Memphis Shelby County Schools Board Work Session Key Highlights – October 15

_{Image from MSCS Website: Memphis Shelby County Schools Board members}

Hey Y’all! Welcome to this detailed recap of the latest Memphis Shelby County Schools work session. This session covered a variety of critical topics, including literacy initiatives, collaborative conferencing, school infrastructure projects, and several grant approvals. Please let me know if I have presented any inaccurate or misleading information.

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Work Session Meeting Notes

UEA Presentation

The UEA (United Education Association) gave a key presentation. It submitted a petition with signatures from MSCS professional educators advocating for collaborative conferencing. The UEA emphasized that state law recognizes the importance of fostering a cooperative relationship between the school board and its professional employees, supporting a positive district culture and climate.
The petition seeks the development of a Memorandum of Understanding (MOU) on crucial issues such as salary, insurance, and working conditions. The union highlighted that they have previously engaged in this process with the district and currently have a valid MOU. They appreciate the ongoing collaboration on matters vital to attracting and retaining highly qualified professional staff.
As per state law, educators must gather signatures every three years and submit them to the board in October. Following this submission, the board must appoint board members and employees to serve on a Special Question Committee (SQC). The SQC is responsible for conducting a confidential poll among all eligible employees, allowing teachers to vote on whether they wish to engage in collaborative conferencing.

Literacy Plan

Overview

The district’s Director of Literacy, Dr. Jared Myarcle, emphasized the critical need for urgency, noting that 78% of students are not reading at grade level based on state standardized assessments. The district’s academic vision is centered on going “back to the basics,” focusing on the instructional core—a concept grounded in research by Harvard scholar Dr. Richard Elmore. The instructional core highlights three fundamental factors that impact student achievement: teachers’ skill, the content being taught, and the level of student engagement.
While external factors like poverty and technology also play a role, decades of research underscore that these three elements are essential to effective teaching and learning. The district is implementing high-impact instructional strategies to enhance consistency across classrooms, tracking these strategies weekly to measure their effectiveness.

2. Key Strategies for Literacy Improvement

A key part of the literacy plan is to ensure that reading, writing, and speaking about text happen in every classroom every day. The district has identified the need to increase consistency in how the adopted curriculum is implemented. Teachers are encouraged to begin and end each class with literacy-focused activities, giving students additional opportunities to build their skills. Over a school year, these daily 3-5 minute activities add up to approximately 1,500 extra chances for students to strengthen their literacy muscles.
To further engage students, the district promotes techniques like cold calling, where teachers randomly call on students instead of waiting for volunteers. This strategy keeps students active and engaged, ensuring they are participants in their learning process at all times.
The district’s literacy plan focuses on key strategies to improve student achievement and literacy rates. One core principle is that “the brain doing the work is the brain doing the learning.” This means shifting the cognitive load in classrooms to the students, encouraging them to do more thinking, writing, and speaking. By actively engaging in these tasks, students strengthen their understanding and skills.

3. Science of Reading and Building Knowledge

Another crucial element is aligning instruction with the science of reading, which ensures that students not only decode words but also comprehend what they are reading. Effective reading comprehension goes beyond decoding; it requires students to connect with the material, often through their background knowledge and experiences. This was highlighted in a research study, sometimes called the “baseball study,” which found that even students who struggled with reading could perform better if they knew the subject matter.
Considering socioeconomic factors, this connection between reading comprehension and students’ experiences is significant. Many students from marginalized communities may lack the background knowledge necessary for reading comprehension, not because they can’t learn but because they face gaps that take longer to fill. The work, therefore, isn’t just about teaching students to read—it’s about building knowledge and providing experiences that support deep understanding. The district’s efforts are focused on filling those gaps to ensure all students, regardless of their background, have the tools they need to succeed.

