The hour is 9:00 a.m. and I call this meeting to order. Again, we'll ask Casey Griffin call the role of establish a quarant. >> Mr. Holt >> here. >> Mr. Gentile, Mr. Jensen,
Miss Johnson, Miss Maxwell >> here, >> Miss McIntury >> here, >> Mr. Mullenower >> here, >> Miss Miss S >> here. >> Mr. Well,
Mr. Chairman >> here. >> Chairman, you got eight eyes or eight member present. I declare that a quorum is present and we are duly convened. Uh without objection then uh I request that Miss Johnson uh Mr. Jensen and Mr.
Wells be excused. Hearing no objection they are excused. At this time I certainly want to offer our sincere thanks Dr. Ga and Dr. Guo Mendoza for an outstanding
visit that we've had here at Northeast State. Uh I don't think we could have asked for any better hospitality also to be able to see all the great things that are going on in the state. Since 2015,
state board has been having one meeting a year outside of Nashville. That's always a highlight for me and I think the rest are for coordinators, you know, get out of Nashville and go to various uh institutions,
community colleges, universities and see the work that we're doing in K through2 with the students and to see how that too translates into higher ed, how we can work together. This has always been great opportunity to do that. back 10
years ago, we were at ETSU. I think that was Dr. Morrison's first time at a national meeting. And so, I think it's fitting that we're back here East Tennessee. This time, I'd like to recognize Dr.
McCord and make some remarks. I'll be very brief. First of all, we we are thankful that you're here. It was uh we always like to have visitors up in northeast Tennessee. Every time we get visitors, people seem to be taken aback
um at the beauty of the place and the goodness of the people. And that's true at the college as well. And so once again, thank you for coming and and and um and breaking some bread with us. And I hope we do hope you come back. So, and
thank you for the work you do as well. >> Thank you, sir. And since we are in the first congressional district, your representative is Mr. Chrissy McInturf who uh for those who weren't here yesterday at our workshop we mentioned that we had in the morning had visited
her schools Sulphur Springs Elementary School which is uh she is the principal at and that was an outstanding visit. I'll ask Miss McIntury to make some comments. >> Hi welcome to district 1 once again. I was very proud to be able to show off my school yesterday and get to see all the
great things that are happening. Um I appreciate Northeast being able to host us. Uh, like I said yesterday, um, my fingerprints all are all over this place. I took my practice tests here and passed those. And most recently, last January, I took and passed my leadership
series, so I was able to be principal. Um, I've taken classes here. Um, and most recently in September, my school participates in CTE and STEM learning. So, we were here for the Northeast Tennessee STEM Innovation Hub. So, we appreciate your continued support for
that. Um, this is home. I've been here all 40 years of my life. I went to Sulvin East High School and Milligan and like I said, Northeast for some classes. So, I'm just very proud to call District One my home and forever home. I don't ever see myself leaving. So, I'm excited for us to be here today.
>> Thank you, Miss McInter. This time, I invite Dr. Morrison to say a few words about our workshop yesterday. >> Yes. Thank you, Chairman. We had a really wonderful and full day yesterday. We started it at Chrissy's school which was just such a delight to
get to see her in her element and to see the students and the teachers just so on fire and so um just really focused on the student learning and the culture and your student ambassadors. We're so impressed. So please continue to tell all of your staff how much we enjoyed that visit and what a great start it was
for our day yesterday. Um, as Chairman Nei said, we came to Northeast State following our visit at T school and had another amazing tour of the facilities here, particularly the the um TC building. Let me >> technical education
>> education complex um was just really amazing. I mean the breadth of programming that they're offering to students and community members under that roof was just impressive from you really advanced entertainment industry learning to welding to HVAC to aviation.
U all the students there were also just so focused and on fire and um you could see what a community hub that is for this area. So it was really fun to get to see and hear about the partnerships at work at Northeast State. Um, we then had another full workshop as we tend to do and it was really uh great discussion
started with a district perspective from Knox County on how they're thinking about integrating AI into education and how they're really building out the ecosystem to have responsible and innovative growth in AI space. That was Dr. John Risewick and his team. Then we heard from Miss Deborah Null at
Department of Education. another really exciting discussion about the future ready initiative that they are launching and the four pillars that support that work and also the potential for a portal that could really pull all of that together in a way that would help students and counselors and families really think about and prepare and plan
intentionally for student uh career development. We also heard from Miss Brook Amos at the Department of Education about teacher evaluation topic that is near to my heart and we have not talked in my opinion enough about over the years but is another area where we really can
continue to refine our practice as a state and support great instruction in our classrooms. And so that was a report on the the things that she's learning from the group that was legislatively appointed um to analyze teacher evaluation in Tennessee and make some recommendations on how we can refine it and move it forward.
Then we heard from Chairman Eevee about his proposal around world languages and the modifications that he's made based on the collaborative and conversations we've been having over the last few months and so had a really good discussion about that as well. Um and so it was a full day. We had dinner last night with our partners here at
Northeast State and some other superintendents and legislators and it was just a really great full day. Look forward to another uh good series of discussions this morning. >> Thank you. It was a full day and I don't remember when you were listing all the things that we did uh here at Northeast
State if you mentioned cyber security or not. >> But uh I do want to mention that one. They have a worldclass cyber security program here. We met the winners of the nation basically uh you know out of
10,000 people in a contest. This one individual we met yesterday finished like 95th and this is not against community colleges. This is against the wristler poly techs the standard universities and uh we got to
see some of the computers that they use and heard from it and you know I think that's something that northeast state should definitely be doing. I'd also like to today recognize uh a member of our staff, Ethan Moore, who is in his final year at law school. And uh
Ethan has been an intern here for the state board. And uh we certainly wish him the best as he finishes law school and moving forward. Let's give Ethan a round of applause. I want to remind presenters to identify themselves by their title and position
for record when presenting. Also remind presenters not to use jargon. Use acronyms. Please explain what those acronyms are and to identify yourself. So with that we will move on to the agenda. The first item on the agenda is our consent agenda. Everyone should have
that confirm themselves. Is there a motion to accept the consent agenda as is? Vice Chair Cins moves. Is there a second? Second hour. Any discussion? All in favor then
for accepting consent agenda signify by saying I. I. Opposed. Motion carries. Next are our report items. First item is the state board of education member reports. As you know, each uh quarter we give an opportunity
for board members to talk about some of the things that they've been doing since the last uh board meeting. I would say this has been one of the more active times because I know a lot of board members are active. So, uh we'll start. Dr. Maxwell, you look like you're ready to report.
>> I am. Thank you, Chairman Edie. It's it's been a great quarter. Um I'm just honored and privileged to be able to do what I've been able to attend uh this past quarter. Um I won't take all day because I know they want to get home.
But um it started off with the TSBA regional meeting uh that I attended in Birdstown. Very informative. Uh that's the area that I helped serve. Um the 50th anniversary of of Charles Tennessee organization of school superintendent. That was a great celebration and very
informative sessions there. Uh, one of my favorite was the excellence in education teacher of the year gala that the department hosted and Dr. Brandy dea Cruz uh from Collierville High School was named uh Tennessee teacher of the
year and that's always an exciting time. Um, the future ready Tennessee I attended at the TCAT upper Cumberland amazing presentation. I I just can't say enough about how inspiring uh that work
is and and how I just I cannot wait to see what comes from it because I think it will really transform our high school students, their career paths and and assist not only the students but teachers and all professionals and parents. I just think it's a really uh
great initiative. um Cumberland University held their education forum and I was joined by staff uh from the state board and uh it was very productive but my my two most favorite things were the days in the district and I have colleagues that
joined so I'm not going to share a lot because I'm sure they would like to share and uh but we started out at Trito County with Dr. Clint Satderfield amazing leadership to start with and therefore an amazing school district and then we attended Alvin Cork Agricultural
Institute Mr. John Bush again amazing leadership and uh just two exemplary examples of what can be done in a school district and and I'll digress there because I know that other members would like to share uh their experiences.
>> Thank you. other members like Mr. Holt. >> Sure. Thank you, Mr. Chairman. Um, and I'm happy to uh go after Dr. Maxwell because I was fortunate also to attend the day in the district in Charlesdale County. Um, and and was just really floored um by the level of excellence
that they have achieved and and are sustaining in that district. The academic results are outstanding, but but when you see the leadership there from Dr. Satderfield through, you know, the teachers, the level of engagement that the students have, the student panel that that we interacted with was
was maybe the best of a very consistently good student panels that that we typically see um and and the pathway system that they have there for um focusing their their high school students um in in different areas of um
career paths and of high need I just thought was really excellent. Um, in addition to that, I'd like to update if I could now um that we had a strategic planning committee meeting um in no sorry in August um or I'm sorry the
meeting was in September. We reviewed feedback from the stakeholder survey that we had in August um to continue discussing the master plan um and there was interest among stakeholders in our committee in expanding literacy focus
and also to add MAP um as well as a continued focus on postsecary and career readiness um and educator and leader improvement retention. Uh we also received feedback on our goal development and measures that we're considering as we update the master
plan. Um we've discussed building out actions of the board to fully align with our goals and highlighting the bright spots around the state. Um so the next step is the committee is going to meet again in December to review a draft of the new master plan and that will be
before the board to approve February. >> Thank you Mr. Holt. Other comments question board members miss. >> So I'm also on the strategic planning committee. So that's been really good to be able to look at our goals and try to
see what we can do to make it measurable and and achievable and adding to like what we learned about in the workshop yesterday trying to add military to that. Um I've also been part of the EL working group. uh we are working with teachers across the state to implement
more strategies to support those EL learners in the regular classroom. Uh was able to attend uh in more of the capacity of being a principal but the resilient schools capacity building institute at ETSU. Dr. English was honored with a a distinguished award too
and so is our school and a couple other schools around this district. Uh the board got to hear from my teachers about how we use practices, restorative practices, and um we have a problem solving den where when they a student gets in trouble when they're coming
back, we have a restorative with the teacher and just ways that they can do better, not just not just punishing. And so that's what that capacity building institute's all about is bringing those relationships back to the surface. Um the probably the most uh exciting fall
uh event on my calendar was being able to attend committee meetings for and it's very long advisory committee on innovation in K12 education. and we've been meeting once a month and I think our last one is the first week of December and the conversations if you can ever go back and re and watch those
videos of the conversations that lawmakers and uh Commissioner Reynolds and myself have had were coming up with the draft to suggest maybe some changes in legislature this spring. So that was that's been very exciting and I feel
like I've had a part in say in that. I think that's all. >> Thank you, M. Mer. Other comments? Mr. Chair, >> Mr. Melan, >> thank you. I had a also a chance to uh visit the Alvin New York at MC and there were two things that struck me very
briefly. One is just the resilience of some of the students. Hearing some of the stories and hearing stories of their not just their academic pursuits but also their commitment to their families to helping
them support their families. Even some of the high school students working to support their families and going to school. um it just demonstrated in my mind the the type of resilience and attitude that breeds success and it made me proud of the students. And then
secondly, you know, one great way to measure leadership is always to ask their team members um about what's over the horizon, to ask about their future. people who don't have a sense of where they're going. It's both a reflection of
their own limitations or or challenges, but it's it's oftenimes a reflection of leadership itself. And we had an opportunity to talk with maybe 25 or 30 students. And one of the questions that we asked was uh where where are where are you going students? What's
what's over your horizon? What careers are you pursuing? What goals do you have in life? And uh it was just impressive to hear just how immediate the responses were from so many of the students and and how very specific their their goals and pursuits were. And in my mind that
was a reflection of the leadership um throughout the organization, not just director Bush, but really his entire team. And and I think the students really demonstrated that phenomenally well without realizing what they were doing. they were complimenting the leadership that they were
benefit beneficiaries of. It also I think um inspired me to and we had some good conversations around topics like world languages and and career and technical education and uh and I would just say that the students are not just
stakeholders in these conversations that we're having uh they're absolutely active participants and we we got some great feedback from students that day. Thank you, Mr. Chair. Thank you. Other comments vice chair comments.
