. But you're right. Basically, what we're trying to say here is that the IEP team can determine that a student's least
restrictive environment is a more restrictive environment based on his behavior at that his or her behavior at that time. So we can clean that one up. >> Thank you, >> Miss McIner. >> Um Jordan, I think the student will never get forgotten if a group of teachers like like your scenario you had
because of the IEP. So they you're constantly having to speak with the team and they have input. Parents have input. So I mean they would never be able to put a kid in in a room by themselves for an endless amount of time if it's not in the IEP. So I think that that's a safeguard already there. Right,
>> Mr. Chair? >> Yeah, Mr. Mullen. And that's that's um well first of all you've been in the classroom and you've been around this so I like I think you have your judgment and perception of the environment would be better than mine. I'll start there. Um I'm not I'm not making the assumption
that 100% of the actors are going to have the best intentions of the students in mind and that there could in fact be a collusive behavior. Um you know is that a fringe case? I certainly hope so. I think it absolutely is. But are there circumstances in which it can still be abused? And I think the answer is still yes.
I just want to make sure that you brought that up. I just make sure that we also say that the individualized plan. >> Thank you. >> May I respond? There are under IDA and state law which we have the SPSA um the special education um behavior act. There
are safeguards for students as far as seclusion, restraint and isolation. So like in a room by yourself is is not allowed, right? So there are other safeguards that um both are in federal and state
statute that do provide additional protections outside of these rules. Um and there are also um reporting features. Um and the fact is that there are um it's the responsibility to review
that IEP and it's not a one person's decision. It is a IEP team's decision that should include meaningful engagement of the family as well. Um but duly noted um that need to um ensure
the concern is around not always making decisions that are in the best interest of the child. And so, um, I appreciate that and we will be sure to kind of look more closely at that and see if we can reduce some of the vagueness within
that. >> Any other questions or comments? >> If none, we have a recommendation motion and a second for functional behavior assessments and behavior in intervention rule plans rules 052019-24. All in favor of first reading signify by
saying I. I opposed. Motion carries. Thanks, Dr. Jordan. >> Thank you. >> Next item is individualized education accounts rule. Mr. Taylor Jenkins. >> Good morning, Mr. Chairman and members of the board. My name is Taylor Jenkins. I am the deputy general counsel at the
Department of Education. Uh I have quite uh possibly one of the easiest rules that you will consider today and that is a change brought to the individualized education account rules. Uh public chapter 235 of this most recent legislative session added a new qualifying disability for the
individualized education account program and that is the disability category of deafness. This item is brought simply to ensure that there is alignment between statute and rule. Uh and with that the department of education recommends acceptance of this item and the state board staff concurs. Happy to answer any questions you have.
We have a recommendation on indivi individualized education council rules 052011.02. Is there a motion for acceptance? Miss Johnson moves. Is there a second? >> Mr. Holt seconds. Are there any questions for Mr. J?
No questions. All in favor signify by saying I. I. Opposed. Motion carries. Thank you. >> Thank you. >> That completes our items on first reading. We'll now move into the item action items on final reading. First item is career and technical education
course standards. Miss Deborah Null. Good morning. Deborah Null, assistant commissioner of postsecary workforce CTE and military readiness. TCA491302A88 authorizes the state board of education to approve all academic standards and adopt rules in policies governing course
courses of study in the public schools. Additionally, state board rule uh 052013.031 calls for the state board to adopt standards for each subject area grades K through 12. And standard reviews policy 3.209 209 requires the Department of
Education to review the career and technical education CTE core standards at a minimum of every three years. The approved standards are to be at the basis of planning instructional programs for each local school system. This item includes new courses within
the following CT course clusters, the energy and sustainable resources and an education and training. The energy and sustainable resource courses were created based on revised framework of CTE career clusters and educator feedback to align more closely with
industry and post-secondary needs. The education and training math practicum course was recreated in response to chapter 551 of the public acts of 2024. The Mathematics Supports Act PC551 requires the department to offer this
course by the 2526 school year and to further requires the course to align to the recommendations of the mathematics expert review panel also convened pursuant to PC 551. The panel's recommendations were provided to the department CTE team to support the
development of these standards. Industry partners and secondary and post-secary educators have reviewed all these new courses for alignment to workforce needs. There have been no changes in this item since first reading. The department solicited additional feedback between the first and final reading but
did not receive any further input. The CT course and standard changes will go into effect for the 2526 school year. The Department of Education recommends approval of this item on final reading and the state board of education staff concurs with this recommendation.
>> Thank you, Miss Null. We have recommendation on career and technical education course standards. Is there a motion to accept on final reading? >> So move. >> Mr. Melanar moves. Is there a second? >> Mr. Johnson seconds. Are there any other
comments or questions? If none uh is sir all in favor for accepting career and technical education course standards on final reading signify by saying I I opposed. Motion carries. Thank you. >> Next is literacy and special area
standards for education preparation policy 5505. Miss Jessica Dainty. >> Good morning Dr. Jessica Dainty office of academics special education and student supports. I'm presenting literacy and specialty area standards
for education preparation policy 5505. The literacy standards included in this policy outline the knowledge with which educator preparation providers or EPS must equip teacher candidates regarding literacy for early childhood, elementary, and special education
specialty area programs. Since the implementation of the Tennessee Literacy Success Act in 2021 and the passing of TCA 491229, which is the um code annotated that is uh regarding screening for characteristics of dyslexia in 2016,
there have been several new expectations for EPS to ensure teacher candidates are adequately trained for supporting students with reading difficulties. Changes to these expectations include an understanding of learning disabilities that can impact reading development and skills acquisition, the use of
appropriate assessments, including universal screeners to determine risk and drill down assessments to pinpoint root problems, and the analysis of multiple types of data to make instructional support decisions for all students based on individualized need within Tennessee's response to
instruction and intervention framework, otherwise known as RTI squared. the continue to continue improving EP's literacy programming. This item proposes the following changes. Inclusion of speech and language disabilities eligibility in addition to special um
specific learning disability and basic reading, reading fluency or reading comprehension within the content knowledge standards. minor vocabulary shifts shifts to incorporate language of current reading literature or research literature um such as multiensory and
multimodal as well as to mirror the language of TLSA which is the Tennessee literacy success act and department guidance and the emphasis of screening for characteristics of dyslexia on the development of reading and foundational skills associated with word level deficits rather than the specific
criteria for student support plan eligibility. Um there have been um only minor grammatical changes to this item since first reading and these proposed changes will ensure appropriate focus in higher education programming for preparing pres-ervice teachers for their careers
