04/28/26 MNPS Board of Education

001Chief of Staff Robert Wallace give the pledge of allegiance. >> [laughter] >> I pledge of allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. I will now entertain a motion for the adoption of the agenda. Is there a motion? Motion to adopt. Second. Motion by Vice Chair Nonkenney, seconded by member Mayes. All in favor say I. I. Any opposed? Agenda is adopted. We will now move on to awards and recognitions. I will leave it to our Director of Schools, Dr. Battle, for here. All right, thank you, Chair Player, and good evening, board members. Uh we have so many academic, athletic, and visual performing arts stars to celebrate tonight. So, let's get into it. First, I'm

002sure many of you saw and heard the Cane Ridge Rhythmic Ravens performing outside this building before the meeting started. They were supporting our Cane Ridge cluster principals, who will make a presentation in a little while. But, the Ravens are also one of the groups of amazing students we spotlight in our new dynamic documentary series, Music City High: A Celebration of the Arts in Nashville Public Schools. Have you all seen the series? I have. Yes. I sure hope you have. >> [laughter] >> If you have not, please check it out. I'd love to show it right now if I could, but since we don't have quite enough time for that, uh please check it out on our website if you haven't already. The final episode dropped last night, so all three episodes are available for viewing

003now. Music City High has was more than a year in the making because we wanted to put in the time and effort and energy to showcase the incredible work our visual performing arts students and educators are doing across Nashville. There are three episodes focused on three schools, but stories like these are happening throughout the entire district. The arts and arts education are so important. They lift us out of ourselves, whether we're performing or watching or listening. They express things we can't always find the words for on our own. They can be an escape from our troubles and worries, and they simply bring us joy, especially when we see young people becoming more fully themselves in the process of creation and the act of self-expression. And we just saw that on full display right before we

004started our board meeting. This documentary series captures all of that and more, whether we're watching Warner Arts Magnet Elementary students and educators put together a beautiful musical that was written by music teacher and inspired by the principal's message at the start of the year, a Hume-Fogg Academic Magnet High School senior working out where visual arts fits in her journey, or the Cane Ridge with McGavock's gelling into a cohesive and powerful marching band over the 2 weeks of summer band camp. It's stunning, it's thrilling, it'll make you smile and laugh and probably cry. And I couldn't be more proud of everyone involved. So, let's get some of the key This is players. I should say actors and actresses and Oh, well. Okay. Okay. >> [laughter] >> celebrities now. Um so, as I call your name, please

005head up to the front and face this admiring audience, and we'll get a photo at the end, but we need to take I'm an opportunity to celebrate you for this incredible um project and for your work and your talents being on display. Um from Cane Ridge High School, um we have with us this evening band director Johnny Croft and his entire band leadership team. So, let's welcome Johnny Croft and his team TO THE FRONT. >> [applause] >> THANK YOU TO OUR INCREDIBLE BAND directors and leadership team. Also principal Deontay Alexander is with us. If you can come on up. >> [applause] >> All right, and we have three students who were featured um in the documentary series. And I'll ask you to just wave to this crowd so they know who you are and can

006celebrate you. We have our senior Eugene Talley with us. >> [applause] >> WE HAVE SENIOR ALEJANDRA Juarez with us. >> [applause] >> And also joining us is JUNIOR CHRIS YOUNG. >> [applause] >> Y'ALL STAY HERE, BUT THANK YOU SO much for um showcasing your talents um with the with Nashville, but also across the country. Um from Hume-Fogg Academic Magnet High School, we have senior Hunter Harrington and her parents who are both Hume-Fogg graduates themselves, and mom Britney McMurray Harrington who is a fifth grade teacher at Cockrill Elementary School. Y'all come on up so that we can celebrate you. >> [applause] [applause] >> We also have with us this evening who were featured in episode two, if you've been following. We have Hume-Fogg visual arts teacher Shayna Snyder with us this evening. If you can COME

007ON UP. >> [applause] >> AND PLEASE ALSO GIVE IT UP FOR principal Kelly Hargis. >> [applause] >> And representing um in Stardom from episode 3 from Warner Arts Magnet Elementary School, we have music teacher Christopher Blackman. >> [applause] >> And by the way, if you've watched Mr. Blackman wrote this entire play that the students perform musical that they perform. Dean of Fine Arts D. HAMMONDS. >> [applause] [applause] >> PRINCIPAL JANELLE BROOKS. >> [applause] >> AND TWO OF OUR INCREDIBLE elementary students who are featured, Malea Thrash and Anaya Kennard. Y'ALL COME ON UP. >> [applause] >> DID YOU ALL HEAR THEIR VOICES AND SEE THEIR talent on stage? Amazing. Well, while we can't fit them all in the room, there are another 100 or so students from Cane Ridge and Warner who are just as important

008to these projects. So, let's also give them a round OF APPLAUSE, TOO. I ALSO WANT TO THANK THE BRILLIANT filmmakers from Moving Picture Boys. They have Yes, go ahead and give them a ROUND OF APPLAUSE. >> [applause] >> THEY HAVE BEEN WITH US FOR SEVERAL projects now and they always find a way to tell a beautiful and utterly captivating story. So, let's give it up for Shaun Clark and Jace Freeman. >> [applause and cheering] >> And if you've been following the Emmy Award-winning documentary, these are the two brilliant minds behind THAT AS WELL. >> [applause] >> WE'RE ALSO GRATEFUL TO TWO OF our wonderful community partners, the CMA Foundation and Notes for Education for generously sponsoring this entire project. So, let's give it up for CMA and Notes for Education. >> [applause] >> LAST BUT

009NOT LEAST, THANK YOU TO OUR director of vision performing arts, Franklin Willis and HIS ENTIRE TEAM. >> [applause] >> THANK YOU, MR. WILLIS, FOR spearheading this project and always showing up for our art students, our educators, and our and our schools. This simply would not have come together like it did without you running point. My heart has been full ever since I saw the first edits of each episode of Music City High. This is quite a group, and I'm so proud of everyone involved. I admire your dedication, your talent, your passion, and I appreciate your willingness to open up your schools and show the world the magic going on inside them. So, congratulations to everyone who is represented in this project. If you have not seen this um documentary, you better go watch cuz it's

010taking off. Um again, congratulations, y'all. Let's give them another round of applause and we'd like to pose FOR A PHOTO. >> [applause] >> ALL RIGHT, IF WE CAN GET A QUICK PICTURE WITH EVERYONE and um board members whose schools are represented at least. Although it represents >> That was scary. Thank you. >> [applause] >> All right, congratulations again TO OUR [applause] MUSIC NOW, NOW IT'S TIME TO CELEBRATE SOME ROCK stars of the chess world. That's right. The Sylvan Park Elementary School primary team won the state championship at the Tennessee State Scholastic Team Chess TOURNAMENT LAST MONTH. >> [applause] >> NOW, THESE STUDENTS SPEND AT LEAST 1 hour a week playing chess together in Sylvan Park's Chess Club. And they devote even more time to the game away from the school by taking lessons, playing online