>> Thank you. Uh had the opportunity in September to attend the virtual meeting of the educator preparation advisory council uh led by Dr. Erica and um Michael Der uh Mr. Michael Berlin and
the purpose of the conversation was around the scoring metrics for the ripple report card. So a lot of great input and advice from those committee members and council members and look forward to the final outcome of
that. uh also had the opportunity to attend the TSVA fall district meeting the western portion state in Arlington High School with
Mr. Jensen and um Miss Alli Reed and that was a great opportunity to interface with school board members from districts throughout the area and understand some of the priorities and legislative objectives of
TSPA. uh recently this month uh had the opportunity to attend a meeting with Governor Lee with uh Chairman Eie and Director Morrison and discuss a range of topics which I'm sure they'll elaborate
a little bit more on but that was a very good meeting and his chief of staff Joseph Williams that was a very good meeting and update for him from this body and for us to hear from him what his priorities are in this um final as
the next 18 months or so. Um, and last week had the opportunity to attend the Democratic caucus meeting with Director Morrison, Mr. James, and Miss Reed,
particularly to inform them and and update them on the U accountability hearings process that we will undertake next spring. and uh they were appreciative of that and as you can imagine there were a host of topics
added to the discussion from the from the legislators but it was a good discussion and I think they really appreciated us taking the time to come and interface with them at their meeting so that's thank you >> thank you vice chair common uh it has
been a busy uh quarter and uh some of the things that I've had the opportunity to particip ipate in one is the National Association of State Boards of Education meeting uh in Austin, Texas. And uh previous to that meeting, they had a
4-hour session on artificial intelligence and AI and education. We talked a little bit about that yesterday, quite a bit about it yesterday in our workshop. I encourage you to go if you haven't seen the workshop videos to to watch that
section. Uh it is clearly something that uh is here uh will need to be embraced. We'll need to have the guardrails put on it. But uh we have to within the state of Tennessee decide how we're going to
implement that across in education. That was one of the areas that we talked to Governor Lee about. also talked to uh House Education Chair Mark White about and as we mentioned yesterday uh still a lot of work to be
done in that area but I think uh we will get something moving across the state of Tennessee and artificial intelligence. Also got to visit um with uh Dr. Maxwell and uh and Ryan Holt Trousell uh County
Schools. I won't repeat what they said. I'll add one other thing on there. I think Trousell County is sort of the model across the state in differentiated pay. Uh they're very proud of the differentiated pay. It's something, you know, we have within the state. Uh
districts can implement it any way they want to, but u they have really implemented in a way that rewards outstanding teachers. And so I would encourage other districts across the state to look to see what Trasto County
have done in Dickinson. Also got to go with Dr. Maxwell to York Agricultural Institute. What an amazing place. It really is an amazing place. And uh she and Jordan Mullenower talked about meeting with the students and
listening to them. For those who don't know a lot about it, it's a full working farm. In fact, I think they lack a butcher station which they hope to get. And then when they get that, they will be the only truly uh farm-to-table
high school in the entire nation. And it provides an opportunity for the students not only to uh live farm life but to integrate that into their high school uh activities such as the business how to
run a farm the science of uh the technology for their AI is not artificial intelligence it's artificial incimination pigs and cows etc. And so, you know, it's it's a true integration of school
what we live about. And as as Mr. Mullen was talking about, we heard a lot from the students about their plans for the future and about what's important for them and being able to take these courses that provides them those opportunities. That was pretty special.
Got to attend uh the annual meeting with the Nysonger Foundation uh Greenville as always. very very legislators are all there. It's a half day of good really honest discussions.
Heard a lot from the superintendent about the challenges that they have. Heard a lot from the legislators again got to talk to me and legislators very well. Anyway, uh I think that uh pretty well. Oh no. AI AI education summit.
Yes. Dr. Morrison and I last week attended the AI education uh summit in Nashville and again showing the importance and the act activities you talk about exponential rate of things
change that's an exponential rate of of something that's changing and uh getting to hear what's going across the country because we heard at the NASBY conference North Carolina they have a program already set up in their curriculum. K
through five is AI awareness, 6 through 8 is AI literacy, and 9 through 12 is AI fluency. Other states, same thing. We heard about a lot about that in uh uh in Nashville, and we heard Sumar County, as
we heard yesterday, Knox County, there's places within Tennessee are really moving this forward. And I'm excited and looking forward to what's going to happen in the future on that. And the last thing uh as far as member reports uh obviously I've spent a lot of
time the last three months uh looking at world languages. We had an excellent discussion on that. I would strongly encourage those members who weren't here yesterday, Mr. Mullen, Mr. Wells, Miss Johnson to look at the
video. Uh I will be bringing a motion to the board in February. So, I encourage I appreciated uh Vice Chair Cobin's comment yesterday that I got him thinking about things and he's going to do some research. I would encourage all board members to do research, talk to
the all the stakeholders. Certainly, we're going to hear from the world language teachers, talk to the superintendents, talk to business and industry, and I think it'll be a healthy discussion. And as we go through the learn process, I will respect whatever position this board takes.
Any more comments from any other? >> With that, we'll move on to our next item on the agenda is advisor advisory council for students with disability report. Miss >> referring to Miss Taylor Reed to do that. Thank you very much.
>> Good morning. Taylor Reed, uh, senior director of lenture for the department. Annually, the advisory council for education of students with disabilities is mandated by state law to submit a report to the governor, the general assembly, and the state board on the council assessment of the progress made
in special education by the state, its agencies and institutions and its school districts during the preceding year. The Department of Education is responsible for overseeing the advisory council which includes individuals with disabilities, parents of students with disabilities, representatives from other
state agencies, and community representatives. The 2023 2024 report, which is presented to the board today, is based on the most recent annual performance reporting or APR data. This data has been verified by local education authorities eleas and
was submitted to the office of special education programs OEP on February 1st 2025. Happy to answer any questions you might have regarding the contents of this report and work with the department's program experts for more detailed information. >> Thank you, Mr. Reed. Any questions for
Miss Reed? >> No questions. Thank you. Next item is Tennessee Early Literacy Assessment Educator Pass rate report. Are you going to do that? >> Okay. >> Good morning. The Tennessee Early Literacy Assessment or TEA was developed
and implemented by the Tennessee Department of Education to ensure educators possess foundational literacy skills aligned in the Tennessee Literacy Success Act. This report fulfills a statutory requirement under Tennessee code annotated 49-5-5619 subpart D to communicate the first time
pass rates of applicable candidates to the state board of education SVE. Some key highlights include that the TE was launched in 2023. It is a free 25 item assessment designed to evaluate educators understanding of
evidence-based literacy instruction and the use of highquality instructional materials or HQIM. It is not a substitute for lensure exams but serves as one pathway to meet literacy training requirements. As of August 1st, 2023, educators
seeking to obtain, renew, or advance a license with qualifying endorsements must complete either the TA or an approved literacy training. Over 11,000 educators have successfully completed the TA and more than 65,000 educators have completed the foundational literacy training course.
For overall passime rate for year 2 was 35% down uh from the 40.2% in year 1. So it's 35% down from the 40.2%. Tennessee teacher candidates had the highest firsttime pass rate at 43%
showing improvement from the previous year. And among education preparation providers or EPS, pass rates varied significantly with Austin P State University at 64% and Tusculin University at 61% leading among the institutions with 10 plus test takers.
In conclusion, the tele continues to play a critical role in Tennessee strategy to strengthen early literacy instruction. While pass rates remain modest, the availability of multiple pathways assessment for training ensures flexibility for educators. The department will continue to monitor and
report participation and performance to inform future policy and support. >> Thank you. Questions for Miss Reed. >> I've got a couple questions. So 35% pass rate doesn't seem that high
for the first time. Is there a reason for why it's so low to start with? >> Sure. There's a few things that we can speak to. So educators and and candidates do have multiple attempts and so that could potentially reduce some of the urgency in feeling that first time.
They do know upon enrolling or or starting the course or the the assessment that they can take it again. Um and they may not put forth their first effort on that best attempt just to almost treat it like a practice test in a sense. Um there are monitoring
differences. Some EPS appear diligent diligent about implementing the early reading training tests, but the TA may not receive the same level of oversight among all EPS. Um, and we do have some small sample size impacts, especially since results are only reported for
groups of 10 or more. Um, and so smaller cohorts mean that each failed attempt really skews the overall data. Um and then with that some low prioritization of reporting and so some of the
significance of the results uh may not be fully recognized by the EPS but we do have an action plan um that the EPS will meet and are meeting with programs um showing lower performance to identify some some areas and ways to provide support
>> is the ultimate what is the ultimate pass rate is it 100% then The pass rate is a minimum of 80% proficiency. >> That's right. >> Want to add that um this is also for um
candidates lure must pass um this assessment for the rating module. Please that in order to be granted a license and also to the license and that spans a broad number of
uh endorsement license that we have including restrict that must pass it right. So it's got to have 100% of people that have license have to have to pass if they're going to get a license >> with certain endorsements. Yes. Uh that
it is required. However, we also the department provides professional development points for completion of either the training force or the TEA. Um, and so we do have educators who would not necessarily need the training for lensure purposes, but they do choose to utilize the pathway to achieve
professional development points to renew their license. >> When you have to repeat tests, you know, a 35% t pass rate, you have to have 100%. You have to repeat test that takes time, that costs money, etc. I I would encourage you to look and see what we can do or what needs to be done to get
those rates. Mr. Holt, >> thank you, Mr. Chairman. I just had a similar question about the pass rate, if there's a goal the department has for what the pass rate should be um either on the first or repeat attempts. And then also, you know, even the way I'm reading the data for repeat attempts
with teachers who are have who have a current license or renewing or advancing it, even under repeat attempts, it's only 60% pass. What what are these teachers doing then after that? Like if they can't pass, they're taking the other pathway
>> the early reading training instead. >> Yes. If they are not successful on the the TEA, they do have the option to take either the early reading training or the secondary literacy training. So we do see some educators who attempt the TA and then they attempt early reading training and then they attend secular literacy training and that's how they
that's the progression of their pathway >> and and those are equally rigorous I guess in terms of assessing their capabilities. It's pretty that assessment is a 2500 assessment and it doesn't include the training modules as you go along and go along they sign in
there's the assessment the early reading training secondary check um that there are it has some locks checkpoints and things like that and then that file that the final assessment there so um again I think u we have some
communication need to do and to have have a and she'll increase that birth time pass rate. It is very vigorous signs of reading that's yes it's very rigorous to make sure that we are assessing the knowledge and skills that teachers have from
>> Thank you. Other questions or comments? Thank you, Sheree. Next item is educator vacancy report. Mr. Jameus. Good morning, Chairman Edy and members
of the board. Brooks, assistant commissioner of human capital with the department. uh happy to be here today to speak on the 2425 educator vacancy report. Um the state board of education's uh 22 to 25 master plan requires that the board review data provided by the department on the
educator workforce shortages at least annually and this data can help inform policy decisions as well as advanced planning by districts and educator preparation providers. Uh a quick highlight from this report is that um our educator vacancy rate has gone down
over the last several years from 2.5% to 1.99% to 1.06%. Uh this has been largely offset by the use of emergency credentials however not fully and there is now a limited license
pathway uh installated by the legislature that is allowing those individuals to have a pathway to full lensure. This report has been shared in full by means of our annual PowerPoint presentation. This item is forformational purposes only. No action
is required. Uh however I would be happy to take any questions at this time. Thank you. Questions for Miss Sus. I I would just note um on the chart 58 districts reported zero vacancies. U which is great. I'm glad glad to see
that. But then if you look down at the little uh footnotes, uh those that have no permits or endorsement exemptions in 2024, 2025 are very few like 80%.
Uh I'm I'm glad we're continuing to look to see what we can do teachers in the classroom. I think that's a that's a challenge that we have. Um and so I you know when you look at this chart
it kind of implies well 147 districts there only 58 they had you know there are 58 of them have zero vacancies but then when you look at little footnotes gives you a little bit of concern. So continue to work on that but whatever we do we don't want to impact the quality
of the teachers that we get. I think that's critical that we continue to maintain high quality teachers. >> Yes I think that is a very fair statement. I will say that not every permit is created equal. Many of the individuals on emergency credentials furnish specifically have completed some
or all of their educator preparation coursework. They may just have assessments that they are missing and so that is one of the limitations of our data set as well. >> Thank you. Any other questions or comments?
Okay. Thank you, Miss. Next item, master plan annual report. Miss Ally Reed. >> Good morning. Alli Reed, chief of strategy for the state board. The 2025 master plan report details this year's outcomes for each of the state board's
annual goals in the current master plan. Each goal connects to one of our four strategic focus areas, which is related to literacy, post-secary, and career, teachers, and leaders, and engagement and accountability. And as you'll see in this report, there are several areas that were not fully met, or rather goals
that were not fully met in these areas. However, it's really important to highlight that we do continue to see positive improvements in nearly all areas. Our staff is working with the strategic planning committee to update the current master plan as you heard from Mr. Holt and Miss McInurf. And some
of the changes that will be before you in February are the direct result of outcomes that are reflected in this report. I'll also note that the state law charges the state board with not only developing the master plan but also funding recommendations for public education in our state. And as you'll
see in the report, we will be sharing these results with or and recommendations with the uh TISA review committee that you all just approved the nominations for or appointments rather. Happy to answer any questions.