4. Curriculum Implementation

The district’s curriculum addresses literacy needs at every stage of a student’s educational journey, starting with foundational skills in K-2, progressing to reading for learning in grades 3-5, and culminating in reading to earn in grades 6-12. Wonders is the adopted curriculum for K-5, while My Perspectives is used for grades 6-12. This approach ensures students are exposed to a broad range of topics, helping to fill knowledge gaps that can impact reading comprehension.
In addition to foundational tier-one instruction, interventions, and tutoring are provided for students with specific deficits. Effective tier-one instruction is the first and most important step toward successful intervention. At the same time, smaller student-to-teacher ratios and individualized, skill-based supports help students needing extra assistance. For students with dyslexia or other reading challenges, tailored interventions ensure their unique needs are addressed.

5. Professional Learning, Support, and Resources

The district is focused on providing comprehensive professional learning, support, and resources to enhance literacy and educational outcomes. Initiatives like “Back to the Basics” sessions with teachers and leaders are designed to reinforce core instructional strategies. To further assist, virtual office hours and curriculum-based support provide ongoing guidance for educators.
At the school level, instructional coaches offer targeted support, while special education assistants provide focused help in K-2 classrooms and tutoring for grades 3-5. A Time Tracking System monitors how assistants spend their time, ensuring alignment with their job descriptions and intervening if necessary.
To foster literacy at home, the district has introduced a literacy toolkit for parents, which includes a reading topic calendar by grade level to help parents support their children’s learning. Additionally, the district is working with community partners to align and maximize the effectiveness of external support for literacy.

6. Board Feedback on Literacy Plan

Commissioner McKissack expressed gratitude for the thorough literacy report and expressed excitement about the renewed focus on improving literacy rates. She praised the district’s tangible and concrete approaches and asked how to ensure students have more access to physical books, allowing them to engage with full texts.
Commissioner Love expressed her approval of the district’s efforts but raised concerns about students who have not traveled outside Memphis and still struggle with literacy, compared to Spanish-speaking students who come to the district and learn to read in both languages. The district clarified that English Language Learners (ELLs) are often more skilled in language because they have already mastered one language and are learning another.
The district concluded by stating that every child can learn to read when given the right support. However, it acknowledged that the district has lacked consistency in its approach. It stressed the importance of having a clear plan, providing adequate support to the staff responsible for implementing it, and maintaining consistency to allow these strategies to succeed. Too often, changes are made prematurely before the full impact of the approach can be realized.

7. Next Steps for Literacy Success

Commissioner Love asked, “What are you doing differently now?” The district responded by emphasizing its renewed focus on effectively implementing tier-one materials. It noted that in previous years, the district attempted to teach reading in ways that did not align with the science of reading. The past approach focused too heavily on a sequential method to teach standards, driven by the desire to increase proficiency rates.
While standards are necessary, the district recognized that they are not the key to unlocking literacy. Instead, the priority is to build knowledge consistently by implementing the adopted tier-one ELA curriculum as effectively as possible. Additionally, they are shifting more of the cognitive work into the hands of the students. The district highlighted that the primary difference now is their commitment to focusing on the adopted materials and aligning instruction with research-based methods.