011games, and participating in chess camps and other tournaments. The team is led by a chess coach Aaron Cavanee from the Foundation for Tennessee Chess. So, let's give it up for these four outstanding third graders and students and coach. Please come on up front when I call your names and then we'll get a photo of you with your coach and Principal Gates. Our state champions are LOUIS GALLETTI. >> [applause] >> ARCADIAN KENNY. >> [applause] >> MAX CALZAVARA. >> [applause] >> MAXWELL WOZNIAR. >> [applause] >> AND PLEASE GIVE IT up for COACH AARON CAVANEE. >> [applause] >> ALL RIGHT. AND PRINCIPAL GATES, can we celebrate you and you can come on up to be ACKNOWLEDGED AS WELL? >> [applause] >> NOW, WE ARE SUPER SUPER proud of this team. But before we take this picture, I also

012want to note that Sylvan Park's Elementary team also finished in the top 10 at the state tournament as well. >> [cheering] >> ALL RIGHT, CONGRATULATIONS. LET'S GET A quick photo. >> [applause] >> How about that? Congratulations again to our Sylvan Park state chess champions. So proud OF YOU ALL. >> [applause] >> OKAY, NOW IT'S TIME FOR A CELEBRATION we all look forward to every year as we honor the best of the best of our graduating seniors from across the district, probably filling up most of this room. Our valedictorians and salutatorians boast an extremely impressive collection of awards, activities, and achievements. They're talented, diligent, responsible, ambitious, and resilient. They are scientists and engineers, artists and athletes, researchers, advocates, volunteers, entrepreneurs, and of course, hard workers, scholars, dreamers, and leaders. Some of them are heading to college

013in other cities, other states, and other parts of the country. While some will stay here in Nashville, many of them, after earning full ride scholarships to the local colleges and universities we partner with through our University MMPSS portfolio. All of them are going places, important places where their great work will continue to make a difference in every organization or community they inhabit. As a district, we are incredibly proud of all of these students for what they have accomplished and how they responded and represented their schools and our community. And one more thing that makes me proud when I think about these young people and their success, the way hundreds of educators and other staff members in our elementary, middle, and high schools have helped prepare these students and how these students have also prepared themselves

014to meet this moment and be successful in anything and everything that's coming up for them. I'm now going to turn it over to Michael Cass from our communications team to talk about each of our valedictorians and salutatorians. Students, as Michael calls your name, come up front and face this very proud audience of family and friends, and please watch the screens for a little more information on the many things these students have done and achieved. As well as a few pearls of wisdom, words of advice for their fellow graduates, thank yous, and favorite memories of high school that many of them have shared. >> [snorts] >> I'm going to turn it over um to Michael, but I'll ask um each of our vals and sals to stay um up front for a photo at the end,

015and then after we get all um vals and sals acknowledged, um we're going to escort you through this door back over to the wellness center for your reception that we started before the board meeting. All right, Michael Cass, take it away. Thank you so much, Dr. Battle. From Antioch High School, we have Valedictorian Isabel Lopez Jarquin, who will attend Vanderbilt University on a full ride Nashville Vanderbilt scholarship. >> [applause] >> AND SALUTATORIAN Ireni Salib, who also is on her way to Vanderbilt on a full ride Nashville VANDERBILT SCHOLARSHIP. >> [applause] >> FROM NASHVILLE BIG PICTURE HIGH SCHOOL, the Valedictorian is Kieric Gordon, who is on his way to Louisiana State University. >> [applause] >> And the Salutatorian is Eric Gomez, who will be attending Trevecca Nazarene University. >> [applause] >> Representing Cane Ridge High School,

016we have Valedictorian Prabesh Rai, >> [applause] >> who is considering Middle Tennessee State University and Tennessee College of Applied Technology. And Saluta- And Salutatorian Karrar Alzuhairi, who is on his way to Tennessee State University on a full ride TSU Trailblazer scholarship. >> [applause] >> From Early College High School, the Valedictorian is John Diokales, who is on his way to the University of Tennessee Knoxville. >> [applause] >> And the salutatorian is William Banks, who will attend Rochester Institute of Technology. >> [applause] >> And both John and William have earned associate degrees from Nashville State Community College along with their high school diplomas. >> [applause] >> From East Nashville Magnet High School, let's give it up for valedictorian Tyler Pentecost. >> [applause] >> Tyler will be attending Belmont University. And the salutatorian is Keneisha Raybon. >> [cheering]

017[applause] >> Who is heading to Vanderbilt University on a full-ride Nashville Vanderbilt Scholarship. >> [cheering] [applause] >> Oops. From Glencliff High School, we have valedictorian Manuela Lewis, who will be attending Belmont University. >> [applause] >> And salutatorian Samuel Areola Velasquez. >> [applause] >> Who will be starting an apprenticeship with the Nashville Electrical Joint Apprenticeship and Training Committee. >> [applause] >> REPRESENTING HILLSBORO HIGH SCHOOL, THE valedictorian is Hudson Mills, who will be attending Vanderbilt University. >> [applause] >> And the salutatorian is Kyle Brandon, who is on his way to the University of Tennessee, Knoxville. >> [applause] >> From Hume Park Academic Magnet High School, let's hear it for valedictorian Abhinaya Pinchikin. >> [applause] >> Abhinaya will be attending Johns Hopkins University. >> [applause] >> And the salutatorian is Quinn Weiler, who will go to Vanderbilt. >>

018[applause] >> From Hunters Lane High School, the valedictorian is Jesus Guadalupe Gutierrez Hernandez, >> [applause] >> who goes by Lupita and will be attending Belmont University on a full ride Bell Tower scholarship. >> [applause] >> And the salutatorian from Hunters Lane is Denise Balderas, who is on her way to Austin Peay State University. From James Lawson High School, we have valedictorian Hayden Cedar. >> [applause] >> Hayden will be attending Middle Tennessee State University. >> [applause] >> And the salutatorian is Anna Iring, who will be attending Cornell University. >> [applause] >> From John Overton High School, we have valedictorian Said Negmatulin, who is on his Said is on his way to Vanderbilt University on a full ride Nashville Vanderbilt scholarship. >> [applause] >> And the salutatorian is Cayden McGee who will be attending Tennessee State University

019on a full ride TSU Trailblazer scholarship. >> [applause] >> Representing Maplewood High School, let's give it up for valedictorian Kaveya Stevens. >> [applause] >> Kaveya plans to attend the University of Tennessee Chattanooga. And the salutatorian is Jordan Brown who will go to Belmont University on a full ride Bell Tower scholarship. >> [applause] [applause] >> For Martin Luther King Jr. Academic Magnet High School, the valedictorian is Shub Patel. >> [applause] >> Shub will be attending Vanderbilt University on a full tuition Cornelius Vanderbilt scholarship. >> [applause] >> And the salutatorian is Alaan Ahmed who will be attending Princeton University. >> [applause] >> From McGavock High School, we have valedictorian Jayden Cathy. >> [applause] >> Jayden will be attending North Carolina A&T University. >> [applause] >> And the salutatorian at McGavock is Gisselle Martinez. >> [applause] >> Giselle