>> Thank you, Miss Dr. Maxwell. >> Thank you, Chairman Ay. Thank you so much for this excellent report that you didn't read and for the strategic planning committee uh throughout the years that have done this. A couple of notes that I just wanted to mention. You know, I look on page 13 and I see that
you know the percentage of students enrolling at postsecary is still not um on the upward trajectory that we would like to see. And it just makes me think how that our master plan uh with what
could happen, you know, if Future Ready Tennessee is implemented, how that could feed directly into one of our goals for increasing that post-secondary uh enrollment. Um, and also I was encouraged by page 15 where you have um,
we did meet this goal, which is awesome, and I hope we continue to. Uh, the three-year retention rate for newly licensed teachers in Tennessee public schools. I think that's that's huge. I I you know, we want to retain the talent for our students. So, thank you very
much for a great report. Thank you, Chairman. Thanks, Dr. M. >> Other questions or comments? I've got a couple. Um, when I see goals, I like to see them measurable. And and I look at the one on
the engagement and accountability. Says the state board will annually identify rules and policies for review and update based on changes and law or opportunities to improve student outcomes as needed. And we do that. But I think about engagement and I think
about how in the last two years how much more engaged this board is now than any time that I've been appointed. So how about putting a goal in there or something at least a measurable how many of these meetings, how many of these
outside engagement activities our board members participate in. I think that would be interesting to press to see because we spent a lot of time out that's not of any importance to let's see about adding that. >> Absolutely.
>> The other thing is just a general comment. This is relative to the TDOE and TDX not here. Uh, I continue to want to be sure that our master plan, your strategic plan, maybe that's now your
uh, future ready plan. I don't know if that's it. And and Tex strategic plan that they're well integrated together, but I think that's critical so we don't silo ourselves as we look at each one, as we look at the, you know, preparing
students for post-secary success. Let's work together putting in a strategic environment over the next 18 months. I would really like to see groups together and we talked to Stephen Gentile about he's excited about doing that TV.
>> Thank you. >> Any other comments or questions? Thank you. >> Next item are the Tennessee Lure actions. Uh the educator license or discipline actions are arranged as a consent agenda. If any member wishes to
object to a case, please let me know and we'll it'll be heard and considered separately immediately following a vote on the consent agenda. Does any member wish to object to any items on the consent agenda for the license?
If none uh can I have a motion and a second then to accept these license discipline actions audit consent agend is there second chair second >> Mr. Miller seconds this requires a roll call Mr. Driven please call the role
>> Mr. Collins roll >> I >> Mr. Jensen M Johnson Maxwell Minto >> Hi >> Mr. Mullen an hour. >> Hi, >> Sap. >> Hi. >> 12.
>> Mr. Chairman. >> Hi, >> Mr. Chairman. You have six. >> Motion passes them. Thank you. Next item are discipline discipline settlement approvals. And
do I have a motion, a second to accept those? So moved. >> Mr. Holton moves. Is there a second? >> Second. >> Mer seconds. Any discussion? Mr. Griff, please call the role.
>> Mr. Cob, Mr. Hall. >> Hi. >> Mr. Jensen. Johnson. Miss Maxwell. >> M. McIntyre. Hi. >> Mr. Mullenower. Hi. >> Sap.
12. Mr. Chairman here. Well, I thought we had to get consent agreement. >> My bad. Thank you, Mr. Parliamentarian. We didn't need to take that. That was taken care of in our in our consent
agenda. All right, moving on. That's why we have Parliament Terry. Thank you, Mr. James. Next item uh action item of first reading organization administration of school rules 05201231
Mr. Christy Bal. >> Good morning Mr. Chairman members of the board. I'm Christy Ballard general counsel for the Tennessee Department of Education. You have before you today revisions to the organization and administration of schools rule 05201
02.31. Um these revisions were largely precipitated by a law that passed during the last legislative session public chapter 1035 where there was some cleanup of the statute 49-6-304 uh upon which a lot of visual was based.
The real substantive change in that public chapter was to how stockpile um days are used. Well, one big change is the word the phrase stockpile days was actually added to the law. Um we've used that phrase for years, but it was not in
the law and not in the rules. So now it's clearly there. So when we talk about it, members of the public can go to the law and actually see what does that actually mean, which I'm a fan of. Um, what we did is up until last year,
there were certain uses for stockpile days where districts had to ask for approval from the commissioner of education to use them. Um, some you did not, for example, to use a stockpile day for inclement weather. If a director of schools woke up in the morning and the
the buses couldn't run because roads were icy, they could just use the stockpile day, update their calendar, and move on. But still in the law up until this past legislative session, if you had a dangerous structural or environmental condition, rendering a
school in safer use, you still had to get permission from the commissioner of education to use that stockpile day for that purpose. For example, you had freezing temperatures and a pipe burst in an elementary school, flooding the school. Uh school districts still had to
ask permission to use that day. And of course it was always granted and it was a lot of paperwork going back and forth. So the law was revised not to change the uses for stock call days but to just simply say districts have to use it for
a purpose in the law. They have to document very clearly um the use of that stock all day and why including if it's for professional development have agendas so that for audit purposes so they can prove go back if anyone asks for review to see why they were used.
So, in looking at this rule after the law changed, um, we determined that it might be best to just take a lot of the detailed language out because the law is very detailed now and just simply reference the law to streamline it. Upon
reviewing the rule for that purpose, we also noticed that a lot of the language on class size, which is quite frankly very detailed in the law, um, it might be more streamlined to just reference the law and the rules. So that's simply what is being done in this role, but I
stand ready to answer any questions. >> Thank you. Any questions for Miss Bon? >> So I'm going to digress a little bit because you said something that uh made me think about uh our York a Institute when you talk about simplifying things.
you know, the law being able to give the district's ability to make that that change, not have to go through the all the way up to the commissioner. We heard at York Institute about their financing and if they want to buy a uh
piece of equipment that's $5,000, uh if you're a district, Knox County, they can just go out and buy. But because York Institute is a state-run school, for them to buy that, it has to go all the way up to the
commissioner over to the finance administration and back and it's six weeks before they get they can get approval to buy a piece of equipment if they had an air conditioner breakdown or something like that. So, I
would encourage the state to do like what you're doing here and simplifying things and make it easier and I understand it's a law but that law that $5,000 was set years ago asked that law and go maybe raise it to 50,000 to give them the right spend 5,000. So, in the
same vein just a thought you know when we were at your department they brought that out. >> I appreciate that and we have heard that issue as well. It's it's like you said it is law because they are run by the state. They have to follow the state's procurement process and um we're
certainly open to looking at that and of course even local education agencies they have to follow a procurement process but maybe we can kind of find a way >> they have a lot more freedom than than than they do. So >> I appreciate that. >> Okay. Sorry to digress.
>> It's okay. >> Any other comments? Is there a motion then to accept organization administration school rules 052012 31 on first reading a move. Uh Mr. Holt moves. Is there a
second? >> Second. >> Mr. Dr. Maxwell seconds. Any further discussion? >> No discussion. All in favor signify by saying I. I opposed. Motion carries. Thank you. coordinated school health
policy. Miss Lorie Fer, Mr. Chair, members of the board. I am Lori Paisley, assistant commissioner of the division of coordinated school health at the department. Tennessee State Board of Education coordinated school health policy 4.204 204 sets
forth the minimum requirements for school districts to use in developing their own guidelines and procedures for addressing the health needs of their students to improve student opportunities for academic achievement. This item updates language within the policy to align with statutory
requirements and language found in TCA 4910003 as well as current practices and needs of school districts as identified by content experts for the eight coordinated school health program components. The Department of Education
recommends acceptance of this item on first reading and the state board staff concurs with this recommendation. Happy to answer any questions. >> Thank you. We have a recommendation coordinated school health policy. Before we have a discussion, my parliamentarian
didn't catch me on this last, but we need to have a motion and a second first to bring it up for discussion. So, is there a motion to accept the coordinated school health policy? >> Vice Chair Com News. Is there a second? >> Second.
>> Miss McInter seconds. Now any questions or discussion on this? I'll just say that uh I was not aware that health policy had activities for the staff etc. I think that's possible. >> Thank you. Will staff wellness is one of
the eight components of coordinated school health and we believe our staff are role models for our students. >> Excellent. Very good. Thank you. So we have a motion and a second on coordinated school health policy 4204 on first reading. All in favor signify
by saying I. I opposed. Motion carries. Thank you. Next item health education standards is the lifetime weller standards. Moraser. >> I am still Lori Baser assistant commissioner of coordinates health position. Thank you Mr. Chairman.
Chapter 224 of the public acts of 2025. Public chapter 224. Now codified in TCA 4961304 amended TCA 4961304A to require family life curriculum to
provide instruction and evidence regarding the positive personal and societal outcomes associated with the success sequence defined as a method by which a person completes the following in sequence.
Obtains a high school diploma. enters the workforce or pursues a post-secary degree or credential, enters into marriage, and has children. Public chapter 224 takes effect on July
July 1st, 2026 and applies to the 2026 27 school year and each school year thereafter. This item proposes a new standard for the 202627 school year to ensure that students are instructed on
the success sequence in accordance with public chapter 224. Additionally, chapter 164 of the public acts of 2025, public chapter 164, now codified in TCA 4961304,
amended TCA 4961304A to require family life curriculum to educate students in grades 9 through 12 on a state safe haven law, which allows mothers of newborns to surrender unharmed babies to designated facilities
within 45 days of birth without fear of being prosecuted. Public chapter 164 requires guidelines and educational materials to be developed and distributed to each local education agency serving students in grades 9 through 12 and to each public
chapter public charter high school before the start of the 2026 27 school year. This item proposes a new standard for the 2026 2027 school year to ensure that students are instructed in the safe
haven law in accordance with public chapter 164. The department recommends acceptance of this item on first reading and the state board staff concurs with this recommendation. >> We have a recommendation for health education standards Tennessee lifetime
wellness standards grades 9 through 12. Is there a motion to accept? Second vice chair comments moves. Is there a second Mr. Holt second? Are there any questions or comments? Mason. >> No questions or comments. All in favor
then for health education standards tensity lifetime wellness standards grades 9 through 12 signify by saying I. I opposed. Motion carries. Thank you, Miss President. >> Thank you. Ed education preparation policy 5504.
Miss Brookus. >> Hello again. Brookus, assistant commissioner of human capital with the department. This item presents revisions to the educator preparation policy 5.504 which outlines requirements for clinical practice. Changes include that candidates completing in an internship
or job embedded clinical practice may be granted the limited flexibility to complete requirements in adjacent school years provided that first the totality of the clinical practice be for the equivalent of one school year. Second, that at least 100 days of the internship
or job embedded clinical practice must include direct teaching experience. And finally, that the EP requests permission from the department for the candidate to complete the job the clinical practice in adjacent school years and it is on a case-by case basis. Information on
candidates who complete this clinical practice in adjacent school years must be completed in the annual report referenced in this policy. The department recommends acceptance of this item on first reading and state board staff concurs with this recommendation. >> We have a recommendation for educator
preparation policy 5.504. Is there a motion to accept that recommendation? >> Vice Chair Cins moves. Is there something? >> Second. >> Dr. Max. Any questions, concerns? No questions. We have a recommendation.
Motion and second for education preparation policy 5.504. All in favor signify by saying I. I opposed. Motion carries. Thank you. Next item, professional assessments for Tennessee education policy 5.105.