as well as for enriching the knowledge of inservice teachers advancing their degrees andor certifications. The Department of Education recommends approval of this item on first read uh final reading and the SB staff concurs with this recommendation. >> Thank you. We have a recommendation for
literacy and specialty area standards for education preparation policy 5.505 on final reading. Is there a motion to accept? >> Mr. Wells moves. Is there a second? Miss Maxwell seconds. Are there any
questions or discussions? No questions or discussions. Then all in favor for accepting literacy and specialty area standards for education preparation policy 5.505. On final reading, signify by saying yes. I
I'll say I I motion passes. Just saying if you're awake. >> Thank you. >> Next item. Education preparation policy 5504. Mr. Michael Derline. >> Good morning. Uh Michael Derline, deputy
executive director of policy and research with the state board. The educator preparation policy sets forth requirements for educator preparation providers and the programs they offer leading to Tennessee lensure. This includes requirements related to clinical practice and clinical mentoring. In February of this year,
based on input from the educator lensure review committee, this board approved changes to the professional assessments policy to set a phase out date of the EdTPA assessment beginning on July 1st, 2026. Corresponding changes were made to this policy to that seek to strengthen
clinical practice, including adding a requirement that teacher candidates be observed a minimum of four times during clinical practice using a state approved observation tool. Between first and final reading, board and department staff received feedback from EP specifically around job embedded
candidates and that those candidates because they are observed by their principles or assistant principles, those observations should count toward that four uh minimum requirement. So changes before you reflect this feedback while setting parameters for data sharing and use of data for candidate
growth and development. With that, I will take any questions you may have. We have a recommendation on education preparation policy 5.504. Is there a motion to accept? >> Mr. Johnson moves. Do you second? Vice Chair Commons. >> Vice Chair Common seconds. Are there any
questions for Mr. Durine? >> No question then. All in favor accepting education education preparation policy 5.504 on final reading signify by saying I. I. Opposed. Motion carries. Thank you, Mr. Derline. Next are professional
assessments for Tennessee education policy, educators policy 5.105. Mr. Derline and M. Taylor Reed. >> Thank you. The professional assessments for Tennessee educators policy outlines general assessment requirements as well as pedagogical specialty area content
and foundational literacy skills assessments. Following discussions last fall with the educator lensure review committee, this item proposes removal of the EdTPA lensure requirement beginning on July 1st, 2026 for candidates completing department approved clinical
practices. Changes made between first and final reading are being proposed by my colleague from the Department of Education, Miss Taylor Reed. So, I will turn it over to her for details on those changes. Hello, Taylor Reed, senior director of lensure for the department. between first and final reading. Changes were
made to replace assessments in early childhood endorsement areas and middle-grade social studies. The early childhood assessment was redesigned to better align with current standards and practices. And the middle grade social studies assessment was redesigned to better align with current standards and modernize both the content and format to
better reflect the skills necessary for teaching social studies at the middle school level. And these assessments are being regenerated by the assessment vendor. We have a recommendation on professional assessments for Tennessee educators policy 5.105. Is there a motion to
accept? >> Miss Maxwell moves. Is there a second? >> Second. >> Miss McInturf second. Any discussion or questions? >> No discussion or questions. We have uh motion and a second for
professional assessments for Tennessee educators policy 5.105. All in favor signify by saying I. >> I opposed. Motion carries. Thank you. Next item, textbook and instructional materials waiverss rule 520118.
Mr. Michael Derline. And this will require a roll call vote. >> Just hanging out with you guys. >> Y Michael Derline, deputy executive director of policy and research. Um, state law charges the board to prescribe textbooks and instructional materials based on recommendations from the Tennessee textbook and instructional
materials quality commission. It also authorizes the board to approve or deny waiver requests from local education agencies that wish to use textbooks or materials that are not on the state approved list. This rule uh further outlines this process. on first reading.
This item proposed clarifying the process if no approved textbooks and instructional materials exist for a given course or grade level. It also allows eleas to submit uh research or evaluation on proposed textbooks and in materials to support evidence-based adoption. I think that was feedback from
this board. Um other clarifying and technical edits were made to support public transparency. Between first and final reading, clarifying and technical edits were made to support public transparency and effective implementation. With that, I'm happy to answer any questions you may have.
>> We have a recommendation for textbook and instructional materials waiverss rule0520118. Is there a motion to accept this rule? >> Mr. Wales moves. Is there a second? >> Mr. Holt seconds. Are there any questions for Mr. line.
>> If no questions, uh, Mr. Griffin, please call the role on textbook and materials waiverss rule 0520118. >> Mr. Collins, >> hi. >> Miss Auberson, >> hi. >> Mr. Holt, >> I,
>> Mr. Jensen, Miss Johnson, >> I, >> Miss Maxwell, >> I, >> Miss McInturf, >> I, >> Mr. Molenower, >> I >> Mr. Wells. >> I, >> Mr. Chairman. >> I, >> Mr. Chairman, you have nine eyes.
>> That motion passes. >> Thank you. >> Next item is opportunity public charter school policy 6114. Miss Ally Reid. >> Good morning. Ally Reid, director of engagement and accountability for the state board. On final reading this morning is our policy 6.114 which aligns
with recent changes made to state board rule regarding the creation of opportunity public charter schools. This policy establishes the required at risk verification documentation a school must collect when enrolling a student in an opportunity public charter school. Our
changes since first reading include removing tenare as a means of income verification due to the fact that benefits are not always incomebased. Adding references to income eligibility guidelines in alignment with similar processes implemented by the Department of Education.
Clarifying the number of documents required to accompany a written attestation and clarifying that it is the students the enrolling students right to determine which verification form is appropriate for them to submit upon enrollment. Our state board staff engaged the Tennessee public charter
school commission, the Tennessee Department of Education, our charter school authorizers across the state. current opportunity public charter school applicants and the Tennessee charter school center in the development of this item with feedback incorporated accordingly. Happy to answer any
questions. >> We have a recommendation on final reading for opportunity public charter school policy 51 6114. Is there a motion to accept? >> So move. >> Mr. Cobin Vice Chair Cobins moves. Is
there a second? Mr. Will seconds. Are there any questions or comments? No questions or comments. All in favor for accepting opportunity public charter school policy 6114 signify by saying I. I. Opposed. Motion
carries. We're going to take a short break before we go into item G, education freedom scholarships rules. It is uh 10:19. We'll break until 10:30. Thank you. Yes, >> I got
get started in one minute. One minute. Let's get started again, please. >> It's time to get started. >> No, I don't. They lost it. Mr. Percy, Mr. Mullenower. >> Call you out.
>> Mr. Oh, >> I don't touch theons. >> All right. >> Such a lively bunch. Chair. >> Yes. Sometimes hurting cats. Next item is education freedom scholarships rule 0520124.
Miss Trudy Hughes. Good morning, Mr. Chair and State Board of Education members. I'm Trudy Hughes, Assistant Commissioner of Choice for the Tennessee Department of Education. I'll be sharing final read for the Education Freedom Scholarship Rule 0520124.