020is headed to Trevecca Nazarene University on a full ride scholarship through our university MNPS portfolio. From Nashville School of the Arts, the valedictorian is Stella Horton, who is on her way to Belmont University. >> [applause] >> And the salutatorian is Elliott Warley, who will be attending the University of Tennessee, Knoxville. >> [applause] >> From Pearl-Cohn High School, we have valedictorian Simeran Martin, who will be attending Belmont University. >> [applause] >> Simeran will go to Belmont on a full ride Bell Tower scholarship. And Pearl-Cohn salutatorian is Tiaja Frazier, who is on her way to Louisiana State University. >> [applause] >> Representing Stratford STEM Magnet High School, the valedictorian is Paul Wagner, who will >> [applause] >> Paul will be attending the University of Tennessee, Knoxville. And the salutatorian is Bella Atkinson. BELLA WILL BE ATTENDING TENNESSEE

021STATE University on a full ride TSU Trailblazer scholarship. >> [applause] >> From MNPS Virtual School, the valedictorian is Danyar Harami. >> [applause] >> Danyar will be attending Belmont University. And the salutatorian is Zaid Alkhanani, who is on his way to Middle Tennessee State University. >> [applause] >> And from Whites Creek High School, let's give it up for valedictorian Elizabeth Harris. >> [applause] >> Elizabeth is on her way to Clark Atlanta University and also has earned an associate degree from Nashville State Community College through Whites Creek's early college program. >> [applause] >> And I'm going to turn it back to to Dr. Battle to talk about Whites Creek's salutatorian. [snorts] And the salutatorian of Whites Creek High School is my nephew, my older brother's son, RYAN BATTLE. >> [applause] [applause] >> RYAN IS ON HIS WAY

022to Tennessee State University on a full ride TSU Trailblazer scholarship and like Elizabeth, he has also earned an associate degree from Nashville State Community College through Whites Creek's early college program. And because I have the mic, I'll say Ryan's parents and the rest of his family and I, Ryan, your TT, are extremely proud of you. Um just as all the families here tonight are extremely proud um of their students' achievements as well. I just got myself uninvited from the graduation party. >> [laughter] >> Um So we are proud of you all. What an amazing group of students from across our beautiful district. Before we take a group photo, y'all let's give it up one more time for all of our class of 2026 Val and Sal. >> [applause] [applause] >> Okay, I think we're Are

023we going to take two different pictures or we're going to get one with the students and then with their principals? Okay, so we'll get one with the students and then um executive principals, please be prepared to come up as soon as we take the first photo. Yeah. Any of you babies. Y'all need to go up front. You're small. We wanted to see your beautiful faces. There we go. You're small. >> [laughter] >> Where you going? We need you over here in the picture. >> I can't see anything. >> I see a few more cameras. All right, let's give it up again for our VALEDICTORIANS AND SALUTATORIANS. >> [applause] [applause] >> ALL RIGHT. MR. WILSON, Principal Chapman, come on down. All parents and students, please exit that way for me if you're with the valedictorians. exit

024that way for me if you're with the balcony showers. But, thank you. Yeah. These are Brussels. I just want >> Are we ready? Can you keep going? All right, so All right, um So, we also have some track and field superstars to recognize tonight. Um the James Lawson High School girls track team recently broke state records in both the 4 by 100 relay and the 4 by 200 relay. Let's give them a round of applause before THEY COME UP. >> [applause] [applause] >> SO, THE 4 BY 100 relay team set the new all-time state record at the Houston Classic in Germantown, Tennessee on April 11th with a blistering state record time of 46.2 seconds. >> [applause] >> And as they're coming up, I'mma keep celebrating them and and embarrassing them a little bit. And at

025the Nashville Track and Field Championships just a few days later, the 4 by 200 relay team broke not only not only the meet record, but also the state record with a time of 1 minute and 36.13 seconds. NOW, THAT BEAT THE PREVIOUS state record by 1.22 seconds. If you know track and field, that is blistering. Yes. And it was the same for very fast student athletes on both relays. So, let's give it up for and if y'all can raise your hands so we can just put face and name together. JADA DAVIS >> [applause] >> JASMINE GROVES >> [applause] >> JAKARRA HEAD >> [applause] >> AND DREAM WILLIAMS. >> [applause] >> I WANT TO TAKE AN OPPORTUNITY TO acknowledge um our coaches who are here. Um Brian Colon um and the rest of the team coaches,

026we appreciate y'all so much. Um I also want to share that um MNPS students uh student athletes broke four meet records at the national track and field championships including three that were broken by Lawson's girl teams. Um girls team. Those records were broken again by the 4 by 2 and 4 by 400 relay teams and by Jasmine Groves in the 300 meter hurdles. Jasmine is also the defending state champion in the 300 meter hurdles, by the way. And as many of you will remember, Dream Williams broke the 46-year-old state record in the 400 meters by more than a second as a FRESHMAN LAST YEAR. >> [applause] >> AND JADA DAVIS IS THE defending state champion in the long jump. This is an incredibly accomplished team and they are just getting started. So, congratulations to you

027ladies um on a job well done. Thank you coaches for all the hours and time and effort you put in. As a previous track and field athlete, I know how hard y'all work in the training. Um, I I congratulate you and applaud you in every way. We would love to take um, a photo, but I also want to acknowledge, I know we have some of our boys relay team members here who are blazing fast as well. >> [applause] >> AND SO, WE WANT TO ACKNOWLEDGE them and we'll continue to celebrate their amazingness as well. So, y'all let's give it up for our The James Lawson High School track and FIELD STUDENT ATHLETES. >> [applause] [laughter] [applause] >> SO, CONGRATULATIONS AGAIN TO OUR record-breaking James Lawson girls relays teams, um, as well as the boys relays

028teams and coaches, the staff, families, um, kudos to you all. We will continue to watch because they are early on in the track season. So, more greatness to come. All right, now got one more graduating senior to recognize tonight. Um it's a bit of a surprise for her, but I hope um we I hope we are so proud of our senior student board member, HANNAH >> [snorts] >> WYNN. >> [applause] >> HANNAH WILL BE GRADUATING IN A couple of weeks from the John Overton High School, and then heading to Belmont University on a full ride Bell Tower scholarship. >> [cheering and applause] >> Hannah, congratulations and thank you for everything you brought to the board table over the past 2 years, your ideas, your energy, and your insights about what students are thinking um and

029feeling. We're so grateful for you. We're going to miss you. We can't wait to see what you achieve in the years ahead, and we wish you all the best. Congratulations. Yeah, we'll get a picture. Come on up, Hannah. I'm coming. You know it'll take y'all a minute to get information. >> [laughter] >> 1 2 3 All right, thank you so much. It bring back memories of track and band, camping, all the great things. So, um thank you to the principals and parents, and more importantly our students for all the hard work you put in over the past couple days. Now, we move on to our director's report. I will hand over to Dr. Battle to talk about MNPS Reimagined update. All right, thank you again Chair Player and board members. Um tonight's director's report gives