Taylor Reed. >> Hello again. Taylor Reed, senior director of educator relationship for the department. Tennessee State Board of Education Professional Assessments for Tennessee Educators Policy 5.105 outlines general assessment requirements as well as pedagogical specialty area
content and foundational literacy skills assessments. This item amends section two pedagogical assessments by removing outdated language related to the acceptance of the principles of learning and teaching assessment. This item also proposes the following revision to section three specialty area content
assessments by adding titles for the national evaluation series to assessments to Tennessee lensure endorsements where applicable. Qualifying or passing scores on the assessments will help fulfill lensure assessment requirements for applicable endorsement areas. Expanding the content
assessment titles for educators provides additional opportunities for educators to demonstrate content knowledge to obtain, renew, reactivate, or expand their educator license. The Department of Education recommends acceptance of this item on first reading. The state board of education staff concurs with
this recommendation. >> We have a recommendation for acceptance of professional assessments educator policy 5.105. There's a motion to accept. So move is there a second
hold seconds. Any discussion, questions? >> Yeah, Dr. Morris, >> thank you for bringing this. I I think it's great to have additional um assessment options for educators. My question is about alignment between standards and assessments and you know again wanting to understand some of the
work that your team has done to ensure that there's you know a tight enough alignment between these new series that we're recommending and the standards we tend to see that the teachers would be excited to uh instruct on. >> Absolutely. Thank you for that question. So we um were involved with
the the vendor provided um an overview of actable and you know qualifying endorsement areas and what they felt was sufficient. And then um my team from there actually took it a step further and we looked at assessment blueprints to ensure alignment um down to even the
percentage of the different subject areas and standards on each assessment um to ensure that there was a majority alignment. And so we actually uh changed a few items from the original
recommendation just because we wanted to ensure that quality component and to your point ensure that alignment uh with those standards that are being taught in the classroom and the assessments themselves. >> Great. I appreciate that and I know that's not easy work to do having done some of it myself in years past. So, um I think the only other thing I would say is it'll be interesting to track um pass
rates now that we have multiple options across Pearson and NES so that we can also just be in conversation with districts to say here's where we see even you know the best alignment based on pass rates potentially. But I'm glad to know people have done that work too.
>> Other questions? >> We have a recommendation for professional assessments for Tennessee education policy 5.105. All in favor signify by saying I. I opposed motion carries.
Next items, graduation permissions and substitution policy. >> Okay. Good morning to Eevee and members. Brianna Summers, director of policy and academics at the Tennessee State Board of Education. Before you, I have revisions on first reading for the graduation and now permissions and
substitutions policy. For context, our graduation requirement substitutions, for example, computer science are among some of our most frequently asked questions from districts, school counselors, and other folks. This is likely due to the evolving landscape of of different
things happening with pathways including future ready and all of these fun exciting things as well as industry changes and job needs and uh graduation substitutions are across our rules and policies in multiple places. So it can often be confusing. So part of these revisions
are in an effort to address that and make it more clear for for the folks who use our policies and rules most often. On first reading, our item proposes changing the name. you probably noticed and the structure of this policy to distinguish between our open-ended
graduation requirements including fine arts and world language as well as some of our closedended options like English 3. And that's sort of the the reason for the name change and the structure change. We also wanted in the spirit of future ready, we wanted to make sure
that students interests and career options are centered to the substitution. We don't want them to be just random acts of substitution, but really intentionally aligned to their career. So, we've tied the high school and beyond plan and the elective focus to future substitution decisions.
Next, based on the questions we've received from districts and schools, we wanted to be really clear about what are the substitution options, both on the the course availability and the things that can be substituted for it and just really tightening up that language to hopefully prevent uh future questions
and make it really clear for folks. Finally, just we haven't revised this policy in a while, so we just took a really clo close look at sort of editing and refinement to make sure that it's efficient and clear. I'm happy to take any questions that you have.
>> Thank you. We have a recommendation for graduation permission substitution policies 3.103. Is there a motion to accept? >> Vice Chair Collins moves. Is there a second? >> Second.
>> Mr. Holt seconds. Questions from Miss? >> No questions. We have all in favor for graduation permissions and substitution policy 3.103 signify by saying I. I opposed. Motion carries. That completes the items that we have for uh first
reading. I propose that we take a break before we go into final readings. U 10:04. Let's reconvene at 10:15. requirements for teacher leave and substitute teachers. Chapters 296 and 235 of the public acts of 2025 increases
from 20 to 30 days. The maximum number of consecutive days a substitute teacher may substitute for a regular teacher on leave without having to possess a teaching license or permit. This item updates language within the rule to cross reference requirements set in law. This is done to minimize the need for
future revisions to the rule as potential legis legislative amendments occur while continuing to meet statutory requirements. State board staff held a rulemaking hearing to collect public feedback and did not receive any public comments. There are no changes between first and final reading. The department recommends
approval of this item on final reading and the state board staff concurs with this recommendation. And with that, I'm happy to answer your questions. We have a recommendation for leave for teachers rule 052010204. Is there a motion to accept on? >> So moved.
>> Mr. Holton moves. Is there a second calling for a second? Mr. Chair second. >> Are there any questions from Miss Reed? As this is a rule, it will require a roll call vote. So we have a recommendation. We have a motion in a
second for leave for teachers rule 052010204. Mr. Griffin, please call the >> Mr. Cob. Hi >> Mr. Hall. >> Hi >> Mr. Jensen. M Johnson Maxwell. >> Hi
>> Miss McIntury. >> Hi >> Mr. Mullen hour. >> Hi, >> Miss Sap 12. Mr. Chairman, >> I >> Mr. Chairman, you have seven eyes.
>> Motion passes. Thank you. Next item is educator license your permanent rules 052032 07112 and 13. Final readings. >> Still Taylor Reed, senior director of educator. Tennessee State Board of Educator
Education Educator Lensure Rule0520-02-3 outlines the license types issued in Tennessee and pathways towards lure. Section 02 outlines the different types of educator licenses. Section 07 governs the issuance of post-secary educator
licenses and sections.11 through.13 outline the requirements and issuances of endorsements, permits, and limited licenses. Chapter 328 of the public acts of 2025 known as PC 328 took effect on July 1st 2025 and made various revisions
to educator lensure laws. This item makes corresponding revisions to various sections of the educator lure rule to align with PC 328, including adding the limited occupational teaching license to eligible license types and defines its validity along with that of the limited
academic license. Allowing additional endorsements on subsequent post-secary educator license issuances. Removes prohibitions on courses with end of course exams and elementary physical education for emergency credentials and limited licenses. eliminates outdated occupational permit
requirements replaced by the limited occupational teaching license and establishing and updating criteria for issuing, renewing, and advancing the limited academic and limited occupational teaching licenses. State board staff had a rulemaking hearing on October 9th, 2025 to collect public
feedback and did not receive any public comments. Between first and final reading, revisions were made to clarify provider requirements for advancement of the limited academic license as well as requirements for renewal of the limited occupational teaching license. The Department of Education recommends
approval of this item on final reading. The SDE staff confers with this recommendation and I'm happy to take any questions. >> Thank you. I have a recommendation for approval of educator lensure permit rules 0520, 02, 03, 02, 07112,
and 13. Is there a motion to accept? >> Vice chair comments moves. Is there a second? >> Second. >> Seconds. Are there any questions from history? >> As this is a rule, it requires roll call vote. So, Mr. Griffin, please call the
role for educator license permit rule vote 2020712. Mr. Cob, Mr. Hall. Hi. Mr. Jensen, Miss Johnson, Miss Maxwell. >> Hi, >> Miss McInto. >> Hi, >> Mr. Mullen. Hi,
>> Miss Sap. >> Mr. Well, Mr. Chairman, >> I >> Mr. Chairman, you have said I motion passes. Thank you, Mr. Reed. Next item is educator evaluation policy 5201
famous uh Brooks is assisture of human capital uh presenting on educator evaluation policy 5.201 uh state board of uh educator evaluation policy 5.201 further define state board
of educator evaluations rule uh 0520- 02-01. This item updates language within the policy to align with the recent changes in the law as it relates to the requirements for prek teachers and their use of approved reading screener results
as an approved alternative growth model. There have been no changes since first reading. The department recommends approval of this item on final reading and state board staff concur with this recommendation. >> We have a recommendation on final reading for educator evaluation policy
5201. Is there a motion to accept? >> Motion to accept. >> Dr. Maxwell News. Is there a second? Very second. Are there any questions from Miss Amos? This does not require roll call vote policy. All in favor of educator
evaluation policy 5201 on final readings signify by saying I. I. Opposed. Motion carries. Thank you, sir. Next item is literacy and specialty hearing standards for educative preparation policy 5504
Davis, assistant commissioner of human capital. The Tennessee state board of education literacy and specialty area standards for educator preparation policy 5.505 outlines the lit literacy and specialty area standards for all approved programs that lead to lensure. This proposed
revision provides the ability for approved programs in integrated early childhood education uh to recommend candidates for lenture in integrated general education or special education early childhood endorsement areas pursuant to assessments taken by candidates with qualifying scores
between first and final reading. the requirements for educator preparation programs or EPS to verify candidate um achievement of specific proficiency levels on the American Council on the Teaching of foreign languages or actual oral proficiency interview um to be
removed. This change provides EPS with greater discretion in determining valid and reliable methods for assessing candidates proficiency and content knowledge and removing this score requirement is in alignment with the professional assessments for Tennessee
education educator policy 5.105. The department of education recommends this approval of this item on final reading and state board staff confers concurs with this recommendation. We have a recommendation for literacy and specialty area standards for
educator preparation policy 5.505. Is there a motion to accept on final release? >> So move. >> Vice chair moves and Mr. Hulk seconds. Are there any questions for Miss Ames? No questions. All in favor for accepting
literacy and specialty area standards for educator preparation policy 5.505 on final reading signify by saying I opposed motion carries. Next is physical education and physical
activity policy 4206 basics. >> Thank you Mr. Chair and then Lori Paisley, assistant commissioner of the coordinated school for health division the department. This item updates language within the physical education and physical activity policy to align
with state law and policy. Chapter 304 of the public acts of 2025 increases from 130 minutes per full school week to 40 minutes per school day, the minimum amount of physical activity required for
elementary school students. This legislation also establishes additional requirements for the minimum amount of physical activity required for elementary students. Because state law outlines minimum amounts and requirements of physical activity for
elementary school students, the department recommends removing redundant language from policy and prioritizing detailed guidelines necessary to interpret state law. F further revisions were made to align with existing language and other relevant stateboard
policy. Additionally, the item provides clarity on required school and district practices related to student physical activity and physical education by streamlining language used throughout the policy. Between first and final reading, revisions were made at the
request of a state board member to change the excuse me to change the language from May to are strongly encouraged in regards to eleas providing physical education at least twice per week to all middle and high school students.
The department recommends approval of this item on first reading and the state board staff concurs with this recommendation. Happy to answer any questions. We have recommendation on physical education physical activity policy 4.206
final reading. Is there a motion to accept? I will move to accept that vice ch any questions or comments. >> Just a quick question. the um the the
proposed change is this in alignment with the legislative position or with the statute member. >> Yes, absolutely. >> Thank you. >> Yes. It's just a quick question from Miss Paisley. We heard from some of the
staff at C school yesterday that while they support this, it's been a challenge to implement it in terms of the time. What are you hearing statewide about search implementation of this new requirement as >> I've also heard it's a challenge um as this described it was already an
existing law but it increased the amount of minutes and so that's always a scheduling challenge um for elementary school principles and actually yesterday I too went on some visits at Kingsport City Schools and I visited a middle
school where they have 20 minutes for each grade of physical activity every day. And then I visited an elementary school where they also are in compliance and the teachers really like it and gave a lot of positive comments. So I think
it varies, but I think it was a shock to add additional minutes and how are we going to get that in the schedule? But we've we're hearing what a lot of the research says is that students are more attentive and can focus more. But again, it is a sc scheduling challenge to get
that in during this school day. >> Thank you. I mean, small sample size coming from my personal experience, but I have a lot of first grade boys in my life who are very happy about this. Um, and I do think, you know, I sympathize with the the challenge to get that in. I'm hopeful that over the next year, you know, people will find a way to make it
work and see the benefits because I do really believe in having that extra activity time for students, especially in early grades. And I I would think it was in focus, but interested to track with you, you know, how implementation goes with it next year. >> I appreciate that. And we do get um
compliance reporting into my office and we check that out and we really like to share best practices and success stories on how they're able to implement it. But the success story that I heard yesterday, we like to share those out. So love hearing you share one of those
today. Miss >> concern that was brought to me that speech teachers and e teachers um OT's they're having difficulty with public desk. They can only pull at certain times and this is one of those times they cannot pull their students and so they're pulling one more from social
studies and science um especially if it's not tested. So that's it's one of those where you know what is the most important and we we've been talking about how civics education is not being taught as strongly in the standards life. So if we want one, we kind of
we've got to pull from the other one. So it's just one of those concerns that I was playing with. >> Yes. And as you know, there's only so many hours in the day. But I will on that note, um I I spoke with the principal of Andrew Johnson Elementary a lot yesterday about this. Um and he
talked about how it was a challenge and they were looking I'm also an advocate for the amount of time that students have to eat lunch, but I won't talk about that today. But um he talked about how he was really looking at that and he moved some of the lunch tables out of
the cafeteria which school nutrition is one of my programs and they thought that that would give more space and room to get more students in for that time factor that you brought up and the fire marshall said you can't do that and so I think we don't realize some of those
challenges and I'm a special educator so I really appreciate you bringing up speech and OT Um, but I think you made a great point. It's hard to balance. How do you fit that in through the day? So, I appreciate you sharing that with me, too. >> Other questions or comments?