On February 12th, 2025, Governor Bill Lee signed into law the Tennessee Education Freedom Scholarship Act, Chapter 7 of the Public Acts of 2025, first extraordinary session. This item establishes rules for the Education
Freedom Scholarship, EFS, program to be administered by the Tennessee Department of Education. EFS is a school choice program that will allow Tennessee students who attend category one, two, or three private schools as defined by
state board rule 0520 0702 to access state scholarship funds to apply toward educational expenses. Public chapter 7 states that private schools that enroll EFS recipients
retain their autonomy. Further, it clarifies that the EFS program does not expand the regulatory authority of this state beyond the rules narrowly tailored to enforce the requirements of the program. As such, the proposed rules
focus on defining key terms, establishing application and eligibility processes, establishing appeals procedures, and setting forth other logistical matters necessary to effectuate the program. The state board of education staff held
a rulemaking hearing on May 12th, 2025 to solicit public input on this rule before final reading. The board received five public comments on the rule which were shared with board members for their review. Revisions between first and
final read include the following. clarifying that annual test results provided by private schools to the Office of Research and Education Accountability only apply to test results from recipients of EFS, specifying that the decision of the
department to suspend or terminate the participation of a service provider or private school may be appealed pursuant to TCA 4963507B, adding a section to the rule related to the department's requirement to annually
select and prepare a report on a statistical sample of EF EFS recipients in grades 3 through 8 who were administered TCAP assessments in the prior school year. Since the emergency version of these rules were approved in
March 2025, the department has taken several steps to implement the program ahead of the 2526 school year. To inform stakeholders about the program, the department has held webinars that over 200 interested school and community
organizations attended, held in-personformational sessions, released an application documentation checklist so families could prepare to apply, and launched the application portal on May 15, 2025. TCA 491212
requires that the department prepare a fiscal analysis of any policy, rule, or regulation proposed to the state board of education. This rule has no financial impact on an LEA beyond any potential impact of the authorizing statute. The
Department of Education recommends approval of this item on final reading. The SBE staff concurs with this recommendation. We have a recommendation. Is there a motion for education freedom
scholarships rules 0520124? >> So moves. >> Mr. Mullen moves. Is there a second? >> Vice Chair Cobin seconds. Are there questions? Mr. Mullen. I didn't even have to say anything. I just smiled.
Um, mostly comments. Uh, let me just start with uh Trudy. Um, we were talking just a few minutes ago. Thank you for your work on this, for your passion, your commitment. Uh also, more broadly, thank you for the 45 or so, I'm told, uh members of the
department who are contributing to reviewing the applications. It's been a full court press. Um, as I understand, as of yesterday, you told me a few minutes ago, as of yesterday at 8 a.m., we had 40,323 applications. I think I got that number right. um it's a lot of work and you've
uh run very hard and very fast to try to serve Tennessee families in this way and just I I am grateful for that commitment and please share that with continue to share that with your team. Um obviously also thank you to the legislature to the governor for leading on this. Uh it's
not done yet. There will be opportunities to expand it to improve it. It's already being improved the process. Uh but it took leadership. It took it took um fortitude and and commitment uh on the part of many. So, thank you to all of them. I would also like to say um thank you to Rich
Fulford. He's the um u the um administrator at uh the Christian Academy in Knoxville. He had some great feedback from me on this. Um we'll talk about uh that item here in just a second, but I would just say that this has been a I've received comments from a number of different people. I would say
that the there's some confusion around some issues. I think there's some um there's uh there are some who are still familiarizing themselves with the program. I know that your team is working hard on trying to communicate as clearly as possible. Uh but uh I would
also just say to those who might be watching or have an interest, please keep the comments coming so that we can help help Trudy and her team uh continue to make the process itself better. But thanks to to Rich Tolford, uh, one of the issues that he brought up was um a question of when when a school uh is
required to turn over uh test results spec specifically are those test results in fact limited to uh the recipients of the scholarship only. Uh that's item or it's uh the amendment under 24-10C.
Uh I think the the way that the language was written was clear if you parsed it, but one of the goals I know of the department, one of the goals of the board is to make it uh as clear as possible and really leave as little up to question as possible,
especially when it comes to what data or information must be uh must be shared. So again, thanks to Rich for helping us uh sort that out. Uh I I did look at the application form. Uh we had a number of phone calls with uh the department uh
and with the team that uh both created the process and is now running the process. Uh I had a chance to kind of look at the um the online portal that you're using and again would just say great job on that. I know you you you came up with that quickly and and have continued to tweak it along the way. The
uh the other issue that and I would say is in my mind still an outstanding issue um but it is one that uh both the department and OA have been helpful in um in in bringing some clarity to is the question of what um what data are the
schools required to provide and more specifically are schools required to provide income level data especially if they don't already have it and um I'm going to turn to Sam here in just a second. We had again a number of phone calls on this one in particular where we had Sam, a few others on his team, a few
members of the state board staff. We had a couple representatives I believe from OA. And uh Sam, I'm just going to ask you to uh confirm that my understanding of the phone call is correct. What I understood OA to say is that they do not
intend uh to ask schools or require that schools provide income level data if they don't already have that information. Uh, is that a correct understanding from that phone call? >> Yes, that's correct. OA did help kind of provide an answer to an FAQ on this and
specific language in that response said schools should only provide this information if schools already collect such data. So, it is limited to that. >> Okay. Thank you. Again, I just wanted to make sure that I heard that correctly as well. Um, I'll close on this. uh and you've already uh read this in in the
initial memo, but I want to highlight uh this particular uh part of the rule. This is again under 24-10 uh subsection uh three. The creation of the program does not expand the regulatory authority of the state or authorize any entity to impose additional rules, regulations or
requirements on private schools beyond those necessary to enforce the requirements of the program. Um, I would just encourage anyone who uh is skeptical of the merits of the program uh or that might perceive that the
program is an attempt on the behalf of the state to um impose its will on on recipients or on schools to read the rule, read the law. Uh if you have questions, by all means, bring it. uh and and let's let's seek clarification
and let's if we have to make edits and amendments and so forth to to further sort of surface that clarification, but uh I have yet to run across someone on this team and at the department who is not very well aware of the importance of
this particular clause and and very respectful of it. So, thank you. >> Uh I Oh, Mr. Go ahead, Mr. Roy. So, I'm going to make a comment. It's kind of it's kind of along the same lines that I that I made last time, and it's doesn't really have much to do with
this rule except maybe unintended consequence. Um, so the first comment is, you know, this this law is intended to um, you know, hopefully help those who maybe don't have an opportunity uh somewhere else or in a school that they
are zoned for. So, um, I'm excited about that. um obviously, but um there there may be an unintended consequence when it comes to athletics and private schools a little bit and I realize I've talked to the department doesn't fall under their purview. Um doesn't really fall under
ours either. But I I do think maybe as a as a board we should make sure this unintended consequence is is uh prepared for. And what what I'm talking about is um my understanding is when a when a when a student comes to a private school, they're evaluated on their
income and what they can afford um at a school. And if the school gives a uh financial aid above that, they are not they can't qualify for to play for TWSSA sports. So, what I'm worried about is um
you have a a student who has a great opportunity to go to a a great private school. They're already getting financial aid. They're playing sports and now they'll qualify for this scholarship and it could throw them out if TWSA doesn't have that rule in
effect. Um so, just a little little worried about um about that recourse there. But um I think there's a I think athletics play an important role. Uh obviously I think the number one thing when it comes to a to a student is that great teacher in front of them and then
probably uh the great parent at home are probably the two most important things but there's a lot of kids who um care about school only because of athletics. And I just want to make sure that maybe we can talk to TWSA or something as a board. Um just to make sure that they're they're aware of that and prepared
because school system or the school season is coming right around the corner um in just a couple of months. But I'm already getting texts from friends and things like that. They're very excited. They their kids are qualifying for these and they're getting selected. So you all must be moving pretty quick. >> Thank you.