030us an opportunity to celebrate the real tangible outcomes we're as creating for students. From the credentials they earn in our classrooms to the pathways that connect every school in a cluster to a shared vision for student success. We'll begin with an update on industry certifications. As Tennessee continues to evolve its definition of college and career readiness, industry credentials have become one of the most powerful tools we have to ensure our graduates leave us with something concrete in hand. A recognized third-party verified qualification that signals to employers and post-secondary institutions alike that our students are ready. Chief Sarah Chen will walk us through how MNPS is approaching this work with quality and intentionality, focusing on how value through tier three credentials in fields like health care, IT, and advanced manufacturing, and ensuring that every zone high

031school in our district offers pathways that can meaningfully open doors for our students. Before we move to our cluster presentation, I want to acknowledge once again the Cane Ridge Rhythmic Ravens. That was a wonderful performance before the meeting, and I was thrilled to be able to celebrate them and the rest of our Music City High Stars a few moments ago. Tonight, the Cane Ridge cluster will share how they are building a coherent pre-K through 12 journey for every student in their community. One that begins with the early college and career awareness that build in elementary school, deepens through the exploration and enrichment of middle school, and culminates in the advanced pathways, industry credentials, and early college access available at Cane Ridge High School. Taken together, the credentials our students are earning, the documentary that told

032their story to the world, and the road map their cluster has built around them, tonight is a powerful reminder of what is possible when we are intentional, when we are aligned, and we and when we keep every student known. With that, I'll invite Sarah Chan, um our chief strategy chief of strategy, to begin with our industry certifications update. Good evening, Board, and thank you for the chance to pre- Oh. Does that work? All right. Good evening, Board, and thank you for the chance to present on industry credentials as our last installment on our presentations on advanced academic opportunities at MNPS uh and the experiences that those are providing for our students throughout our district. I can Can you guys hear me on this? Is this working? Okay, great. And all right, I think for this

033last one I should make one of you come up here and present this slide at this point. Um but as our final reminder for the year, college and career ready status in the state of Tennessee is awarded uh when a student earns one of the following indicators of readiness for uh their transition to the post-secondary life. Uh one is through a 21 on an ACT, which is considered a college ready score on the ACT. A qualifying score of a 31 on the ASVAB, which is the military entrance exam, successfully earning college credit through the completion of an EPESO or an early post-secondary opportunity, and last, earning a high value, which the state of Tennessee calls a tier three industry credential, or a middle value tier two and one other credential as well. And once again,

034any one of those ways is how our students can demonstrate college and career ready status in addition to their graduation requirements. And in in the Cane Ridge cluster, which we'll be talking about this evening, our students have the opportunity to complete four of these pathways. So we're going to talk in a little more detail tonight specifically about industry credentials. And industry credentials are an opportunity for our students that improves their hireability and their potential for wages should they choose to go straight to work, or if they choose to stack these industry credentials with a post-secondary degree as well. So just to define some terms here, because often times of all the different episodes, industry credentials are often one that a lot of folks know the least about. So an industry credential is a third-party verified

035recognized qualification that validates a student's or any individual's skill or knowledge in their specific field. And that can signal competency to their employers and might even be required specifically in job postings. It's not unusual in a lot of the industries we're going to be talking about tonight for those ICs to actually be required to even be considered for one of these jobs. Industry credentials are required more often in some fields than others. So not every industry necessarily equally values or weights these kinds of opportunities. Ones that we see this come up the most in are in the healthcare field through patient care, EMT status, in IT, or in skilled trades and manufacturing. And there we have we have pathways in academies aligned to these industries in many of our MNPS high schools. And additionally, one

036common myth that I think people might think about industry credentials is that these are really for kids who are only going straight into work and not necessarily considering a post-secondary option. And that's not necessarily the case. A lot of these industry credentials are both very effective and powerful on their own or are even more valuable when paired with a post-secondary opportunity. I mean, they might be even more demanded in some of these particularly high credentialed fields. So, every single MNPS zoned high school offers at least one of these tier three credentials. And again, in the state of Tennessee, the TDOE weights our industry credentials through an evaluation system and rubric to help us as schools understand and evaluate which of these credentials have the most value and are the most likely to improve hireability for

037our students or the likeliness of competitive wages. Which one of these really open doors for our students when they graduate from our high schools. Tier three is the highest level of credential that a credential can be in the state of Tennessee and there are opportunities to earn a tier three credential at every single one of our zoned high schools. We have a few of these examples on the board. Again, this is not an exhaustive list just to give you a sense of what these kinds of opportunities are and where in the district you can access these. So, in Lawson, students can earn Adobe certified pro for digital design that is a tier three credential. In Glencliff, our students can earn a certified SolidWorks Associate credential in that construction pathway. Cane Ridge students can earn certifications

038as certified clinical medical assistants and I'm sure you'll be hearing more about that shortly. And Overton students can earn a certified production technician credential in that engineering pathway. Again, this is not an exhaustive list. These are available at all MNPS high schools. This is meant just to give you a sense of some of those options that are available to our students. So, how does MNPS actually ensure that these industry credentials they're offering are high quality and that make make sense for our students. Obviously, I spoke earlier about how we consider those TDOE ratings, um but we take it much further than that, of course, to ensure that we're we're uh guiding our students towards opportunities that will meaningfully change their earning potential and their hire-ability when they leave our schools. Um so, first of all,

039we focus on high-value credentials. Uh so, we emphasize credentials that align to employer demand, and clearly communicate when additional post-secondary training is necessary for an industry credential to change the hiring opportunities for our students. Um second of all, we target the sectors with the strongest payoff. Um that was obviously something I've spoken about a little bit earlier in this presentation, but not all industries necessarily weight or value credentials the same. So, we try to really ensure that we're investing and prioritizing in those highly credentialed sectors, such as health care, IT, and advanced manufacturing. Um third of all, like everything in MNPS, we do invest with our outcomes in mind. So, ensuring that we are tracking where our dollars as districts go, um ensure and making sure that they are truly changing opportunities for our students.

040Because, like every other episode at MNPS, our students do not incur any of the costs of participating in these programs. So, if a student in one of our zone high schools is participating in an industry credential, they don't pay for that exam, they don't pay for the preparation process, any of that. That is entirely covered by MNPS, just like every other episode opportunity that we offer in the district. Um and last of all, of course, we align our industry credential offerings with those TDOE guidance. Um not just because uh it is good for our accountability system, because those tier three credentials are highly valued through the CCR metrics, but also because we know that those credentials are the ones that truly change the earning potentials for our students, and the chance that these credentials turn

041into high-wage, high-skill jobs. Uh last of all, uh our MNPS students can earn these credentials in their normal career and technical education courses, which again are offered at all zoned high schools. Um so, what do these courses actually look like? Um our students take these standardized exams through a third-party uh verified agency. So, that can be developed by uh a national certification body, some kind of professional association, or another vendor that builds and uh develops these certifications that students can take at their schools. Um our students then prepare for that coursework in the course of their normal CTE classes. So, through aligned coursework, uh hands-on practice, and then exam preparation that we give our students access to in their CTE classes, that's how students get ready to ensure they're well set up to pass these