>> Good discussion. We have a recommendation for physical education physical activity policy 4.206 on final reading. All in favor signify by saying I. I. Opposed. Motion carries. Thanks. >> Thank you.
>> Next. Career and technical education standards. discover. >> Good morning. Uh Deborah Nol, assistant commissioner of postsecary workforce CTE and military readiness. I'm presenting this morning on the career technical education core standards on final reading. This item includes revised core
standards for the following CTE career clusters. healthcare and human services, middle school career awareness, career exploration, career advising and planning. It also includes a new program of study technology and production agriculture for the agriculture CTE
career cluster. The two new courses included are agrac technologies in precision agriculture. The CT courses have been updated based on educator feedback to align more closely with industry and post-secary needs. Industry
partners, secondary and post-secary educators have reviewed these new and revised standards. The nursing education course has been updated to better align with industry recognized credentiing terminology and certification requirements. Revision to the middle school career
course standards were updated to improve alignment with current state policies and provide students with clear, more relevant career preparation pathways. We've created two new agriculture courses for the new technology and production agriculture program of study.
These courses elevate the use and importance of technology in modern farming. Agra Science Technologies um is an applied science course that focuses on the use of scientific methods and data analysis to solve real world problems. Precision agriculture is an
applied course that addresses the techn the technological innovation in agriculture that thrives on new advances sustainable practices and secures future farms in farming communities. Feedback was solicited by the department
between first and final reading and no feedback was received. VCT courses and standard changes will go in effect for the 2627 school year. There have been minor grammical changes since first reading. The Department of Education recommends approval of this item on on
final reading and the state board of education staff concurs with this recommendation. >> Thank you. Uh we have a recommendation for career and techical education CTE standards on final reading. Is there a motion to accept?
>> So national news. Is there a second? >> Vice chair comments seconds. Are there questions or comments? I got a couple. First let me say really excited to see this a
career standards being set. I didn't really realize until I went to York Institute uh how important that is and as you say it blends the science with the agriculture and we asked the students you know how many of them are
you know what they were majoring in I think m the number that were saying you know agricultural or wanting to be a veterinarian or something in that area. So I think this really meets the need and agriculture I think is still the
number one uh industry in in Tennessee. So I think this really meets the need there. My question then goes we also heard yesterday from Superintendent Director John Risford about uh AI artificial intelligence and
they're developing course you know for those that top 10% or 1%. How long does it typically take once they have a course developed get it approved and done the standard? What's what's the process? >> Yeah, so there is a there is a process
uh for special program setting or special course um approval and so there is a window that opens up typically early um spring that they're allowed to um put forth an application. We review those standards and we really want to ensure that there that it really doesn't
need a gap, right? because we don't want them to be redundant and and do what's already been state approved by you all in the classroom. So we really look at that and then we also look at that also through the lens of if there is a gap why why is there a gap and does this need to be spread across the state. So
we typically will approve those for um we have the option to approve it for like a one or three or six year. We would probably approve something like that for a one year knowing that this really is a gap statewide. Um I know that my team um is in discussions with leadership right now about AI and our
core standards and how do we address that to ensure one our students are prepared and also our teachers are prepared. So there will be some things coming forth in the next couple state board meetings um that I think you'll be really um excited about but we are truly trying to be responsive um in this
space. >> Excellent. Excellent. I'm really glad to see continue as as you look and see as needs change for students uh providing them those opportunities. >> Other questions or comments?
We have a recommendation on career and technical education standards for final reading. All in favor signify by saying I. I motion carries. Thank you, Miss Miller. Next item, course access rule 0520,
014.05 and 07. >> Good morning, Chairman Booby and members of the board. My name is Rachel Sup, general counsel for the state board of education. The course access program rule 0520-01-14
effectuates the course access program set forth in TCA 4918101 through 110. Chapter 235 of the public acts of 2025 repealed from statute certain program reporting requirements
due to minimal district interest in the program over the last few years. First, it removed the requirement that the Tennessee Department of Education post on its website a link to the course access program catalog and repeal the
following uh requirements. Number one, that the department make the following information publicly available. Sorry. Number one, the requirement, the number of students participating in the course access program and the total number of courses
in which students are enrolled. Number two, the number of approved course providers. Number three, the number of approved courses and the number of students enrolled in each course. Fourth, the number of courses available
by subject and grade level. Fifth, the number of students enrolled in the courses by subject and grade level. And finally, student outcome data, including course completion rates and other approved measures. Accordingly, this item
proposes removing the corresponding language from the rule. State board staff held a rule making hearing between first and final reading and no public comments were submitted. In addition, no revisions were made to the rule between
first and final reading. I'm happy to answer any questions about these revisions. >> Thank you. We have a recommendation for course access rule0520114.05.07 on final reading. Is there a motion to accept?
So, vice chair moves. Is there a second? Calling for a second, Mr. Chair. Second. Are there any questions or comments? No questions or comments. This is a rule on final reading. Requires a roll call vote. Mr. Griffin, please call the role. >> Mr. Cob. >> Mr. Hull.
>> Hi. >> Mr. Jensen. >> Miss Johnson. Miss Maxwell. >> I >> Miss McIntury. >> Hi. >> Mr. Mullenower. >> Hi, >> Miss Sap. >> Mr. Well, Mr. Chairman, >> I >> Mr. Chairman, you have seven.
>> Motion carries. Next item, charter school rules 0520.4 01.01.03.04 and 0.85. Miss Ally Reed. >> Thank you. Good morning again. Ally Reid, chief of strategy for the state board. On final reading today are minor
edits to our charter school rules. These rules detail the charter application process, charterable funding, enrollment and reporting requirements. And we only made non-substantive edits since first reading and we also held a rulemaking hearing on October 9th in which no
public comments were received. Happy to answer any questions. >> Have a recommendation for item charter school rules 052014 01 01 03 04 and 05. Is there a motion to accept? So moved. >> Mr. Melanau moves. Is there a second?
>> Second. >> Mr. Holtz seconds. Any questions for Mr. Chair? >> Mr. Melanau first and then Mr. Col after that. >> I just had a couple of questions, Ally. So, um, as I was reading through this,
there's there's been an introduction of of the the specific term initial completed initial application. And there's a couple of instances in which it was not introduced. And I just want to make sure that there's not confusion to be created. So under section 1N for
example, we we you're proposing to add the edit sponsors complete application again the word initial being amended in that instance. And then again in section O or subsection O where it says authorizer shall review all completed
complete and again the word initial not being there applications. Is there is there an intent behind it being the word initial being used in some instances and not being used in others? >> Yeah, I'm going to turn this over to our
general counsel, >> Rachel Cup, general counsel. Um, this was a recommendation from the attorney general's office in the review of the role that that we clarify it. And I think the reason it was only included in those specific instances on the first
page was to make clear that when we're talking about an application fee, for example, that's only a one-time fee. Uh you can't collect it first for the initial and then for the impending. So I believe it was intentional in trying to
call out the references to application where we wanted to be very very specific um that it was not referring to an amended application. But we can certainly make an update um to clarify throughout whether we're referring to an initial
application or an amended to make that even clearer. Yeah, as I'm reading through this, my I I hear that it appears to me, however, that the the the word initial is used in other sections that wouldn't necessarily be
tied only to the fee itself. So kind of stepping back for a second, my understanding is that the initiative here, the purpose here is to just give everybody a clear understanding of what the application process is and when responses are required,
etc., etc. And I'm concerned that there may be still some confusion in how some of this could be read. As an example, I'm going to fast forward just a little bit here. under subsection F.
When I read this language, it it um it leaves open the question of if there's let's say there's a hundred fields of information required in the state provided form. Okay, it's unclear to me if every single one
of those fields must actually be completed. Uh what what this says is that it should be the application should be considered complete as long as the form is provided in electronic form and if requested paper copies are provi are provided and if requested the fee is
paid. But it doesn't actually speak to what a completed what constitutes a completed form. Again, the example being if there's a 100 fields on that electronic form and only 98 of them are filled out and and that's turned in, well, they've
they've received the document, but there's information missing. And I'm I just want to make sure that that as we try to provide everyone with clarity and also um help everybody understand sort of the the the rules of the process that we
don't inadvertently create more confusion. >> If I may speak to that. Uh so in section F that is intentional that we're not naming you need every single section completed. That was part of the process previously and created a lot of
confusion and struggle between the applicant and authorizer in debating what they needed to complete or didn't need to complete as they didn't always see eye to eye. It also took significant time on the authorizers's side to review that as soon as they received it to determine if it was complete. There was
a lot of back and forth. So we did intentionally eliminate that and that is going back to your original question the purpose of having an initial and an amended round. So authorizers know that if there is something a question or two or an attachment that they think needed to have been submitted they can ask
about that as part of the capacity interview that they're required to conduct. or if it's so s significant they could deny on the initial round and give that applicant an opportunity to respond to that as part of the amended round. >> I see. So So to to say back what I'm
understanding you to say they could fill out in example I gave if there's 100 fields on the form they could fill out three fields on the form. >> Yeah. >> And they could submit that form and that would technically in constitute an initial a completed initial form. Um,
and then under section looks like G, uh, or H, um, basically the the the authorizer could go back in and say specifically, hey, we don't need you to fill out all 100, but these are the other 42 that we need you to submit. >> That's correct. So, >> okay.
>> As part of the amended round. Yes. And I didn't have this up previously when you were referencing, but I think when you were talking about the initial versus not including the word initial, we were speaking to section N and O. Is that correct? Uh that is correct. Right.
>> Um so in N there is at the end of the uh sentence it does say approval or denial of the initial N amended application. So that was intentionally not included up front. >> Okay. and then an O. I think you can go either way about
including it because you're going to review both the initial and the amended application. It wouldn't just be one or the other. >> Would it be an or initial or amended since an initial or amended?
you wouldn't necessarily get an amend amended if you didn't do the initial. I think what we tried to do there was that adding in the as defined in that subp paragraph. Is that what you're going to say? >> Oh, go ahead. >> Go ahead.
>> I was going to say um I will certainly defer to our parliamentarian, Mr. James, but um if you would like to direct that we clarify um since it's skin on final rule, we can um go back and look at any
of the instances where we're not as specific as we should be in terms of which application we're referring to and we can add in either initial or amended or initial or amended um before we file
it. if that would be your recommendation. I >> I think my inquiries have been satisfied. I mean, I understand now better the mechanics. Um, and I would hesitate to introduce another nut or bolt in that machine without some careful forethought. So, I'm going to
defer to the work that you have done and just trust that put all the nuts and bolts and screws in the right places. Thank you, >> Mr. Holt. Thank you, Mr. Chairman. And I'll just add to that that um I'm one I'm grateful for Mr. Mhau for his
careful review of it. Um I worked with um Miss Reed and Miss Supup um after the first reading and for better or worse I think I've introduced some of these concepts of the defined initial and amended applications. I I do like the way that that those are both defined
terms now. The initial application, the amended application. Um I I think they're they're used consistently. Um I I think the term application includes we don't say this explicitly but it's an amended or an initial the universe of applications are the initial application
plus the amended application. Um so if we just say application we're referring to both of those or those. Um so uh pivoting at the last meeting Mr. Jensen um brought up um the the state of the
vacant and underutilized property that districts have reporting out on that and how the reports show um some instances a significant amount of vacant biased property and we talked about having a task force that would that would look at
that um and and since then um I think I I have sort of fallen off and and moving that forward but just want to hear today say I I do think that's important and do think that we should move forward on that. Um just one item I noticed was that for Metro Nashville public schools
that I don't believe that the Hillwood High School building is listed on that report. Um although I've believe that that is not being currently used as a school. So, I'm not sure what the the situation is with with that and and not being included on the report. And I understand there's some sort of auditing process through the controllers's office
that we could go through or not sure who who would do that, but um just wanted to kind of reiterate what I think is the importance of of um our playing some role. I know that Mr. Jensen was interested in that and I believe Mr. Melenhower may have also spoken out about being part of that at our last
meeting. Thank you. Other comments, questions? So, based on what I think I heard, no changes are being proposed. We have a motion and a second for
charter schools 520 1401, 01, 030, 04, and 07. All in favor signify by saying I. I. Oh, this is rope. This is robo. Sorry. Mr. Griffin, please call the role.