>> unintended consequences I think is something of questions and concerns. Uh what I'm hearing from people has to do with timing of things and uh I know that you have 40,000 applicants right now. Uh general question I'm getting is when
will I hear if my child has been accepted for a freedom scholarship? And then I also hear it from the actual school systems and I think not only for this year but for years to come years two plus is that they plan what I hear
is that they're planning for their numbers and their staffing numbers that they need to meet these numbers in the February March time period. And uh so they accept students during that time period for the coming year. And if the
student doesn't find out that they get the scholarship until say May or June or July of that year, then if they don't get the scholarship, they can't afford with the scholarship to go and so they don't go and the the school has reserved
a space for them and now it's too late for the school to accept somebody else. So, how can we work this timing issue to be closer or to address this this issue thoughts? >> Good morning. Amy Owen, senior policy
director for the department. Thank you for that question. Um, obviously this first year we were under the time constraint that the law was only signed on February 12th and the board had its called meeting in March. I know that's something with both the IEA and ESA program that over time they've been able to somewhat shift and adapt the
application windows to help it better align with private school admissions decisions. And so that's certainly something that as we all get experience under our belt, we have the permanent rules in place. We have um you know more familiarity, we've got the application process built out, that's something that the program team is going to be looking
to improve upon moving forward. >> Thank you, Mr. Hold. >> Thank you, Mr. Mr. Chairman, I have um a question or two about the the the red line new language about the data analysis and assessment on on TCAP. Um
so, as I understand it, under the law, um the department has to do some analysis of the students who are recipients of the EFS who go to a school and then take the TCAP. Um and then there's a new language about statist selecting a statistical sample of those
and the reporting of that. Um, and it states that the sample has to be sufficient to generate a 95% confidence interval of results um, being representative of the entire pool of recipients. And so I was just curious um does that mean that there have to be
enough students um in that sample to be able to um provide 95% accurate uh results for all recipients just in that that grade or that particular school or
at a district level or statewide of what's what's the the population that we're thinking about when we we're talking about that confidence interval. >> Thank you for the question. Right now we are thinking of it in the context of recipients who were administered the TECAP by their private school. Um there
are private schools that choose to administer the TCAP as opposed to a nationally standardized assessment, but right now we have several things that are a little bit up in the air. We are obviously still processing applications. So, we don't know how many of our recipients will go to those schools that
administer TECAP, and we don't know which grades they'll be in because the TECAP testing applies to grades 3 through 11, English language arts, and math. So right now we are trying to treat this similarly to our other accountability protocols where we are aiming to take a sample of students who
have a valid and reportable test score that gives us a 95% confidence interval um that the results of that sample are representative of the pool of students who took that assessment. Um, now if for some reason we have quite a few recipients at schools that administer
the TCAP, we may be able to provide more in-depth data analysis by subject or grade level or um, you know, geographical district in which the private schools are located. But it will really depend on what those end counts look like to make sure we can maintain privacy restrictions.
And my understanding is that we expect that most of the recipients are not going to be administered the TCAP, but instead some other nationally assessment. >> Is that right? >> I think that's likely accurate. Um, our assessment team is still looking at TCAP
data from this past year. There were 120 plus private schools that administered TECAP to at least some students. Some of our other school choice programs do require recipients to take the TCAP. So it may be that they had some students who took TCAP, some students who took a
different assessment. Um so we're still looking into which schools will administer TCAP as just a matter of course and to to all students that is not only to school choice program recipients. And so as we get more information on that and on where these recipients enroll, then we'll have more
data on which EFS recipients are going to be taking TCAP. So when we say that the department will select a statistical sample of recipients, why is it that the department will only be looking at a sample which I assume is a subset of the recipients who are
administered the TCAP which is already I think going to be a fairly small population as opposed to looking at the entire population of data of the recipients who take the TECAP. >> Does that make sense? >> Yes, it does. Um and that statistical sample language is in the statute. And
so to meet the intent of the statute, we were trying to find the most um valid and reliable way to treat this data that we could because obviously the department administers the TCAP. We do have everybody's scores and we know which ones are valid and reportable scores. So to meet that statistical
sample requirement from the law, we decided to approach this the same way we do other accountability metrics with that 95% confidence interval. Um, and forgive me, I'm I'm a qualitative researcher by training, but I'll go a little bit into the confidence interval uh math behind it. In general, when you
have a smaller population, you need a sample that encompasses more of that population to get to a 95% confidence interval. So, if you have um if your population is 50 students who took the TCAP, you need somewhere in the 40s um
to have a reliable sample to get a 95% confidence interval. If for some reason we have several hundred or several thousand recipients who take the TCAP, um then that sample size could be smaller but still get us a statistically
um similar uh population a sample that would represent the population. >> Okay. And that's that's helpful because I part of what my concern is is being able to have data reporting out that so that families can have that information and making decisions about whether they want to apply for an EFS and then which
school to send their child to using the EFS uh funds. Um, and I guess if so long as as the population who's taking the the tcap is small that the statistical sample is larger, then that I guess
increases likelihood we're going to have some data to report out even if it's a relatively small number of students exactly who administered the tcap. >> It should not be that this confidence interval language is the thing that would prevent some sort of reporting. The only thing that would prevent some sort of reporting would be is if we had
very small end counts and we simply could not do it to maintain student privacy restrictions. >> Okay. Do we have any sense of what that number like the break point at which a certain number of students have to take the TCAP for us to have any reporting about how those students are doing on on the TECAP? >> Typically for other accountability we
use an endount of 30. I'm going to look at Sam to double check me on that. And so that would be like within a one district like if there were more than 30 uh recipients of EFS's that took the
TCAP then we you know if history is accurate then we would likely have a way to report out how those students had done on TCAP who are recipients of EFS. >> That is my understanding. Yes. >> Okay. Thank you. >> Thank you. >> Other questions
>> vice chair comments. >> Thank you. uh received an email um yesterday from Tennessee Association of Independent Schools, which is a membership organization of about 65 independent
schools across Tennessee. um with some uh suggestions and uh some of those have been addressed in some of the comments here to four. Uh but one in particular um relates to the
fiscal years that um generally start on July 1st or August 1st for many independent schools and um tuition payments generally begin quarterly or pay quarterly beginning in April for the academic year to follow. And so the the
the really suggestion is for there to be a timeline for dispersement of payments that align with the fiscal years of calendar uh fiscal years of independent schools and to see if that could be taken into
consideration. Uh I assume that can't happen in this first year but maybe in subsequent years um as we go forward. So, uh that is suggestion number one. Um they also ask
um I think chairman Eie addressed this in terms of financial aid and the award of of um EFS if families could be notified as early as possible based on the um the timing of acceptance and
financial aid awards. Um they also requested greater transparency around the use uses and publication of test scores. They say they do not believe test scores should be made available to the public particularly if they're linked to
individual schools. They want to ensure students privacy both in terms of the demographic data that they collect and the publication of scores and believe student scores should not be linked to demographic data. So I think um that was
that point was made as well. Um they also suggest that um or they request that an award order that prioritizes need-based applications and that does not disadvantage current independent school families who may not
have applied for an EFS in May of 2025 for a myriad of valid reasons. These reasons might include that the school their child attended did not accept EFS vouchers, their child was not eligible for kindergarten for the 2526 academic
year, or their work schedule did not allow them to access the portal in a timely way on May 15, 2005. So, um clearly they didn't um make the rule making hearing to have this input um at
that time, but um I can forward to this to you all in writing so that and put you in touch with them uh for future conversations and hopefully this can be incorporated into the um facilitation of
the EFS going forward. Is that okay? Okay. Yes, thank you. And the state board staff did forward us those public comments. Um, so we do have them and there are some that might be better addressed to the under underlying statute that are things that we can't
necessarily change here, but we'll certainly go through those and see what we're able to adapt. >> Thank you. >> Let me ask a question because we have talked about ongoing process obviously you know you want to continue to
improve. Um, is this something that uh like at our quarterly workshops, each quarterly workshop or something, we could get an update from the uh department on actions that have been taken or plans or or something. Would that be possible?