042exams. Um and again, most of these industry credentials that we're offering are paired with those existing career and technical education, or CTE, courses in our schools, which means our students have plenty of time to prepare. I mean, and for many of these, we do see extremely high pass rates because it is naturally integrated uh with the course time that we make available for to our students. And with that, I'm going to turn it over to Renita Perry, our Chief of Academics and Schools, who will share more about Cane the Cane Ridge cluster and the outstanding advanced academic opportunities available in this cluster of schools. Thank you, Chief Chan. Good evening, board members and Dr. Battle, and thank you for being here with us. Tonight is a very special moment for us as a district because

043this marks our final cluster journey map presentation of the year. A culminating opportunity to see Nashville public schools reimagined in action across an entire feeder pattern. And before we move forward, I want to take a moment to acknowledge the incredible performance we just experienced from the Cane Ridge cluster band. Not only were they high school students, but they were middle school students from both Antioch Middle School and Thurgood Marshall schools. What made that moment so powerful is that it represents not just one school, but the strength of the entire pathway. Students from both middle and high schools coming together demonstrating talent, discipline, and the very outcomes we strive to cultivate across the cluster. What you're about to experience is more than just a collection of schools. It is a coherent aligned journey from a child's

044first day pre-K in kindergarten to the moment they walk across this graduation stage at Cambridge High School and also Nashville State Community College. Designed to engage, enrich, and equip every learner for lifelong success. At this time, it is my honor to introduce the leaders who bring this journey to life each and every day. Our principals who will share the story of the Cambridge cluster and the impact on our students. COME ON UP, GUYS. >> [screaming] [applause] >> IS THIS IT? GOOD EVENING, EVERYONE. I am I am Dr. Deionce Alexander, principal at Cambridge High School, and we are honored to be here tonight to share the amazing things happening across the Cambridge cluster. Our schools are committed to providing outstanding opportunities and experiences for every student and family served. Before we begin, I would like to

045introduce outstanding colleagues of mine as also leaders here in the Cambridge cluster to make up our team. Please help me join Dr. Deanne Murray at Cambridge Early Learning Center. >> [applause] >> Dr. Amy um Via at Eagle View Elementary. Dr. Christopher Plummer at Cane Ridge Elementary. >> [applause] >> Mr. Chad Hedgepath, at Cole Elementary. Dr. Bernice Russell, at Harry Maxwell Elementary. >> [applause] >> Dr. Dr. Camilla Matthews, at A.Z. Kelley Elementary. Dr. Tonya Williams, at Antioch Middle School. And Mr. Joseph Giles, at Thurgood Marshall Middle School. Together, these leaders and their school communities are helping students thrive from early learning through graduation. Now, let's make take a closer look at what makes Cane Ridge Cluster such a unique and special place for students and families. Good evening. I am Dr. Myrie, principal of Cane Ridge

046Early Learning Center. Today, we will take you on a brief journey to show you how Cane Ridge Cluster schools work together to fulfill our mission of engaging our learners, enriching their journey, and equipping them for lifelong success. Our mission is summed up in our three E's: engage in pre-K and elementary, enrich in middle school, and equip in high school. Our three E's help us to fulfill our vision by developing ready graduates prepared for future success through our early college and career pathways. Now, let's briefly examine how we engage each learner pre-K through elementary. In the elementary tier, we engage students becoming early college and career ready by building strong foundation for lifelong learning that promotes inquiry and early college and career awareness. In elementary, all students will engage in early college and career preparation through

047avid strategies, quarterly career exploration, a college visit, and interest-based extracurricular activities and athletics. Students in fifth grade participate in a college visit and Junior Achievement, helping them to begin thinking about their future goals and career pathways. All students also have opportunity to showcase their creativity outside the classroom through extracurricular activities such as dance, cheer teams, club sports, choir, musicals, and band. In addition, elementary students participate in middle school visits and our dance and cheer teams perform alongside middle school students at basketball games, helping build excitement and strengthen the connection as students transition from elementary to middle school. Now, let's review how we enrich our students' early college and career journey in middle school. In middle school, our middle school students enrich their early college and career journey through exploring their interest, igniting their passion, and

048unlocking their potential. In middle school, our students can earn up to three high school credits before entering ninth grade, participate in college visits, take the pre-ACT, and engage in avid college and career exploration to help connect their interests to their future goals. Through hands-on arts courses and electives such as culinary arts, music production, pep band, drama, dance, students explore their interests while building real-world skills. Middle school helps students see a clear connection between what they learn today and their future opportunities. Now, let's hear from Dr. Alexander as he shares how Cane Ridge High School equips our students. In high school, we equip students with real credentials, experiences, and opportunities through career-based academies in law, arts and communication, health management, and architecture and construction, students gain early college access with exploring high-demand career fields. Students can

049take advanced placement and dual enrollment courses, earn industry certifications, pursue scholarships through university in MNPS, and even graduate with an associate degree from Nashville State Community College, making them not just college and career ready, but making them college and career experienced. But, don't just take my word for it. Let's hear from the people who know it best, our students. My name is Rashad Slaughter. I went to Cane Ridge Elementary School, then Antioch [music] Middle School, and I'm a senior at Cane Ridge High School. At Cane Ridge High School, we equip students with real credentials, real experiences, and real opportunities. [music] Students can take dual enrollment courses, earn college credits, and in some cases, graduate with an associate's degree while still [music] in high school. Our career academies provide hands-on experiences and high-demand career fields, allowing

050students [music] to explore professions while gaining practical skills. By graduation, Cane Ridge students are not just college and career ready, they are college and career experienced. [music] My name is Sanam Hussain, and I am a senior at Cane Ridge High School. I went to AZ Kelley Elementary and Thurgood Marshall Middle School. In [music] our middle school cluster, we provided integrated math and in high school Spanish credit class, visited Cane Ridge two times for school and academy [music] tour, and had bi-weekly club meetings during the usual instruction time to help motivate exploration. Hi, my name is Jayden [music] Mercado. I'm a junior at Cane Ridge High School, and I attended Antioch Middle and Cole Elementary School. At Cole, Ms. Fran was my favorite teacher. I remember countless times doing [music] this Lifesaver activity, where she would

051at the end of the day sit down and draw notes from a bucket. She would announce who was a Lifesaver for that day. Ms. Friend taught me [music] a lot. In our elementary schools cluster, we engage to build a strong foundation for lifelong learning. We focus on academic connections, partner connections, [music] and positive school support connections. At Metro Nashville Public Schools, we engage, we enrich, and we equip. The previous video, along with the newly released Music City High episode 1, band camp, follows John Overton winning Cane Ridge Rhythmic Ravens marching band through 2 weeks of intense summer training. Together, these videos highlight our vision of preparing students to be early college and career ready, while living out our mission to engage, to enrich, and to equip every learner. From Cane Ridge Early Learning Center to