Contracts, Renewals, and Grant Approvals

Employee Health Services:
- On-site Medical Services for Staff and Dependents:
  - The district seeks to provide employee on-site medical services for staff and their dependents. Commissioner Huett Garcia inquired about the total number of annual employee visits to the clinic and the cost per employee. The district reported a total of 9,942 visits, noting that this includes multiple visits by some staff members. The unique number of individuals visiting the clinic may range between 2,000 and 4,000, but the exact number was not confirmed. The district also mentioned that while collaborating with Cigna, they cannot determine if healthcare costs have been reduced due to the clinics. However, they emphasized that the clinics help prevent staff from frequently visiting hospitals or doctors, reducing the need for co-pays. Commissioner McKinney requested a more detailed breakdown of clinic visits by employees, students, retirees, new hires, and teachers for further analysis.
- Individualized Education Plan (IEP) Reimbursement Fee-for-Service Contract:
  - The district seeks approval for a two-year IEP reimbursement fee-for-service contract to manage the electronic documentation system for nurses and therapy services. Commissioner Huett Garcia highlighted that this contract essentially pays for itself through reimbursement from TN Care.
  - Commissioner McKinney emphasized the importance of following policy by posting materials five days before meetings, stating that board briefings and presentations often lack alignment. She called for greater clarity on goals, priorities, previous outcomes, expected outcomes, and outcome measures, noting that much of the information provided is qualitative and subjective. McKinney stressed that this transparency holds the board accountable and keeps the community informed. Huett Garcia also requested that materials be made available online for public access.
Educational Grants and Programs:
- Office of Juvenile Justice and Delinquency Prevention Grant:
  - This is a three-year grant aimed at reducing risks for girls in the juvenile justice system. Commissioner Love asked if the program would be implemented district-wide. The response clarified that it is currently reserved for schools such as Central, Mitchell, Oak Haven, and others. Commissioner Otey inquired about the process for determining which schools receive these services. It was explained that this initiative is part of a Project STAND program, and the selected schools are where these programs already exist. Expanding the program to other schools is possible but would require additional funding.
- Save the Music Grant for Craigmont High School:
  - Craigmont High School has been awarded the Save the Music grant, enabling it to expand its instrumental music courses. This grant will also allow for additional musical instruments and equipment, providing students with enhanced opportunities to explore and participate in music education. Commissioner McKinney expressed happiness for Craigmont High’s recognition, particularly praising their phenomenal band, while Commissioner Love mentioned that her daughter attends Craigmont.
- Tennessee Arts Commission’s Arts 360 Grant for Rozelle Elementary:
  - Rozelle Elementary has been awarded the Tennessee Arts Commission’s Arts 360 grant, which will support the implementation of arts integration to enhance student learning. This instructional approach allows students to construct and demonstrate their understanding through various art forms, making education more engaging and dynamic.
Educational Resources and Materials:
- Purchase of Musical Instruments from Amro Music Stores:
  - The district seeks approval for the purchase of musical instruments from Amro Music Stores for use across schools. This initiative aims to enhance music programs district-wide, provide students with access to quality instruments, and promote the growth of instrumental music education throughout the district.
- Contract Renewal with Literacy Mid-South:
  - The district seeks to renew its contract with Literacy Mid-South’s tutoring program, aiming to expand services to an additional 500 students. This renewal reflects the district’s ongoing commitment to providing targeted support where needed, helping more students enhance their literacy skills.
- Purchase of Instructional Supplies for Personal Finance Classes from Ramsey Education:
  - The district seeks to purchase instructional supplies and materials for personal finance classes from Ramsey Education. During the discussion, Commissioner Huett Garcia expressed concerns about Ramsey’s “no debt” philosophy, noting that it might not be realistic given the generational poverty many students face. She questioned whether the program’s materials were relevant to the community and asked if other local partners could be considered to offer more appropriate options. Superintendent Feagins clarified that this is a renewal, and the current direction is due to a recent email from teachers who reported they did not have access to the necessary materials.
  - Commissioner Otey also emphasized the need to explore more relevant alternatives. Commissioner Love asked for more information about why this particular program was chosen. Richmond explained that a certified teacher can teach personal finance at the school level. Southwest Tennessee Community College requested this program to offer dual credit, which also helps with graduation requirements. Commissioner McKinney echoed concerns about whether Dave Ramsey’s program aligns with the student population’s needs.
School Infrastructure and Renovation Projects:
- Roof Replacement at Keystone Elementary:
  - The district seeks board review and approval for the roof replacement project at Keystone Elementary, with the design already vetted and approved.
- Treadwell Auditorium Renovation:
  - The district seeks a contract extension for the Treadwell Auditorium renovation.
- Roof Replacements at Four Schools:
  - Roof replacements at four schools are scheduled to be completed by December 2025. Commissioner Love raised concerns about roof issues at Grandview and asked if they would be addressed. Superintendent Feagins agreed to investigate the matter, emphasizing that many schools require significant repairs.
Compliance and Accreditation:
- Internal School Funds Annual Audit:
  - The district seeks board review and approval for a one-year professional services contract to conduct the Internal School Funds annual audit. The state requires this audit to ensure compliance with financial regulations and maintain accountability within the school system.
- Payment of Annual Accreditation Dues to Cognia:
  - The district is seeking approval to pay Cognia for annual accreditation dues. Commissioner McKinney asked how this benefits the district. The response highlighted that the accreditation process helps verify the district’s vision, strategy, and level of instruction to ensure the quality and substance of what is being provided to students.
  - Commissioner Love asked for an explanation of the cost, to which the district responded that the price is set by Cognia, with larger districts like theirs paying more. The district has been paying these dues for years, but they will review how the cost is determined.
Donations, Partnerships, and Committees:
- Coca-Cola Donation for “All Kids Bike” Program:
  - The district seeks approval for a one-time donation from Coca-Cola to support the “All Kids Bike Kindergarten Learn to Ride” program at three elementary schools. Commissioner Huett Garcia raised a concern about whether any conditions were tied to Coca-Cola’s products in the schools, noting the irony of a movement program being funded by a sugar and beverage company. Superintendent Feagins assured that no conditions are tied to the donation and explained that the schools were selected based on a previous relationship with Coca-Cola. Commissioner Coleman asked how the schools were chosen, and Commissioner Murphy supported the initiative, emphasizing its potential to combat childhood obesity and teach children how to ride bikes. Commissioner McKinney inquired if more schools could be included, and Feagins responded that they plan to expand the program.
- School Seed Commitment Resolution:
  - The School Seed commitment resolution was brought forward for board approval. Commissioner McKissack questioned why the board needed to recommit, emphasizing that doing so with every new board member could lead to frequent, redundant resolutions. Commissioner Love explained that forming a renewed relationship with School Seed is essential with a new board and superintendent. The last resolution was made during Patrice Robinson’s tenure on the board. Commissioners McKinney, Murphy, Otey, and Porter agreed to sign on. McKinney thanked Commissioner Love for including the new board members, and the board collectively expressed gratitude to School Seed for supporting the district. Commissioner McKissack noted the importance of honoring the work of previous boards, cautioning against repeatedly drafting resolutions whenever there are board changes.
- Ad-hoc Committee for Strategic Partnership Initiatives:
  - During the work session, a resolution was brought to establish an ad-hoc committee on strategic partnership initiatives. Commissioner McKinney, who spearheaded the request, clarified that this was a request, not a resolution, and read the preamble. Commissioner McKissack acknowledged the value of the initiative but emphasized the need for the More for Memphis plan to be presented to the board before creating a committee. She noted that she’s uncomfortable forming an ad-hoc committee before the district develops its strategic plan.
  - Commissioner Huett Garcia raised concerns about potential duplication of administrative work, questioning whether the board’s role overlapped with what should be handled administratively. Commissioner McKinney responded that the committee would allow the board to better understand external plans and set its goals, stressing that aligning with More for Memphis and other initiatives required the board to first clarify its own objectives.
  - Commissioner Murphy expressed uncertainty about More for Memphis and suggested sending the matter back to the committee for further review. Chairwoman Coleman agreed, noting that there was nothing to vote on at this time, and supported the recommendation to return the proposal to the committee for additional discussion.
  - Commissioner McKinney emphasized that forming an ad-hoc committee would allow the board to better understand More for Memphis and other related initiatives. She noted that expecting a thorough explanation of a 600-page document in just one meeting would be unrealistic. She added that the ad-hoc committee wouldn’t require a finalized strategic plan to start learning about these initiatives.
  - Commissioner McKissack stressed the importance of respecting the work done by previous bodies over the years and emphasized the need to focus on the board’s own strategic planning before involving external entities like an ad-hoc committee. She suggested that it is the board’s responsibility to set the direction. Chairwoman Coleman agreed to contact More for Memphis and invite them to a committee meeting for further discussion. However, Commissioner McKinney expressed a preference for moving the discussion directly to the board meeting the following week rather than addressing it in a committee meeting.

The board business meeting is October 22 As always, I’ll do my best to keep you updated as soon as new information becomes available.

In the meantime, here are the notes from the latest board committee meeting. Be sure to sign up for my newsletter to stay informed on all developments.

Staff relations was a major focus of the evaluation committee meeting, so I encourage you to check out my latest YouTube video where I dive deep into the staff relations competency, discuss how it’s measured, and review how Dr. Feagins has been performing in this critical area so far.