That might be helpful just so people understand, you know, addressing the questions that are being brought up if something's being done about it or or not. But at least, you know, get a get an update, I think would be helpful. Other questions or comments?
If not, we have a recommendation, a motion, and a second on education freedom scholarships rule. This is a rule. Final reading requires a roll call vote. Mr. Griffin, please call the role. >> Mr. Collins,
>> hold on a second. Mr. Sup, >> can I make one comment before the vote? >> Sure. Um, I believe we had discussed a potential edit um to the language that um you were going to flag. I'm happy to uh go over what it is. >> Yeah, please do. Thank you. >> Sorry. Um, it's on page 13 of the red
line and it is rule 0520-01-24-5. This is a simple stylistic clerical revision. Just an interjection real quick. Is this a motion? >> Yeah, she Well, I was supposed to make the motion and I failed to do that for
an amendment. So, she's going to explain what I failed to do and then we'll make the motion. Got it. >> Thank you. Um, all this does, this clerical edit is take the phrase at the end of paragraph one that reads, "Provided that they were
recipients during the prior school year and instead moves that phrase to right after the TCA citation so that it will read who pursuant to TCA 496 3507
A1B were recipients during in the prior school year and were administered TECAP assessments in the prior year. So all it is is just shifting around um the structure of the sentence if state board members so choose to do so.
>> Yeah, I think the purpose I think was recommended by the AG's office to clarify. It doesn't change the intent or anything like that. >> That's correct. So I will move to amend as what Miss Sup has read if there was a second for that
amendment. >> Second. >> Mr. Mullen seconds. Any further discussion on that amendment? >> If not, Mr. Griffin, please call the role on the amendment. >> Mr. Cins, >> hi. >> Miss Auberson.
>> I. >> Mr. Holt, >> I. >> Mr. Jensen Miss Johnson >> I >> Miss Maxwell >> I >> Miss McIntur >> I >> Miss Mr. Mullenower >> I >> Mr. Wells >> I >> Mr. Chairman
>> I >> Mr. Chairman you have nine eyes. >> So the amendment passes now we will vote on the uh rule as amended uh m for education freedom scholarships rule 0520124. Mr. Griffin please call the role. >> Mr. Cobins.
>> Hi. >> Miss Averson. I >> Mr. Holt >> I >> Miss Jensen Miss Johnson >> I >> Miss Maxwell >> I >> Miss McInturf >> I >> Mr. Mullenower >> I >> Mr. Wells >> I
>> Mr. Chairman >> I >> Mr. Chairman you have nine eyes. >> The motion passes. Thank you. Next item is approved high school policy 3205. Miss Deborah Null. >> Good morning again. Deborah Null, assistant commissioner of postsecary
workforce CTE and military readiness. The approved high school courses policy 3.205 identifies courses that have been approved by the state board for instruction in Tennessee public schools. This item updates the approved high school course policy 3.205 205. To
ensure accuracy of the current course offerings, the department conducted a review of courses listed in the policy and updated the career and technical education and other courses to ensure the policy is reflective of the course changes approved by the state board of education at previous meetings
throughout the 2425 school year, including removal of courses no longer offered for credit in grades 9 through 12, removal of CTE course guidance, and provide a naming consistency of courses with the release with the recently approved improved standards. Additionally, the CTE courses are
realigned based on the new alignment of career clusters that will go into effect for the 2526 school year. Beginning in the 2526 school year, statewide dual credit will be phased out over a three-year period. For more information, please see the Department of Education's website. This item is being heard on
first and final reading to allow for timely implementation for the 2526 school year. The Department of Education recommends approval of this item on first and final reading and the state board of education staff concurs with this recommendation.
We have a recommendation on first and final reading for approved high school policy 3205. Is a motion to accept. >> Mr. Wells moves. Mr. Holt seconds. Are there questions or comments? I've got a couple of questions. As I
said in my earlier talk this morning, I look through these classes and it amazes me how many courses that we're offering. Uh do you have any idea what percent uh of these classes are actually given during the year? I mean, are all
the classes given somewhere some? >> Yeah, to your point, there are a lot of different courses there. Um so really it's around the flexibility for our LEA. So it's really our job at the department of education to offer you know all these courses and then it's up to the LA LEA
to decide what is best for their students and their community. And then of course we offer a lot of flexibilities when we talk about APXs for all dual enrollment. Those pieces offer that flexibility. Um that's a it's a large ask to know if there's like a single school district that offers all
of those. I I doubt that just because of the the wide range of courses that are offered um and the different levels of courses that are offered. But if there's something specific that you would like to know, I am more than happy to do a data request for you and get that information over to you.
>> Well, let me ask this question. Eleas, how do they determine if they're going to offer a course or not? Is it do they survey their students for interest or what? I'm I think it varies across the state just depending on what the needs are. I do know that the courses are in
place to offer that flexibility for the eleas. If there's a student who is specifically in, you know, interested in an AP course or dual enrollment course or um something like that, those courses are there for that flexibility, but it is up to the LEA to decide um what is
best. And then finally, the fact that we have virtual courses now, >> does that open up or do we have data that shows that more students are taking some of these uh courses that aren't being offered in their districts that
that a wide range of them are being taken virtually? I mean, >> yeah, absolutely. APX for all is one is a is a prime example and I will be able to share I can share um an annual report with you that shows um the uptick in that um because that does offer that flexibility of those AP courses that
have not been traditionally offered by a specific school district. It really opens up that pathway for students um to take any of those courses. >> Yeah, I'd like I'd like to see that data. >> I'll be happy to send that over. >> It is amazing the number of courses that we do offer is Yeah. So, >> any other questions or comments?
If none then uh we have a recommendation and motion a second on approved high school course policy 3205. All in favor signify by saying I. I opposed. Motion carries. Thank you no. Uh next question is 2025 2026 minimum salary schedule.
Miss Maryanne Derski. >> Good morning uh members of the state board. Uh, I'm Maryanne Derski, chief financial officer for the Department of Education, and I'm here to present the state minimum salary schedule for the 202526 school year.
At TCA 493105E allows the general assembly to restrict a portion of the annual increase to the base funding for the sole purpose of providing salary increases to existing educators. The fiscal year 2526 budget includes
$125 million in improvements to the Tennessee Investment in School Achieve uh student achievement, TISA, uh that have been restricted for this purpose. Because TISA is a funding plan and not a spending plan, each local education
agency will utilize its additional salary funds to meet its unique compensation needs for existing educators, provided that the LEA meets the requirements of TCA 493306A1. Um, eleas are not required to provide
across the board pay increases solely based on seniority or educational attainment, but rather have the ability and flexibility to determine areas of need and adjust compensation structures accordingly. Pursuant to TCA 493306A1,
the Commissioner of Education is required to annually present and submit to the state board of education for approval a state salary is SK schedule for licensed personnel. The salary schedule must include a base salary for licensed personnel with a bachelor's
degree and no exper years of experience. Licensed personnel with more training and experience must receive higher salaries than the established base salary. The current state minimum salary schedule includes a base salary of $44,500
in accordance with TCA 493306A3. The minimum salary for educators will increase to 47,000 for the 2526 school year and to 50,000 for the 2627 school year.