052Cane Ridge High School, students benefit from hands-on learning and academics and the arts, with opportunities to earn college credit, industry certifications, and perform both locally and across the country. As you saw in our combined cluster band performance before tonight's board meeting, we bring our three E's to life through meaningful experiences that develop transferable skills such as collaboration, communication, creativity, and confidence. Skills that prepare students for success in school and beyond. Together, we engage each learner, we enrich their journey, and equip them for lifelong success. Thank you. >> Thank you. >> [applause] >> THANK YOU TO OUR PRINCIPALS FOR THAT POWERFUL presentation and for bringing the Cane Ridge cluster journey to life. What we see across this cluster is exactly what we strive for in Nashville public schools. Coherence, alignment, and a deep commitment to ensuring

053every student is known, supported, and prepared for what's for college and career. I want to extend my sincere appreciation to Executive Director Dr. Everson Tuggle. Um and I also want to take an opportunity to thank our Harvard resident Dr. Jesse Tang, um who has been a thought partner across each of our clusters helping us to reflect, refine, and strengthen this work throughout the year. As we close tonight, it's meaningful to reflect on the journey we've taken together. We began this work back in August presenting to you all with the Overton Zoo cluster. And tonight with the Cane Ridge principals, thank you, we complete a full arc of storytelling across our district highlighting what it looks like when our district is aligned around student experience and outcomes. Thank you again to our principals, our cluster leadership,

054and everyone who has made these journey maps possible. Dr. Battle, I'll turn it back over to you. All right, thank you again, um Chief Perry, to our cluster principals our representative Cane Ridge, Dr. uh Felicia Everson Tuggle. Thank you for your leadership. Dr. Tang, um I can't see you. I know you're over in the corner. Thank you for your support and leadership. Y'all, let's give them another round of applause before we turn it OVER FOR QUESTIONS. >> [applause] >> AND AND CHAIR, BEFORE I TURN IT BACK OVER TO YOU, I WAS GOING TO let them know they could be you can sit and if um we need you for a response, you can come up to the podium. Um but Chair, I'll turn it back over to you. Any questions or comments? Uh member Block.

055Um I wanted to ask a little bit about the industry certification portion of the presentation. Um I know we've talked about industry credentials a couple of times and um I just I if if we could um a couple of things I'm wondering about right now is sort of is are all of our high schools currently offering high value credentials? Can all of our students access high value credentials? What are we doing to improve those offerings? And I know we've talked about this relative to like a Academies of Nashville's strategic plan. I just would love to hear a little bit more about not just what this says, but like where are we right now and where are we going? Yeah, I'll invite um um Dr. Chen to respond. Chief Chen, sorry. Um but um as you

056have already alluded to uh board member Block, um it does align to the work that we've been looking at in our AON strategic plan. Um and I'm extremely proud of the team um because in lots of ways when we think about the shifts that have happened particularly at the state level, um we have consistently far exceeded um what was expected um for industry credentials across all of our schools, specifically and pathway alignment. But I'll let Chief Chen respond. Yeah, I'm happy to speak more about that. So, we do offer there there is at least one Tier 3 industry credential offered at all of MNPS high schools right now. So, that is something that is certainly widely available and in terms of access um our students have the opportunity to enroll in the pathways that offer

057that in those CTE courses that do offer that as well. Where we are going next as you all have heard many times about the Academies of Nashville strategic plan is really making sure that because we have those great opportunities that are available in schools, that that's where we are guiding students in schools towards across the board. Um because I mean, you can imagine in the state's accountability system that we had before this year, there really wasn't much differentiation between high value and lower value credentials. So, this has really given us a great opportunity that fits perfectly alongside the Academies of Nashville strategic plan to make sure we are saying, regardless of what the state does, because the state might change their accountability system next year or the year following or whatever, that's the reality of

058the world that we're in, we are going to say, the purpose of industry credentials is to change higher ability and wages, and that is the pathway we are driving our students towards. So, that gives you sort of a sense of both where we are now and where we are continuing to drive towards in this work. Um because we know that that is the purpose of industry credentials and where our students need to be spending their time and energy. And I'll also just add, um we do this in partnership with our industry partners. Um and so, we're getting real-time feedback from those in industry, um around those um tier three and high-level industry credentials. One of the things that um as we've done these the cluster pathway presentations and we look at what's available, um first

059of all, it's really been fascinating to learn what all is available in each particular cluster. And then as I think about all of this going forward in the like know where you are, but don't stay there mantra, um I would I I'd love to see all of this again in like a year or two when we're at the point where we can sort of also say, and when we came to present you I mean, I remember when we had uh I think it was Hunters Lane and we talked about um the like number of students that were getting IB CP sorry, it it International Baccalaureate Certificate Programs. And at Hillsborough, it's the International Baccalaureate Diploma Program that we're emphasizing and you all are doing uh um some work around dual enrollment and like so in

060each of these places we have different things that we're trying to emphasize plus we have the industry credential work. I'd love to see this where in like two years we come back and we're saying, "Here's what we talked about laying out in terms of the pathways in each of these clusters and here's where we are where we were then and where we are now in terms of the things that we value uh for students in term you know given their achievement and and what we're going for if that makes sense. >> Absolutely and I think this is a um a perfect time to um just acknowledge that um national public schools is actually leading the country in this work. And so a lot of districts across the country are coming here to study what we're

061doing um with regards to access um and you know there there's one thing to have access but we also want students to be successful um right? So we're also tracking um the success rates of our students as they're embarking upon um their their industry certifications. So um not just again I I have to say not just um here in the country but internationally um this is something that we're continuing to lead around sharing best practices but in the spirit of continuous improvement continuing to revise um and adapt as we need to. Uh Dr. Nabawanuka? Thank you. As a follow-up to this and um when when we think about industry credentials and those opportunities that we are offering um I I think often times we um the general public gets confused about what industry certifications are

062um in comparison to trade programs which is often what they hear it as. Can you talk a little bit about that connection between what trade programs are and industry certifications and how they connect? Yeah so um um a a bit different. I think um we'll take kind of two angles. I think what is commonly misaligned in that conversation is CTE and what's the term I'm looking for? What's the old um vocational. Thank you, vocational. And so let's talk a little bit about that first and kind of where those where the CTE pathways lead in alignment to or not to vocational. Yeah, if I'm going to try to make sure I don't give you way more information than you need cuz I do spend literally all day every day thinking about this topic. So when you

063think about career and technical education is a very deliberate rebrand because the goal of those activities is that we're not just tracking some students towards career and some students towards college but ensuring that we are integrating both postsecondary pathways and also readiness for the military in all of the pathways that we offer at MNPS. So I spoke a little bit industry credentials basically represent any sort of third-party credential that you could some of which you can earn in high school, some of which you can't, some of which in order to be valuable have to be stacked with a postsecondary degree, some of which do not. So that runs like sort of the entire gamut of everything from um uh like a automotive or light repair certification that you might be able to earn in high

064school to something that you can stack with a nursing degree to be able to do you know resuscitation work in a hospital context and everything in between. That at MNPS when we offer those industry credentials, we are deliberately picking ones that you can get while you're still in high school and ones that you could use and would add value regardless of whether or not you earn a postsecondary degree. That is then totally different from a whole other set of work that we have at MNPS where you can participate in like a TCAT dual diploma program where we also offer at many of our schools dual enrollment options to move towards those trade pathways if you choose to continue on to T-CAT. So, I guess it's like a There are some alignment between these opportunities, but