>> Mr. Cins, >> Mr. Hull. >> Hi, >> Mr. Jensen. Miss Johnson, Miss Maxwell. >> Hi, >> Miss McInter. >> Hi, >> Mr. Mullen. >> Hi, >> Miss S. Mr. Wells, Mr. Chairman.
>> Hi, >> Mr. Chairman. You have seven. >> The motion passes. Next item is quality charter authorizing standards policy 611 this afternoon. >> Thank you. Also on final reading is our charter school policy 6.111 which contains the essential practices
that govern the day-to-day operation of our charter authorizers in Tennessee. The quality charter authorizing standards form the basis of our authorizer evaluations and authorizers receive feedback related to each of these standards as part of our evaluation process. There have been no
substantive changes to this item since first reading. I'm happy to answer any questions. >> Have a recommendation for quality charter authorizing standards policy 611. Is there a motion to accept? >> Dr. Maxwell moves. Is there a second?
>> Vice Chair and seconds. Are there any questions from Miss Re? Have a motion and a second on quality charter authorizing standards policy 6.111. All in favor signify by saying I. >> I opposed. Motion carries. Thank you.
Next is charter school authorizer policy 61140. >> Thank you. The state board's charter authorizer evaluation policy contains our authorizer evaluation rubric as appendix A to the policy and the rubric is a copy of the quality charter
authorizing standards which you just approved moments ago. So equally there have been no substantive changes to this item since first reading. I'm happy to answer any questions here. >> We have a recommendation on charter schools authorizing evaluation policy
6.113. Is there a motion to accept? Have a motion in a do I have a second? >> Second. >> Thanks Chair Cins move second. Are there any questions? >> No question.
>> A quick comment. Oh, Mr. >> Um, which is just to I think I might have done my first reading also, but I just wanted to thank Miss Reed for her leadership and all the work that she has put into with the authorizer evaluations. It's important work. It's a it's a fully important role that that we have with the state board with
overseeing the authorizers that oversee the charter schools and providing them um you know, rubrics and standards and best practices. Um and because it's it's for the the schools to perform well it's important that the authorizers are you know authorizing the right schools that
they are engaging in the best practices and for that I do believe it's important to have some oversight and and feedback and interaction with them and this read is among the many um roles that she has taken I think this is a very important thing grateful for
>> thank you Mr. Oh, very very well said. Any other comments or questions? We have a motion and second for charter school authorizing evaluation policy 6113. All in favor signify by saying I. I opposed. Motion carries. Thank you.
Next item, accountability hearing policies 1600. >> Speaking of other responsibilities, the state board's accountability hearings policy. This provides further explanation of our hearings timeline. appointment of the state board's hearing committee, which you did on consent
today, and the corrective actions that the state board may recommend for the Department of Education to impose following a hearing. Changes between first and final reading include clarifying language regarding the scheduled length of a hearing, the method for sending written
notifications, and discerning between the charter school and the charter school network if applicable for actions related to the state board's audit and investigation recommendation. I'm going to answer any questions here. >> We have a recommendation for accountability hearings policies 1.600
and final reading. Is there a motion to accept >> vice chair comments moves? Is there a second? >> Second. >> Mot seconds. >> One thing I would like to say is we did pass on consent uh what this original committee will be and I didn't mention
that it will be chaired by our vice chair Mr. Daryl Cobins and also uh former superintendent Dr. Ina Maxwell is going to be on that committee and yours truly will also be
on the committee. So as we go through this process together, we look forward to the leadership of Dr. Vice Chair Commons we go through >> and grateful for you all stepping up into this role is a big responsibility and ask for you and not only those who
were actually appointed but several other members who expressed uh an opportunity to volunteer for it. So thank you for that. >> Mr. Vice Chair Com >> just wanted to thank um Miss Reed and our staff for the work on this um
accountability hearings process. It is literally taken years now at least two maybe three uh to get to this point where we are prepared and ready to execute a lot of uh conversations and input gathered from across the state
from educators um school leaders, districts. Uh we had a consultant that worked with us on it. And so, um, everyone eagerly awaits and anticipates
kicking this off in 2023 in March. So, the staff is very, very excited. >> 26. >> 26. I'm sorry. I've seen so much 2023 stuff today. Uh but uh thank you for your hard work on this and we look forward to guiding through this process
and and uh actually when we met with the governor we all uh were at consensus that this is a maiden voyage. We're learning and that we will um refine it and make it better as we go forward. So thank you. >> Thank you vice chair. Mr. M.
>> Thank you Mr. Chair. I'll I'll spare everyone the time. Uh thank you to all who are involved. It was going to be a heavy lift. I've expressed my views in the past of my hesitations as to the mechanics of it. But nonetheless, here we are and let's make the best of it that we can and I'm
fully supportive of it from that perspective. My question to you is this. Is there a mechanism or is there an anticipated mechanism by which a school that comes before that committee has been before this board um would be that
um that the fact that that they're involved in that process would be highlighted to their local school board. You know, it's it's one thing to bring in the people who are directly responsible for it. Some of whom, frankly, probably are responsible for
the fact that there are problems, some of whom are not. You know, some of whom are subject some superintendents being in principle subject to outside circumstances that that are understandable challenge. And again, some of whom are probably responsible
for some of the problems that exist in the school. But it's one thing to bring them in, have these conversations with them. It's another thing to make sure that their local school board and the people to whom they are ultimately accountable are even aware of the fact that they're going through this process.
So my question is is there any I haven't seen any mechanism but is there a mechanism by which those local school boards are going to be made aware of the fact that they're that a school within their district is being halted before a committee and challenged to get better because they're failing.
>> Absolutely. And first to clarify, while it is a school that is triggering the hearing or schools, it is the district, the LEA that will actually be called before the committee to uh participate in the hearing. And in the accountability hearing rule, um we do
outline who is required to attend and directors of schools may opt to bring additional individuals which may also include principles. Um but at a minimum we are requiring the superintendent to join as well as the governing or sorry the board chair the local school board
chair. So they will be part of that conversation. >> So so just to be super frank here if the superintendent is not a good leader and is hiring people who are not good leaders and not firing people who are not good leaders is having a conversation with that superintendent going to be helpful? And I think there's
arguments where it may be helpful in some cases and may not be helpful in other cases. My question is more uh are we sure that that local school board is aware of the fact that their failing superintendent in that in that example that I give that their failing superintendent is a black eye on that
local school board and that that local school board needs to be holding that superintendent to account. I think that the questions that we're working on developing and that our committee will ask hopes to bring to light some of those potential
additional conversations that would need to be had between the local school board and their executive director, the person that they hired to oversee the district. Um, so we certainly do not believe that these conversations will end within
these hearings. They should and we hope will continue to really think about what needs to change. And we know that if we're actually making change within our schools, that does require a systems level change for that to occur within the schools themselves. It's not limited
to it cannot be done in isolation. >> But but is there a mechanism to make sure that that schoolboard actually gets that memo? Because if the superintendent walks in and gets a copy of whatever reports generated and doesn't then pass that on to each of the members of their school board, which presumably they may not, then how are we going to make sure
that that local school board is even aware of this? >> Well, the school board chair will be participating in the hearing. So, they will be sitting next to the superintendent to have the conversation with the committee. >> Okay. And then um all of our communication uh
we can certainly also include all of the local school board members in in terms of our recommendation what you all ultimately decide on. Um that's that's not in the policy right now. We voted to approve that in August the uh the rule that requires who is in attendance at the VA.
>> Okay. Okay. Okay. So so the chair of the local school board is required to attend. Yes. Okay. I missed that misspolic here. But not necessarily the full board. >> Correct. Yes. >> Would it be possible in future iterations to go ahead and just make sure that every member of that local school board is receiving a summary of
the work that this team is doing? And again, I'll commend the amount of time and effort that's going to go into it. I just want to make sure that to the extent that it can even have an impact that we're getting that information into the hands of the people who really should be holding to account the local leadership. >> Absolutely.
>> Thank you. >> Other questions or comments? We have a recommendation on fire final hearing accountability hearings policies 1.600. All in favor signify by saying I. >> I opposed. Motion carries. Thank you,
Miss Reed. Before we go on to the next item, since we did talk about uh the consent item of the accountability hearing formation that was done in the consent items, we also formed another committee during the consent items which
was the TISA review committee and u on that committee from this board is vice chair Collins, myself and Dr. Morrison also made up of legislators district superintendent TSBA
toss very similar and past the be review committee recommendations committee and the TISA review committee and we'll be working soon. I know house chair education chair Mark White is on the
committee and he was asking me when we're going to have our first meeting. So, and I know a lot of the superintendents are anxious for us to have a meeting too to do the teacher review. So, I don't know uh Mr. James thought process on that. Um, Mr.
Chairman and members, Nathan James. Um, the the TISA review committee, the statutory language is identical. Requires the committee to meet four times a year. um we we could have an organizational
meeting u you know during during session. Typically in the past what we've done is waited till the end of legislative session to see what all has changed before before they do that. There there might be some benefit to have one that's
earlier than but the committee will meet four times a year. We'll produce a report by the 1 of November uh just as the statutory language was with the B app committee and we'll also be doing priority lists as we have in the past which uh you know if if you look to the
work of this board and its influence on things the the BEP lists of priorities very much informed the creation of TISA and and the the current funding formula many of those things that districts brought up for
you know, were incorporated on the front end. And the reason the there was a statutory lag between the the passage of TISA its implementation on the TESA review committee is so that there would be time in practice to look at what's
happening. So, uh the committee will have some excellent work in front of it and I think it'll be viable and strong. >> Thank you. And as we go through certainly this initial TC review committee, I think we all expect that a lot lot of discussions and and possible
recommendations that will come out of that. Correct me if I'm wrong. I think I as the chair of the state board of education also chair of this teacher review committ. >> Yes, sir. Yes, sir. Congratulations, Mr. Chairman. >> All right. It will be interesting to me.
I just wanted to mention that since we did pass and didn't go through that discussion. Next item, state approved textbook and instructional materials list PE health CT IT and advanced manage manufacturer in the state of Houston. Good morning.
Um my name is Lee Houston. I'm executive director of the textbook commission. Um the background of this is the Tennessee textbook and instructional materials quality commission has prepared the final list of textbooks and instructional resources for schedule E textbook adoption cycle. um that is by
TCA491302A9 states that it's the duty of the state board of education and the state board has the power to prescribe the use of the textbooks and other instructional materials based on recommendations of the state textbook and instructional materials quality commission for the various subjects taught or used in
construction with the public school. TCA 4962202A requires the commission to prepare a list of standard editions of the textbooks and instructional materials for approval by the state board of education for the use in public schools of the state. The law provides that the
commission through its chair may appoint an advisory panel of expert teachers and other experts in each subject area or grade level to advise the commission or textbook and instructional materials pursuant to TCA496 2201N1A.