100% of the $125 million improvement for salaries must be spent on improving existing educator salaries. The salary schedule and any adopted adjustments represent only the minimum salary that an LEA must pay to individual teachers.
Most LEAs currently exceed the state minimums identified on the schedule and will continue to do so with the proposed schedule. In 2013, the state board of education revised the structure of the state minimum salary schedule to provide additional compensation flexibility to
eleas while maintaining a commitment to salary improvements, especially for teachers at or near the state minimum. The proposed 202526 schedule continues to address these two policy goals.
TCA 491212 requires that the department prepare a fiscal analysis of any policy, rule, or regulation proposed to the state board of education. Based on the April 2025 TISA projections, it is estimated that 80
LEAs will be required to increase at least one level of their local salary schedule to comply with the new state minimum. For all these LEAs, their share of the $125 million restricted for improving
existing educator salaries under TISA provides the necessary funding to meet the required expense. Approximately 2,745 educators will be impacted by the increase to the minimum salary schedule.
The increase of the minimum salary schedule to 47,000 represents a $2,500 increase over the current minimum salary of $44,500. When considering future statutory increases to the state minimum salary schedule, it is estimated that with an
additional investment of $125 million through fiscal year 2627, all LEAs will receive sufficient funding to meet the new minimum salaries each year. While this analysis looked at the restricted salary improvement funds and
determined that all LEAs received sufficient funding to meet the new minimum salary schedule, it is possible that overall TISA allocations may fluctuate based on the individual student population of each LEA. ELEAS may use the balance of the restricted
salary funds together with other state and local funds to further improve educator salaries. The amount shown on the attach attached schedule are only the amounts needed to meet the new minimum salary schedule. This item supports the state board strategic f
focus teachers and leaders outlined in the master plan by highlighting Tennessee's commitment to increasing educator salaries. The department of education recommends approval of this item on first and final reading and the state board of education staff concurs
with this recommendation. I'm happy to take any questions. >> We have a recommendation for minimum salary schedule 2025 2026. Do I have a motion to approve? >> So move. >> We have a motion from Vice Chair Commons
and Miss Johnson and second. Are there any questions or comments or discussions? Let me just say thank you to the governor and to the legislators for doing this. Uh it's you know great that we can continue to reward our teachers
for the hard work they do. No other comments or questions. All in favor accepting sign signify by saying I. I opposed. Motion carries. Thank you. >> Thank you. >> Next item special course approval
recommendations. Miss Dr. Christy Wall. >> Good morning. Thank you. uh Christy Wall, assistant commissioner of academics from the department. I'm here uh to present to you on final reading um the special course code uh approval recommendations. The state board of education academic
program requirements rule 0520-01-03-.03 subsection 4 and special courses policy 3.201 2011 allows school districts to apply to offer special courses not listed in the approved high school courses policy 3.205.
The Department of Education annually reviews special course and special programs of study applications and assigns subject specific course codes to special courses approved on a one, three or sixyear cycle. This item presents the
list of all special course applications received by the department for the 2526 school year along with their approval status if applicable. The numbers recommended the number of years, excuse me, for which the special course was approved for. The Department of
Education recommends approval of this item on first and final reading and the state board staff concurs with this recommendation. And I'm happy to take any questions. >> We have a motion. I mean we have a recommendation for special course approval recommendations. Is there a
motion to appro approve? >> So vice chair comments moves. Is there a second? >> Second. >> Mr. Holt seconds. Questions or comments for Dr. Wall? I've got a couple. Uh so these are for one, three, and six years. Do they ever
become permanent? I mean they looking at some of these courses are really neat. Uh do they ever become permanent courses or how they come how would they become permanent courses? >> Thank you for the question. Um currently we don't have any special courses that
have become permanent course codes. However, we do have some current data trends that suggest that there are several courses that are on the list that have been on the list repeatedly that districts um prefer to offer um on the interval, you know, that they're approved for consecutively. Um,
it's possible to consider uh some language perhaps in the special course policy um to consider what uh data or recommendations might be necessary to consider a special course code into uh moving it over into a permanent course code. That would also open up um
flexibility to all districts uh to utilize if the special courses were changed and moved over to a permanent course code and part of uh the approved list. Yeah, that's and that was my next question was you know like school leadership three and four and I mean looking at the different courses I would
think that other districts may be interested in you know having courses like that or at least seeing the curriculum. Is there a sharing of that done typically? Uh >> yeah, thank you for another great question. So for that um particular
instance um we do have districts that reach out um and ask about courses that are being offered in other systems. If it's a if it's a common course oftentimes we'll share point of contact information and help them get in contact with other districts that may be offering a similar special course. And
so to what point they coordinate, you know, sharing resources um you know really is contingent upon what the ask is and and what the district is seeking. But we do try and kind of pair districts together that might benefit just from the collaboration and have some of the special course codes in common with one another.
>> I guess what I'd like to see in the future is, you know, looking at does it make sense to change the policy to figure out a way a special course could become a permanent course. >> I think that's definitely um a worth conversation. We've got several years of data uh trends both for the courses that
have been approved and offered in the districts as well as enrollment um information that could be pulled. And I think that those could be two very valid sources of information to consider um and consider some uh revisionary language within the special course policy.
>> Great. Thank you. Any other questions or comments? >> If none, we have a recommendation, a motion, a second for special course approval recommendations. All in favor signify by saying I. >> I opposed. Motion carries. Thank you.
>> Thank you. Next item, textbook and instructional W materials waiver request. Knox County Schools K through five in science. Mr. Michael Derline. Hi again. Michael Derline, deputy executive director of policy and research with the board. This is a
request for a textbook and instructional materials waiver from Knox County Schools for K5 Science. As a reminder, state law charges the board with approving textbooks and instructional materials based on recommendations from the Tennessee textbook and instructional materials quality commission. It also
authorizes the board to approve waiverss uh or instructional materials that for instructional material materials that are not on the state approved list. Uh this past school year, eleas's went through the local textbook and instructional materials review process for science. After reviewing the
available materials, Knox County Schools applied for a waiver to use Solid Start for grades kindergarten through 2 grade and Carolina Curriculum Smithsonian for grades 3 through 5 based on uh we're grateful for our support from the department on these applications. They
are content experts and they spend time reviewing the content of the material submitted by districts. Uh based on that review and our own state board staff review, um we recommend approval of this item on first and final reading to be in effect until the next science textbook
adoption cycle. Um which wouldn't be until the 2033 2034 school year. With that, happy to take any questions you may have. >> We have a recommendation for textbook and instructional materials waiver request Knox County Schools K through five science. Is there a motion to
accept? >> So move. Vice Chair Cavins moves. Is there a second? Mr. Mullen seconds. Are there questions? >> No questions. All in favor then for approving textbook and instructional materials waiver request Knox County Schools K35 Science. Signify by saying
I. >> I opposed. Motion carries. Thank you. Next item. Repeal educator diversity policy 570. Mr. Nathan James. >> Thank you, Mr. Chairman. Nathan James, deputy executive director for
legislative and external affairs. Back in 2021, the state board adopted policy 5.7 to promote educator diversity as was then required by TCA 491302G. recently passed legislation that was Senate Bill 1083, which we discussed
yesterday, which became public chapter 494 as of the 27th, uh requires the repeal of that policy and prohibits the state board from adopting a policy that quote promotes educator diversity based on race, ethnicity, sex, age, or any other
demographic characteristic rather than on individual merit, qualifications, veteran status, or other lawful eligibility criteria. There's no fiscal impact of this and it does align with the master plan's focus on engagement and accountability which requires the
board to annually amend its rules and policies as necessitated by changes in the law. The recommendation is u favorable from both uh the board staff and the department staff. >> We have a recommendation to repeal educator diversity policy 5.7000.