065not necessarily all of the time. And they fit along a full continuum of opportunities that our students can access in high school, and then we deliberately support them to access after high school that gets them ready for whatever whatever field of work it is that compels our students. And I didn't even talk about apprenticeships. That's a whole other thing. I think one point of difference is vocational is typically taught to what was experienced in a comprehensive high school space, where CTE is for us more represented in the academy space, meaning that there is integration amongst the aspirations aptitude of the student as opposed to as Chief Chaney alluded to a siloed approach to students pathway, also promoting um that in this scenario the lack of promotion around college and career. And that is our ultimate

066goal with our academies of Nashville. Yeah. So, let me just clarify and make it a try to help me out here. When we think about automotive and students getting a certification in automotive, but preparing them in case they want to go into an engineering program, is that kind of the idea that we're looking at here? Preparing them for the workforce, but should they want to go into further study around engineering and automic automotive or automechanics, they can do so. Yep. That is absolutely our commitment as a district. Our goal is to create the conditions where every student does not have to choose. Where we are going as a district and why we're doing this Academies of Nashville strategic plan is to make sure that every dimension of the high school experience is aligned towards that.

067So, outside is like one of the things that we're really committed to in the Academies of Nashville model is it's not CTE over here and then all of your core content over here. So, ensuring that our core sequencing beyond the CTE courses also makes sense for college readiness. Those are the kinds of making sure that we embed ACT preparation programs and ACT coursework and boot camps in every single one of our academies. Those are two examples of many, many dimensions of how we ensure that all of those opportunities are embedded in every single academy. Thank you. Um member Taylor. Good evening. Um my question is around college and career counseling. And so, let's say I'm a high school student and I'm not quite sure what I want to do uh when I graduate from high

068school. I think we've all kind of been there. And um what does it look like for me as a student to go through the counseling session when we have all of these different options? So, one of the the things that we did this year was we actually moved counseling and our advanced academics programming all into one house at MNPS. Because something that we're really committed to at the support hub is ensuring that we are signaling these are tightly aligned activities. The advanced academics teams which drives the academies of Nashville, our advanced academic CTE courses, all of that, that creates the what behind all these experiences. And then the counseling program has to be operating in lockstep with them because that's the how for how you deliver all of this. The core activities that we do

069at MNPS in order to make sure what you're describing happens is moving towards transition plans. So, ensuring that every single one of our students, when they go from eighth grade into ninth grade, and then through their ninth through third like 13th grade experience, are building and developing transition plans that track with their post-secondary goals and making sure they're checking off those experiences they need to have in order to get there. Uh we're uh so, I mean, I one of the problems when you guys ask me these questions is I just could talk forever about these things because I'm very [laughter] passionate about it. Um but that is sort of that idea of the transition plan that undergirds everything that happens in those counseling conversations. Beyond that, it's the job of the counselor to work alongside

070the academy team to ensure that they're bringing the full set of content knowledge that's necessary to know what does it take for a student to be ready for that particular industry. Um because we know our counselors almost across the board have masters of education in counseling or in education, right? They don't necessarily have experience or know anyone who's been a plumber or an electrician or an auto mechanic or anything else. So, ensuring that they're leveraging that full expertise in the academy is part of how we make sure that we're bringing in that which comes along with our industry partners, our post secondary partners who support those academies to make sure we're giving our kids the most accurate, up-to-date, and cutting edge industry industry information that is aligned with what it is they want to do.

071Well, and I think that's the power of the academies, right? And you heard this from Principal Alexander. You've also heard the connective tissue from elementary to middle to high because what we intentionally do is customize experiences for students to start to explore. But as Chief Chain mentioned, those transition plans help us continue momentum as students matriculate throughout their cluster experience. And there is lots of transferable skills that are related to this. And if you were if you reflect back to our last Academies of Nashville video, one of the parents actually alluded to I think it was a Hillsboro parent who said, "You know, the exploration actually makes a difference. It saves time, it saves money, and it begins to narrow the focus that a student may have." Many of us as college students probably remember

072getting to our freshman year and kind of all these opportunities are before you. And so, what the Academies of Nashville do, and and and being coupled with the work of our college and career counselors, are starting to help students really um refine um and fine-tune what their path forward may be. But, the ultimate goal is that our students are empowered to make the best decisions for themselves. Thank you. I have one follow-up question to that. Um and I should have put it in the original question. I'm sorry. But, um how do we engage the parents and family members in that process uh with the transition plan, uh I guess starting in the middle school bubble? Yeah, I think there are a few key um milestones um that happen. Everything from, as was mentioned, um the

073career fairs, um the Academy um showcases, the transition plans, which are very unique um to um um natural public schools um are another um way. And let's not forget that a few years ago, um and I'm looking at um Chief Bradsted, who led this, uh we launched our personalized student dashboards, which allow um for 24/7 access for parents, for students, um for educators to plan around and to guide um um transition planning conversations. So, I mean, I just named a few. We can throw in Fast for Nights, we can throw in our Celebration of Schools Work, we can throw in our College and Career Fair I mean, our um all of our fairs across the board. Um even industry um we just had hosted our What was the name of our event? It's beautiful. There

074you go. We just held that. >> [laughter] >> Um and I was there, and there were lots of families um who were there getting individualized support and counseling, being connected to resources, um so on and so forth. So, I mean, the the approach is to be really um systematic in lots of ways. We want to be clear about what's happening um early on in a um student's experience um very specific specifically um in high school, but a number of modes and methods to make sure that we're meeting the needs as much as possible. But that personalized student dashboard is accessible to um uh parents, to families, to students and educators on a daily basis. Okay, thank you. Uh senior board member? I just like to help answer your question, member Taylor. Um so the academy

075selection process isn't like, you know, you come into your freshman year and you're thrown into like some mechanical engineering class. Um but the whole focus, I remember at least my freshman year, was being a part of the freshman academy, seeking support from my counselor that had 500 other students who were also trying to figure out where they wanted to be placed. Um and, you know, like the question poses if you want to transfer academies, but overall I think that it's really supportive process. It's almost like choosing like it's like a they do like a whole ceremony for it now. They didn't do that for me, but um >> [laughter] >> I mean, it's a it's an exciting experience and you also kind of the team that is a part of your academy, um your counselor,

076your academy principal becomes like such a family. Um and those people stick through you for the next 3 years to support you and um whether the academy works out or not, um it builds really great relationships. So, um that's really all I had to say about kind of the exploration process and kind of how big of a deal it is in our academies in Nashville schools. Um member Fain. I have follow-up questions to that. So, let's say you choose one academy and then as you're going through that process, it doesn't work out. What is the How easy is it for you to transition to another academy? Cuz I know from a college standpoint, right? If you change majors, that prolongs your usually prolongs your years. You don't have that option in high school. So, what