The chair of the commission led the advisory panel application review between October 2024 and March 2025. During the March meeting, the commission accepted applications to fill an advisory panel consisting of educators with experience and expertise in various
schedule E subjects. Panelist applications were scored by both the commission and subject matter experts at the department. The commission requested and later approved the department created scoring rubric rubrics for each schedule E subject and our course focusing on three categories. First, the
publishers had to provide Tennessee standards and alignment guides. Second, all materials had to cover 100% of the standards to align with TC 4962206. Third, the materials had to meet 80% of the quality indicators outlined by the
commission's approved department created scoring rubric. Those quality indicators were comprised of three subcategories: instructional focus, multiple dimensions, and accessibility. hired panelists attended a two-day in-person comprehensive training conducted by
subject matter experts at the department. This training included discussions and strategies for reviewing and scoring material and also highlighted various legal topics. The panelists conducted independent reviews between April 26 and June 27, 2025. These reports were
dismated by commission members and discussed during July 20 July 30th, 2025 meeting. uh publishers who wish to appeal the initial decision made by the panelist had the opportunity to revise and resubmit their material to the commission between the July 31 and
September 1st, 2025. Panelists conducted independent reviews of material appealed during this time. Following the first reading by the board in August of 2025, the commission met on September 12, 2025 to hear the publishers appeals to the panel reviews and consider any public
comment either written or verbal. There was one publisher who wished to speak regarding their appeal and the commission received no public comments either written or verbal. Most publishers who did submit an appeal to the commission upon re-review and scoring by expert panelist were recommended for approval. On September
12, 2025, the commission voted 8 to zero to approve the recommended list for schedule Ebook and instructional materials to the state board. The this item presents the final list of schedule E textbooks and instructional materials recommended by the commission for approval by the state upon the final
reading. And you have two um attachments. The uh one with the gray, those are the one everybody who every publisher who submitted is on that list and the grays are the ones who did not comply. And then the list that has the
final textbook summary of the adoption list has the publisher, the titles, and the course that each has submitted and approved. If we have any questions, >> we have a recommendation for state approved textbook instructional
materials list, schedule E, PE, health, CTE, IT, and advanced meeting bakery. Is there a motion to accept? Vice Chair Cins moves. Is there a second? >> Second. >> Well, our second uh let me first say
that we talk about the time and effort that the standards review committees go through and reviewing the standards. The textbook review committees likewise spend a tremendous amount of effort and we appreciate the time and effort. This is very critical to to our education
process that those textbooks follow the standards and and and meet those requirements. And so thank you and to your committee for doing. >> Thank you very much. >> Uh I did have one question um on the appeals when they appeal is it typically
is it refused the first time but denied because they didn't meet the standards or just needs clarification or when they go back and and resubmit and change their textbooks or do they try to show how they met the standards? um most of the time on this every single time it
was the standards and a lot with the CTE they the textbook publishers um go by the national standards and Tennessee has a little bit more than that and so they have to go back and fill those gaps >> they go back and change >> they go back and change and so it's just those it was just standards the 80% was
met but it was just the 100% of the standards they corrected it and then up to 100%. >> Mr. Sure. >> Mau I had a similar question I'll follow up with with on the you know providers that
initially were denied and then appealed and many are denied again. What what's what is the reason generally why those denials persisted? >> This time we didn't have anyone who was denied again. We had one publisher that spoke and clarified on an alignment guide and that was fine. the ones who
did not uh pass did not appeal they had too many things missing and didn't feel that it was worth their effort. >> Okay. >> All right. Thank you. >> Vice chair comments >> just a very general question. Uh can you
just tell us how digitization and AI and all that are impacting the publishing and the textbook aspect of the industry? I'm going refer Hayden to that one so he'll know the legal aspects of that with the am.
>> Good morning Hayden Chad and general counsel. So oftentimes what we see with publishers and so so a lot of times we have primary material and then we also have secondary material. A lot of times districts will see in the secondary material, the supplemental material,
those aspects of sort of AI or I think it's considered open source material. So a lot of times that's up to the districts to decide and sort of cycle through and see what supplementary material they want to choose to go with the primary source. But when we're
talking about just typical textbook instructional material that is primary source material that the textbook commission gives, we're not seeing a lot of AI or sort of open source material in that live. It's just not >> love to follow up with a comment and and
first echo chairman Eie to say thank you to your all's teams that work so hard to bring these recommendations to our board. I know well I think I know like tip the iceberg how much work that is but and my teammate may kill me but I really think it would be helpful to our board and potentially to your all staff too to collaborate on a future workshop
presentation because there is so much that goes on kind of under the surface to bring those recommendations to our board and like vice chair coins I'm also interested in sort of where the puck is headed here in terms of just the influence that AI may have and already is having in some districts particularly
when it's sitting on top of HQIM and and we see some districts who be working with vendors in edtech space to you know not replace HQIN but quite frankly build on them with tools that enhance their utility and I think potentially in the future that's going to be coming from our vendors in the textbook space so I
think it's behooves us all to sort of think about you know understanding your processes currently the timelines associated with them etc and also thinking about sort of where the future's going and how you know AI and other sort of technological advances are going to influence how we think about instructional materials >> yeah absolutely we would love the
opportunity Mr. Ch. >> Yeah, Mr. Miller, >> I just had one follow question. I'll directed at you, although Mus already gave an answer. So, the cover sheet says that most publishers who did submit an appeal to the commission upon re-review
and scoring by expert panelists were recommended for approval. The implication there being that some were not. Otherwise, I would have said all. Just to clarify, were all of the appeals ultimately approved or were there some appeals that were denied? Every publisher who submitted an appeal to the
commission eventually passed. We had all publishers except one publisher after the appeal by the review members that still failed. The reviewers decided on their basis of the appeal that there was
one standard missing in the textbook. that publisher wished to speak in front of the commission at the September 12th meeting. that commission or excuse me that publisher when they spoke to the commission they presented their material uh they they explained that this standard was covered in the material and
based on a vote the commission did uh end up approving or not approving uh but did end up voting to recommend that textbook because the commission uh did based on the publishers uh presentation did believe that that standard was met
in the material. >> Okay. Okay. All right. Thank you. Yep. Other questions? We have a recommendation for state approved textbooks, instructional materials list, schedule E or BE, health, CTE, IT, and advanced manufacturing.
All in favor signify by saying I. >> I. >> Opposed. Motion carries. Thank you. >> Next item, success item, state identified 2024 2025 reward schools. Dr. David Leair.
Well, >> right on time. >> I was not going to let that down. You say I can still say good morning. I think uh chairman, members of the board. I'm David Leard, assistant commissioner for assessment accountability research. Um
and I am pleased uh to present an item on state identified 2425 rewards. Uh, in accordance with TCA 491602, the Tennessee Department of Education is charged with presenting to the state board a list of reward schools. Reward schools are presented to the board
annually for the 2425 school year. Reward schools are those that have an overall federal accountability score greater than or equal to 3.1 out of four. Um, this metric is based on the performance of all students on each indicator and performance of historically understood underserved
student groups on each indicator. award schools demonstrate excellence uh in achievement growth um and a variety of other indicators um for all student and subgroups. Um this year we are pleased to present a total of 459 schools that are identified as award schools for the
2425 school year. The department recommends approval of this item on first and final reading and state board of staff. We have a recommendation on state identified 2024 2025 reward schools. Is there a motion to accept? >> So moved.
>> Mackenerk moves. Is there a second? >> Second. >> Dr. Maxwell seconds. Are there any comments or questions? >> Mr. Cher, if I may, I would just like to say thank you Dr. Larry for your work on this and all the work that you do for us in the department. Uh, also I would like
to say congratulations to our board member, Miss Mcenberg, on her school being listed as a reward school. Congratulations. and to all the others, please. >> Excellent. Excellent. Other comments, questions,
>> question um that I think I may have answered in my sidebar with Brown here, but you know, to the extent that there is overlap between our A throughF letter grades and the reward and priority designations, I'm interested in that. And where there's disconnect, I understand that they're looking at different measures. It's not the exact
same calculation. But I just think as we're nearing hearings we talked about earlier and looking at schools that are repeatedly earning an F, um it's interesting to look at those systems and the overlap and and for our board to continue to understand why we have two different systems. So I don't know if you have any reflective comments on that, but that's
just something that's in my mind right now. >> Well, I think that's always been an issue I think of important debate around the state and I do think it's it's certainly something that the department is inclined to continue to revisit. um our existing the interplay between how
we assign letter grades and the designations is is somewhat unique in Tennessee and that when we designed our federal accountability system back in 2017 18 we deliberately tried to fuse those two things together and that essentially you become a reward by
earning what would have given you an A in the federal accountability system when it was designed u but that's a very particular decision that Tennessee makes. Um, and I think that's something that was worth continuing to look at and potentially revisit over time.
Separating those two in some ways may give us a little bit more flexibility to communicate more directly about why a school became a reward stream. Um, whereas we're essentially fusing a variety of things together, trying to use that. >> I I was going to actually ask the same
question once we got down to priority school. So, will you or I would like to see uh when you have your A throughF schools and we've determined the ones that we're going to have hearings for be able to provide a list a comparative list of those that end up on the
priority schools and those that end up on the DN >> that that's certainly a calculation that we're able to do and happy to provide. Uh, but I would want to note a couple places. There's good reason why the priority list and what's produced by the
accountability system in a good given year could diverge in ways that might immediately seem a little bit offkilter, but it might actually be working as intended. Uh, first and foremost, the priority identification was intended to be based on multiple years of data. So,
you could have one good year in the accountability system and earn a C or a B or potentially even an A, but if you had two truly problematic years prior to that, you're still potentially at risk for getting picked up as a priority
school. Um, additionally, while there's a lot of sort of debate about the relative weight of achievement and growth in our state system, it is still accurate to say that growth plays a a very strong component of our state system. It's
anywhere from 30 to 40% of a school's evaluation. So a school could certainly not earn a B or an F by virtue of having really high levels of growth, but their overall levels of proficiency might still leave them potentially at risk of being identified as priority school. So
would we see a bunch of A schools in a given year identified as priority? That's exceedingly unlikely. Is it possible we could see schools that earn a C or a D, potentially theoretically even a B in a given year get identified because their overall proficiency rate is low and their prior performance in
years was even lower. That's entirely enough. >> Thank you. But I think that overlap in that uh context would be very helpful for us as we generate the questions. Again, we want to use those hearings for
in a positive way of how we can continue to do this. So, having that data, knowing where they're going with regard to one would help us generate questions through our committee. >> Well, that that's certainly something, >> Mr. Chair. >> Yeah, Mr. Milan, >> thank you. And and I agree with all
that. And then kind of going back to conversation we were having, Miss Reed a few minutes ago. If I'm a local school board member in Pic County in Tennessee and I'm getting a report that says that this school is an F school, then I get some report that says that where whereby they're getting accolades at some level.
Um, but we're not doing our job in highlighting where there's issues that need to be dealt with at the local level. So I agree that that doing some kind of cross check and reference and making sure that we understand what's actually being communicated at a state level to
those local school boards so they're not getting mixed messages. And I'll just slide for the board. Um and the department has also started very preliminary conversations with directors of schools this past fall. Um, the federal government has offered state
agencies some flexibility to be relieved of some of the requirements for essentially the Every Student Succeeds Act or ESSA, which is essentially the law that requires us to have a federal accountability system. Um, and so the department is intrigued by the possibility of potentially moving from
two accountability systems down to one. Um because the reality is by design our federal accountability system and our state accountability system are optimized to answer slightly different questions. And I agree with your point completely. It is unnecessarily confusing for folks for us to be saying
two different things about a school's performance in the same year theoretically using the same data. And so we it's something we would definitely like to to do better on and hope to potentially take advantage of pending any sort of US approval some flexibility
to get down to a single count. >> Other questions or comments? >> We have a recommendation for state identified 244 2025 reward schools. All in favor accepting that list signify by saying I.
I oppose hearing. Now you're officially a reward red list. >> Uh next item is state identified 2024 2025 priority schools. Dr. Larry. >> Good morning chairman evening members of the board. I am David Leair, assistant
commissioner for um assessment, accountability, and research. And I'm here to identify or rather to present the state identified 2425 priority school list. In accordance with TCA491-602 and Tennessee's accountability system
has approved in its Every Student Succeeds Act plan, the Tennessee Department of Education is charged with presenting to the state board of education a list of schools to be placed in priority school status. A priority school list must be identified at a minimum every three years. The last
priority list was identified in 2122. Uh the purpose of this item is to identify priority or to identify schools that receive priority status based on the 2425 accountability data. Priority identification for the 2425 school year is determined by using three years of
assessment data from 2223 to 2425. Schools are identified as priority when they exhibit low student performance by falling in the bottom 5% of schools in terms of academic performance statewide. Additionally, schools with a graduation rate below 67%
the 2324 cohort also receive priority status uh as graduation rate data is reported on a one-year lad in our federal accounts. Schools with a combined uh TAS numeracy and literacy composite score of four or five for the last two years um or with a
score of three or four and all other non-achchievement non-growth performance indicators were removed from priority identification. Um the department is here to present a total of 108 schools that are identified as CSI priority um for the 2425
schooly. Um the department recommends approval of this item on first and final read and state board staff and first recommendation. >> We have a recommendation for state identified 2024 2025 priority schools. Is there a motion to accept?