Is there a motion on first and final reading? Is there a motion to accept? >> So moved. >> Mr. Mullen moves. Is there a second? >> Miss Johnson seconds. Are there questions? I I have a question. Uh I certainly understand the reasoning for this uh
repeal, but data has also shown that uh students, diverse students do better with diverse teachers. Uh what can we do to continue to encourage uh that we have teachers to to meet
those needs? because that's what it is. >> Well, I I think it'll be a particular challenge to the board while also living in compliance with the with the statute. There are certainly uh other factors
that can be looked at in terms of first generation college going in terms of um you know other other characteristics and and factors. Um but um the statute is is
rather clear and as a matter of fact uh to be to be fair it's not just a general application. There is a specific paragraph about our policy that renders it uh null and void in its in its current form and requires its immediate repeal.
>> Understand? >> Dr. Morrison >> just to to add to that I mean I think the research is clear actually that all students benefit from diverse teachers and I think just sharing the research and you know this removes the requirement for districts to have a policy around this topic but it doesn't preclude them from thinking about you
know the types of teachers they're hiring and the fit for students and so I think just making sure that districts feel um empowered by research and other data to continue to find excellent educators who are going to serve all of their students well I think we could continue to obviously and want to support that effort and all of that what
that means Well said. Thank you, >> Mr. Chairman. >> Yes, Mr. Holt. >> Does does the law and I I assume that what we the action that we're taking today I I assume wouldn't have any impact on this, but I'm curious if the law does um precludes individual schools
in addition to districts from making those sorts of decisions um of what they think is best for students based on these considerations. Is it does it go down to the individual school level? It it goes to all political subdivisions of the state as a matter of fact. Um so
yeah, it's not just u it's not just school districts and state departments but but all political subdivision does go down to the school level. >> Okay. >> Thank you. >> Any other questions? >> We have a recommendation uh motion a
second for repeal educator diversity policy 5.700. All in favor signify by saying I. I opposed >> opposed. >> One opposed. Motion carries. Thank you.
>> Thank you, Mr. Chairman. Um this next item is um uh 6M and this is a master plan supplement update which um also is necessitated by the same statute. The state board is charged in statute
with developing and maintaining a master plan for public education K through 12 and providing recommendations to the executive branch, the general assembly and local boards of education, as well as directors of schools regarding the use of public funds for education. Recently passed legislation, that's
public chapter 494, prohibits the state board from adopting a policy that promotes uh educator diversity based on race, ethnicity, age, or any other demographic characteristic rather than on individual merit. qualifications, veteran status, and lawful eligibility
criteria. Accordingly, the master plan's educator diversity goals require removal pursuant to this law. This does align with the master plan's focus on engagement and accountability, which requires the board to annually amend its rules and policies as necessitated by
changes in the law. The state board staff as well as the department staff recommend a favorable action on this item. We have a recommendation for master plan and supplement update. Is there a motion to accept the recommendation? >> So moved.
>> Mr. Banire moves. Is there a second? >> Miss Johnson seconds. Are there questions? No questions. Uh and we have a motion, a second for master plan supplement update. All in favor signify by saying I. >> I opposed. opposed.
>> We have one oppo one opposition. Motion passes. >> Thank you, Mr. Chairman and members. >> Next item is category 4 non-public school application honor school, Miss Rachel Cupe. >> Good afternoon, Chairman Eie and members of the board. I'm Rachel Sup, general
counsel for the state board of education. Pursuant to TCA 4950 801 and state board of education rule 0520-07-02-054 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 by or members of one of the accreditation or membership agencies listed in TCA
495801A. Schools seeking approval directly from the state board must complete and submit a completed application to the state board of education's executive director for a recommendation for approval or denial. The Tennessee Department of Education is
charged with monitoring any state board approved category 4 schools for continued compliance with applicable state and federal law, including state board rules. The Honor School is a category 4
umbrella school already in operation and it's operated by the Grateful Life Corporation, a 501c3 nonprofit. The honor school serves students in grades K through 12 and has over 8,900
students in which parents are the teachers. There are no brickandmortar buildings for the school. The school is a member in good standing of the Association of Christian Schools International.
Stateboard staff evaluated the school's application using the board's rubric for church related schools and drafted its finding and recommendation, copies of which have been provided to the members of the board and uh posted on the state
board's website for review. Rule 0520-07-02-.054 054 author only authorizes the board to approve church related schools that are not accredited by or members of the agencies enumerated in the rule.
Therefore, because the honor school has met each of the requirements for approval, state board staff, including the executive director, recommend that the board approve the honor school's application on first and final reading contingent upon state board's receipt of
documentation of termination of the school's membership with its current accredititor. Um, with that, I am happy to take any questions. We have a recommendation for category 4 non-public school application honor school. Is there a motion to accept that recommendation?
>> So moved. >> Mr. Mullen moves. Is there a second? >> Vice Chair Cobin seconds. Are there questions? >> I have a comment. >> Mr. Mullen. >> Thank you. Um I believe our applicant is here today. >> Is that correct? Ma'am, >> could you share your name?
>> Can you come up to the microphone, please? >> Thank you. Miss Sheret was kind enough to come down here in person to be with us today. >> Hi, Mr. Chairman, member of the board. My name is Kelly Sheret. I am the administrator of Honor School of
Tennessee, category 4, also known as a homeschool umbrella. >> Thank you for uh first of all coming here today and and also being willing to uh to come up. I I just wanted to say uh thank you for the work that you're doing just more broadly. Uh I spent a little bit of time on your website this morning. uh very organized, very
thoughtful, does a great job communicating. Uh you're doing great work. um you know having come from having been homeschooled at times in my own uh childhood and then also having homeschooled my children at times I would say that uh it's people like you
who help to organize and who help to um really in in many ways lift some of the workload from the department and from the state board u because you do such a great job of assembling that information and dispersing it and so forth. So I just want to say thank you. >> Thank you.
>> Thank you Melanar. Any other questions or comments? If none, we have a recommendation, motion, a second on first and final reading for category 4 non-public school application honor school. All in favor signify by saying I. I. Opposed. Motion
carries. Thank you. Next item is local school board member training policy. Miss Ally Reid. >> Good morning. I think it's still morning just about. Ally Reid, director of engagement accountability for the state board. On first and final reading is
policy 2.10, which provides local schoolboard members with the list of approved training courses for meeting their annual training requirements outlined in state board rule. This year, the state board received 20 course applications by our February 15th deadline from three
prospective course providers. Uh, which several of which applications were actually applying to renew their currently approved course as they are on three-year approval cycles. The applications were reviewed by our boardappointed advisory committee who
voted to recommend 19 of the applications for your approval today. The recommended courses have been added into this policy and the advisory committee's evaluation rubrics were included as a supplement for your review as well as posted with the public agenda on the state board's website. As I
mentioned earlier, these training courses are approved for three years unless otherwise noted in the policy and applicants uh with courses that are not approved may reapply in the following year if they so choose. Happy to answer any questions.
We have a recommendation to approve the local school board member training policy 21000. Is there a motion for approval? >> So move. >> Vice chair. Mr. War Mr. Wales moves. Vice Chair Common seconds. Are there any
questions or comments? I have just one. Uh having been through that process many times before, uh they do offer some excellent courses. uh and would it be possible for our state board members I know we don't have
a training requirement but to uh ask if we can attend those a free gratus the ones that we want to there's some that are really particularly of value uh particularly for new members I think uh maybe even for some of the student members as they come on just to inform
them and I know NASBY has a new uh student member training course that they're offering uh So it just helps bring people on speed quicker. So uh I'd s suggest you go back to them and say, "Hey, you know, would you accept state
board members there?" I >> think certainly if there are training courses that members are interested, we'd be happy to ask them. >> Thank you. Any other further questions? We have a motion and a second. All in favor for local school board member training policy 2110 signify by saying
I. I. Motion passes. Next item is charter school governing body training policy. Miss Ellie Reed 6112. >> Thank you. Yes. Very similarly, this policy provides the list of uh charter school governing body training courses
that have been approved by the state board in alignment with our state board rule to meet those annual training requirements for our charter school governing body members. uh for this application cycle, we did receive 16 governing body training course applications by that February 15th
deadline again and this was from five prospective course providers. These applications were also reviewed by the same board approved advisory committee and they voted to recommend 13 of those applications for your approval. The recommended courses again have been
included into this policy and the advisory committee's evaluation rubrics were provided to you along with uh being it having it posted on the state board's website with the public agenda. These training courses are also approved for
up to three years unless noted in the policy for a shorter amount of time and applicants of course again can reapply if they are not approved in this cycle. Happy to answer any questions here. We have a recommendation for approval of charter school governing body training
policy 6112. Is there a motion to accept? Mr. Holt moves. Is there a second? Merson seconds. Are there any questions or comments? >> Mr. Chairman, >> Mr. Holt, >> um I was glad to see the number of these courses that have been approved. Um
speaking from my time as serving on a a charter school board and being a board chair of a public charter school for more than well combined for more than a decade. Um and having attended many of these training sessions, I I can say that at least in the past there were
times where there was I think not enough variety in the trainings such that with the is it three hours per year required even for existing board members currently. >> It varies by new and existing but I think it's I believe it's up to six hours for new
>> six hours for new and maybe three hours for existing if I remember correctly. Um I I know that there were times where it felt like we were watching the same training videos um year after year and I've never mentioned this before. We've gone through this the approval process, but there were folks that uh I knew who
were on the board of the charter school that I was uh on the board of and then others who it was somewhat of a deterrent um of even serving on a charter school board because the trainings just felt like well we're we're required to watch this the same three-hour video year after year. And so
people who were, you know, highly capable and and and providing a lot of time and treasure to schools were I had to persuade them to stay on a board um despite the training which was counterproductive, I think, and and certainly not what I would anticipate either the general assembly or the board
or any anybody who was involved in this would would want. So um all that to say that was a long time ago um you know five plus years ago. But I I would encourage um anyone out there who is creating these trainings to provide more content. I'm just glad to see there's that much variety so that charter school
board members now can have a variety of options to look through. So it's not just, you know, here are the four classes and every year we're going to watch them um for as many years as we're on a charter school board. And though there's certainly some valuable content from them, um at least my experience
back then was it tended to be more counterproductive than than productive. So I'm glad to see that. Bottom line, I'm glad to see the number of courses now and I hope um that they are uh providing what folks need um who are receiving that training. >> It's a great point. I would like to also encourage uh both the charter school uh
executive directors or school leadership as well as this is true for LEA leadership or district leadership. Um they can also be approved to provide training directly to their board members and we do have a few examples of that. And so that can really be tailored to the exact needs of the board given that
they can all be at different places every single year. So I think it's a great point to mention and I do want to encourage that that is also an option. >> And just out of curiosity since we're discussing it, what what are the standards for approval? What's that process look like for submitting? Um just in case there's anyone out there
who's thinking about it and maybe a board itself where the executive director of the school thinks I'd like to provide this sort of training for my board members but are deterred by not knowing what it would look like and how timeconuming it might be to get that approved. >> Sure. There is an application posted on
our website that is due annually by February 15th and it does require it's a brief application with a few questions of just asking what is the course you're looking to provide? What are the training objectives? what is the structure of the course, who is it designed for, how many hours it is, that
type of general information, and then it does request uh copies of materials that would be provided. So, if during the training session you're using a presentation deck, we would ask for that. If there are handouts accompanying it, we would ask to review that as well. >> Thank you, >> Mr. Chair. I would just say that um I
appreciate um my fellow board members uh sensitivity to this issue as as an attorney. He's been um battered and bruised and beaten by continuing uh legal education requirements for many years now. So, I appreciate your your sensitivity to this issue.
>> Yeah. No, it's maybe just the cumulative nature of it. But I >> I I do think that h having variety is key because when it felt like, you know, we have to watch three hours of videos and there were three or four hours of options and we've been on the board
together for six or seven years and it's the same people and we were told we got to do this by law. just having variety is is high high uh quality options that are um tailored to what members of
charter school boards are actually focusing on and doing that work that that is that's I think really important. So I'm glad to see we got that >> sounds like it again the importance of high quality instructional materials. >> You got it Mr. Chair. That's right.
We have a motion and a second u for charter school governing body training policy. All in favor signify by saying I. >> I opposed. Motion carries. Thank you, Miss Reed. Uh we are now into other business. Uh yesterday we honored our
Miss Bonsie Auberson who is our student member who has completed her year. We gave her a certificate yesterday and uh hopefully she will continue to serve until we have someone else uh appointed in that role. We also have another
individual who will be leaving us. It's Katherine Anne Johnson back in the back of the room. Katherine Anne is our has been our public relations communications director, whatever. I'm not sure what's what >> everything uh making things happen. And
uh we really appreciate everything that Katherine Anne has done over the last couple of years. She's going to the Nashville Chamber of Commerce, I think. >> Tennessee Chamber. >> Tennessee Chamber of Commerce. Uh and using some of her excellent inter
relations skills with uh legislators, etc. and we know she'll do well there and and we look forward to continuing relationships with Katherine Anne and and thank you for everything you've done and let's give her a round of applause that any other business anyone would
like to bring up. It's been a full two days. I think it's been a very productive two days. I thank each one of the board members for participating and for all the staff and for higher ed the department participating. Uh this meeting is adjourned.