>> Vice Chair Collins moves. Is there a second? Second, >> second. Sir, are there questions or comments? Your comments? >> Just one question in terms of the um the three tiers that priority schools fall
into potentially. U when will we know uh the outcomes of that citizen? >> Um member comments, I apologize. I can't answer that question off the top of my head. I'll need to confer with my my colleague, assistant commissioner cop, and we'll get an answer to that
question. back Morrison >> just speaking when I shouldn't. You know, I think this idea of the two systems is really important, especially because it pertains to resources for schools that we perceive as fail. You know, we talked about the F schools, they're not necessarily resources associated with helping to improve those
schools. There are with the federal designations. And so to the extent that those systems need to align so that we're really driving resources to the schools that need it most feels really important. So I think the conversations that you're having I'm glad to hear and however we can be a part of that as we enter this new world. U but the accountability hearings I think you know
to me that feels like potentially the most important reason to look at those two systems. >> I I did have one question looking at the table I could not find the rank. What does the rank mean there?
There's no one, there's no two. I'm just trying to figure out what >> Chairman, if you could tell me a little bit more about what you're looking at, I apologize. >> I'm looking at the list of 2024 on the attachment 2024, 2025 priority schools. You got county, district, school, CSI,
priority status, and rank. >> I apologize, that's cut off on on my document. um the rank almost certainly would designate or is used to identify schools in the bottom 5%. So functionally how that list is produced is we look at the
multipleyear achievement indicator. We rank all schools in the state on that and begin by identifying schools at the the 5% cut. Um we'll then excuse some schools using the safe harbor growth metric. So some schools will essentially
not get picked up even though they're below that cut because of the growth that they've seen. In which case we actually go slightly above the cut to replace any schools that are excused so that the total number of schools identified as being priority or CSI
continues to be at a 5%. >> So So I mean it's still confusing. The numbers go from a low of three to a high of 206. And there's some schools that schools that don't even have a
blind. So >> that rank should be their place in the order. Um and so we'll go above 108 to identify some schools uh because some schools are excused from identification because of the rank. >> Mr. Chair, Mr. to your point, there's
also some schools that have the same rank number, you know. So >> we're happy to follow up with more detail on I would I would just like to either you know explain what it means if it if it's used to develop this list then >> give me some understanding so I can
>> we'll do any other questions about these right so based on the fact that uh your process is is valid in this rank you
know we we have a motion in a second to Approve the state identified 2024 2025 priority schools. All in favor signifies by saying I I oppose. Motion cares. Thank you. Next state
identified 2024 2025 exemplary districts. >> Good morning chairman even members of the board. I'm David Blair assistant commissioner for assessment accountability research. Uh, and I am pleased to present an item for state identified 2425 exemplary districts. In
accordance with TCA 491602 and Tennessee's accountability system as approved in its Every Student Succeeds Act plan, Tennessee Department of Education is charged with presenting to the state board a list of districts identified as receiving the highest accountability determination. This
information is presented and for the 2425 school year, the highest accountability determination for districts is exemplified. Overall district indicator scores from the 2425 accountability calculations average the number of points districts receive or value added performance with
the highest number of points between their annual measurable objective targets and their absolute performance. These indicator scores are weighted to calculate an overall all students score. This process is repeated for all eligible subgroups. Districts with a final weighted average score greater
than or equal to 3.1 out of four receive a determination of element of exemplary based on the 2425 school year data. Um I'm pleased to present a list of 14 districts that have achieved exemplary status. Um and if it's okay with you
chairman Eie, I'd be happy to read the names of the districts. >> Uh Alamo City Schools, Alvin C. New York Institute, Arlington Municipal Schools, Bell City Schools, Franklin Special School District, Germantown Municipal
Schools, Greenville City Schools, Newport City Schools, Perry County Schools, Putnham County Schools, Richard City Schools, Rogersville City Schools, Tennessee Public Charter School Commission, and Union City Schools. And
with that, the department is pleased to recommend this item on first and final read and state staff. >> We have a recommendation for state identified 2024 2025 exemplary district. Is there a motion to accept? >> So move vice chair comments moves. M
seconds. Are there comments or question? >> Mr. Chair, Mr. Mullen, thank you. Dr. Be just one question. The reference to the charter school commission is that pertaining only to schools that directly receive a charter from the
commission or is that the charter schools >> only the schools for which they are the office? >> Yeah. How many schools are represented? >> Paul I couldn't give you that exact number. >> Okay, that answers my question. You can see the followup.
>> Other questions or comments? Again, congratulations to those districts. That's that's awesome. All in favor for accepting the list of 2024 25 exemplary
districts signify by saying I. I oppose. Motion carries. Thank you. Next item. State identified 2024 2025 in need of improvement districts. >> Good morning, chairman, evening, members of the board. I'm David Blair, assistant commissioner for assessment,
accountability, and research. Uh, and I'm here to present an item for state identified 2425 uh, in need of improvement districts. In accordance with TCA 491602 and Tennessee's accountability system as approved in its every student succeeds act plan,
Tennessee Department of Education is charged with presenting to the state board of education the list of districts identified as receiving the lowest accountability determination. this information to present with Annie for the 2425 school year. The lowest accountability during the nation for
districts is in need of improvement. Districts receive an in need of improvement designation if their overall final score calculated for the 2425 school year falls in the bottom 5% of all districts. Overall indicator scores from this year's data average the number
of points districts receive or value added performance with a higher number of points between their annual measurable objective targets and their absolute performance. These indicator scores are averaged to calculate an overall student score. The process is repeated for all eligible subgies.
Districts receive an in need of improvement designation if the overall score falls in the bottom 5% statewide regardless of what uh regardless of what determination that score would earn according to the weighted average of districts achievement and subgroup scores. An overall score in the bottom
5% outweighs the score determined in the final determination scale for 2425 district accountability. The department is presenting a less a list of eight districts um that have scored in needs of improvement. Um the department is happy to present this item
on first and final need in states. >> We have a recommendation for state identified 2024 2025 in need of improvement districts. Is there a motion to accept that list? Vice chair comments moves. Is there >> second?
Mr. Hold seconds. questions. I have one question. So, this is the bottom 5%. And I know this is not the case, but if every school scored
90 out of 100, you'd still take the bottom 5% and be that nation in Virginia. Is that right? >> That is correct. the the use of the bottom 5% mechanic is something that originally came out of priority identification. So a variety of
states use the mechanism. The intent there really is about the alignment of resources. Uh that's really why we do it that way. The idea is that if if we're trying to align resources to every school, we would spread ourselves so thin that we're not truly putting
resources where they need to be. So it makes perfect sense for CSI schools now that we're essentially saying whoever is at the bottom is going to the most possible color and that's really where that mechanic exists. Obviously districts that are identified as need improvement aren't receiving the same types of resources. Uh but as a concept
that really is the the intent of doing the evaluation. >> So So if that's I understand that that's very helpful to me. Do they get additional resources? that you said they're getting the same type of research. Certainly not in the way that
CSI >> and and by definition because it's 5% we have 147 districts every year there will be eight schools identified no matter what their scores are basically uh and they're not going to give any additional
support because of that as well. Sounds like something needs to be looked at. my team that our core district support teams fairware these lists and the schools that are within these districts that have these designations and we do
um meet with direct school and supervis available to the department in a way that uh we can we can focus on those schools should they want to stay in these so um happy to continue that but
uh as Dr. said the uh financial resources are not distributed to those in needs of improvement districts like they are with our with our school level resources that are district. >> Just seems we're going to identify them.
We say need improvement and the intent is to provide additional resources. If if if we're not going to do anything about it, why are we even doing my fault? >> Okay, we have a recommendation for uh
state identified 2024, 2025 and need of approval districts. I didn't ask if there were any other questions. >> Yes, Miss M. >> They do get additional resources not as much. So, is that correct? like you'll have you have the your district leaders
come and talk to them and help them navigate their way out of being on a list. Is that not how that >> Yes. I mean, the department does have some um sort of strategic help that that we come in and offer there. And if they have schools that are on this list that do get financial um resources, of
course, that that's possible. If the district is on needs improvement list, it's possible they have schools that get financial resources to uh help those schools that improve within those districts. >> And in my head, these schools, I'm not I kind of did the deep dive last year when this happened. Um it is about support.
So, especially even with the DNF schools, it's not I mean it is very embarrassing to be on that list, but it's also this is they are in need of of support through the state and through us and we need to work to make sure we're we're giving that support, not just kind of slapping their hands, but saying we are here to help you. So, I think that's
why I mean that's that's kind of where I've gone. >> Yeah, I I totally agree. If we're make the list and we say need improvement, we got to be something. >> Absolutely. And I I just echo smack's comments that the one of the biggest challenges particularly when they're talking about performance in the bottom
5%. Uh at the end of the day, this really isn't intended to be a referendum on what the educators accomplished or might not have accomplished in the prior year. What we're intending to do is to try to identify where are there the highest concentrations of kids that aren't succeeding in the way that we want to. So if there is a way that we
can sharpen our communication to maintain the urgency and lose some of the stigma associated with it, like it would be all the better for our efforts to actually try to include. So we're constantly trying to figure out a better way for us to message around this so that you're truly in the bottom 5% of
the state. There should be urgency and resources, but if we could simply lose a little bit of the stigma associated with it and not make a hard job even more difficult, more than >> and I think that kind of goes into we talked about yesterday with the teacher observation, that stigma of well, you
gave me a two in this area. Well, that's because we want you to improve. We don't want you to be a two. So, it's just the way of like we said, just finding that communication of we're here to support and to make you better and you're growing in the craft. You're not just a list and say anything. This is a list I don't complete.
>> Mr. Chair, um Miss Brown made a comment a minute ago that suggested to me that while resources are available, they're optional and they may or may not see. My question is like the resource
with the strategic thinking members of your team who can be available is that always welcome is it always taken advantage of and the extent that funds additional funds are available are they always taken >> not sure about the additional the funding that goes with that but what I
do oversee again is our core supports and our school planning process our district planning process that my team is um very involved in with those districts and nearly most of them nearly all of them are welcoming. Um and what
um we've worked on this past year too is to do a um an inventory if you will of the supports that we have available through the office of academics whether that mean may be our literacy networks our math implementation networks um some of those um supports that are available
and let's look and see who are the participants in these and make sure that we are making number one these districts aware of what exists and that um we can maybe offer some prioritization for them to participate in things that they may not So is your is your overall assessment
saying that receiving designations are are willing and interested in and welcoming of the help that is offered? >> Yes. Overall, yes. >> Overall, thank you. >> Any other questions or comments?
Okay. Again, we have recommendation on the state identified 2024 2025 in need of improvement districts. All in favor signify by saying I. I opposed. Motion carries. Thank you, Dr. Lair. Next item, charter school governing
training body policy. Body training policy 6112. Miss Ellie Reed. >> Thank you. Hello again, Ellie Reed, chief of strategy for the state board. On first and final reading is the state board's chair governing body training policy, which is not typically before
the board at this point in the year. However, we did uh notice following your approval of this policy in May a small but important typo. We wanted to correct that. So that is a change that you have before you. Happy to answer any questions. >> A recommendation for charter school
governing body training policy 6112 on final reading. Is there a motion to accept? >> So move. >> Dr. Maxwell moves. Is there a second? >> Second. >> Seconds. Any further discussion? All in favor then for charter school
training governing body training policy 6112. I don't know if I can have a hard time saying signify by saying I >> I opposed. Motion carries read. This concludes our final reading. Uh
other business have any other business? Again, I would like to uh thank Northeast State for uh for hosting us uh this outstanding support that we had uh and Dr. Wormo Mendoza for all of his
efforts and also for our own Josh Walton who was up there somewhere waving. Josh is I know Josh got here a day earlier than the rest of us and he's been working for uh many weeks to make this happen with
Northeast State and we truly appreciate all of Josh's efforts. Any final remarks? >> No, it's been a full couple days. I'm grateful to all of you for taking the time to travel to join us in different part of the state. Um I know it often
requires more time to do that but I hope the value is also apparent because it's just really so gratifying to be with educators, community members, leaders like um Dr. Cord and Dr. Mendoza and just to experience what's happening in these different plans of our state and thank you Snapchat for your warm welcome. Um the only other thing I will
notice as you're looking at the back of your agenda is our next meeting is February 27th in Nashville. That will be roughly a month before we will begin our um hearings with our uprated schools. So, it's going to be a very busy, if this was a busy last quarter, it's going to be a very busy first quarter in terms of city. So, just hang on and get some
rest over the holidays. >> Yeah. Thank you. And and thanks to each one of you board members for all that you do and and you know, it's clear as we gave the board member reports, the engagement that you have, and that's what that what makes us efficient and effective. Look forward to seeing you in
table. The meeting is adjourned.