077happens when you change your academies or decide this doesn't work for me and I want to take other the or focus on another academy. Yeah. So, the answer that our academy coaches will give and that they tell us to give is that yes, sometimes. So, usually the switch needs to happen between your sophomore and junior year if you choose to switch academies. Um, but it's also a matter if you have space in your schedule. Um, so for me, um, like for example, I'm at in the Academy of Interdisciplinary Science Research. Um, and that's also my pathway. Um, but if I wanted to take a class within a different pathway, I could still take that class without being a part of that pathway. Um, but it also depends on the class if we just discussed um,

078industry certifications in different episodes. Um, and that class class might not be available or have enough space um, if that class is maybe a medical assistant class um, or you might have to have a pathway to take that class, but the transition can happen. Um, but it entirely depends on the student um, how much space they have in their schedule, but if you want to make a switch, it's encouraged to happen between your sophomore and junior year. So, you select at the second semester of your freshman year. Um, and then you take those courses your sophomore, junior, and senior year. Remember Maze. So, um, thank you Cane Ridge Cluster. I I don't have any confetti, but I would throw it if I had it. Uh, so I I listened to everything that you presented and

079it has been my honor to Bless you. It has been my honor to be associated with you, be in your schools, and watch you work. Um, you bring me joy. You bring me happiness. And I'm so thankful to have each and every one of you who support our students on a daily basis. And your um, your dedication shows. And I appreciate you. And I am so thankful to have you in my district. And thank you for closing this out in a big way. I appreciate every single one of you. Thank you so much. That's all I wanted to say to you. So, thank you. Thank you. Thank you. Any other questions or comments? All right. Just one last comment. We acknowledged um Jesse Tang who's been supporting our journey map work. Also want to say

080congratulations to him. He defended his um dissertation right um about 2 weeks ago so he is now officially Dr. Jesse Tang. SO, CONGRATULATIONS. UM THANK YOU. THANK YOU TO Cambridge Cluster for um coming up and finishing this lovely journey that we have taken. I know um times you hear people people think this is a dog and pony show about our clusters but it's really a show the depths of our district. It's one of the things that when we talk about how many schools that we have to govern over and we say 100 and 30 plus schools, this is the depth of that. And so, when we do that, we want to show what does our district provide? What are the the specialties of each cluster? The unique characters of each clusters? And present it to

081the not only to us as a board but also to the community to really understand all the great things that MNPS does cuz a lot of times oh, I didn't know MNPS does that. Oh, I didn't know you guys do that. And this is the answer to that. So, people when they come visit your schools and see you in leadership in the community, they understand the depth and the breadth and the and more importantly the talent within the students but more importantly the leadership that we have. So, I thank you for being here. Thank you for having your band perform for us in the afternoon. That was a very lovely energetic way to do that and bring us a good energy for the school board member. And I know it's late, so it's a school

082night, so you are dismissed. Um so you >> [laughter] >> Board members, you're not dismissed. Yeah, yeah, yeah, yeah. But you guys are, so thank you for being here. >> [applause] >> All right, now we'll move on to public participation. Um people who have appeared will appear in front of the board. They have registered beforehand. You have 2 minutes. There is a lovely clock up there that will um provide the 2-minute count countdown along with the lights that will give you um warning signs of that. So we will go ahead and get started. We will start with Burris Cox. Oh gosh. Uh good evening. Uh I'm grateful to be here. Um my name is Burris Cox. I'm a co-founder of the Gate School. Um I think it tonight I just really want to share what

083compelled me to want to start this school. I'm a native Nashvillian. I've been a career teacher here in Nashville. Um and I've had a front-row seat to the excellence that exists inside of our classrooms every day. The number one thing um that I've learned from being a teacher is the excellence that exists inside of all students. And seeing this um on the day-to-day basis, um over 70% of my students every year have mastered the TCAP, 40% higher than the district average. I feel like I've had a unique lens into this excellence. And so, excuse me. And so this journey started for me 5 years ago um of you know, every year after teaching, I was asked, "Do you want to become an administrator?" And for me, the answer was always no for two reasons. Number

084one is because I love teaching, and number two is because I believe that is the work. And so this journey started with me trying to answer the question of why is our why are schools structured this way, and is there and is there is there a better way? And for me, um the I feel like the answer is the Gate School. Um That there is a way for teachers to lead and to lead with purpose and power. Excuse me. And so at the Gate School, three things will be true every day. [clears throat] Every leader will teach and every great teacher will lead. We will use the Harness method to ensure all all learning is truly student-led. We will use technology and AI purposefully to accelerate and enhance student learning. I believe deeply in the

085Gate School and what we're creating and I thank MNPS for their thoughtful review of our application and I urge you to approve and say yes to the Gate School tonight. Thank you for your time. >> [applause] >> Jim LeCrone Oh, what happened here? The first break it. He did. All right. My name is Jim LeCrone. I appreciate you guys giving me a just a couple minutes to talk about what brought me to Gate School to the Gate School and can you hear me? Yes, sir. And my journey. So first of all, I'm a proud product of MNPS K-12. Went to West Meade Elementary, Harbor Valley, Head, Bellevue and then graduated from Hillwood High School in 1990. Grew up in West Nashville. I've always been in Nashville until UT came back here. But anyway, fast forward,

086you probably know me most recently as the school director and founder of East End Prep Charter School in East Nashville. Well, I was about to retire this year. This is my 30th year in education and then all of a sudden four or five years ago Boris Cox came into my world and he just changed the paradigm for what I think schools can be. So, the reason why I'm doing this and why I'm co-founding the Gates school and staying in education and continuing to run East End Prep is I truly believe the number one thing that every no research refutes is the power of a great teacher. We can do everything we want in education, but the bottom line is the research says the great teacher never fails in getting student outcomes. And so I've always

087tried to figure out how do we continue to sustainably raise student outcomes for kids. And at the end of the day, it is the great teachers. It's the teachers that the TNTP study calls the irreplacables. The teachers in every school that every parent wants, every parent requests, every kid loves, and those are the those are the people that make education go around. So our proposal with the Gates school is that we build a school around the great teaching and great teachers. So every leader continues to teach, every great teacher also has influence in those decisions in decision-making. Cuz what happens is we take great teachers out of the classroom, well, they end up being the decision-makers, but they're not back in the classroom doing wonderful things for kids as they should be. So this school

088I truly believe is innovative. I think if you give us a chance, we're going to be great partners for you guys just like East End Prep has been for the last 15 years, and we're going to be able to partner with you to raise student outcomes in Nashville. Thank you for your time. Thank you, Kevin Dyson. Good evening, board members. Uh I am Dr. Kevin Dyson, founder of Music City Academy or Cole's charter school here in Nashville. I stand before you as someone who has lived the power of education, mentorship, and opportunity. Growing up, sports was my passion and my motivation. It taught me discipline, resilience, teamwork, and gave me a sense of direction for my future. Football opened doors in my life, but education gave me the foundation to my success beyond the game.

089This is why I'm here this evening. This is why I want to start a school that provides high-quality academics using sports as a vehicle to engagement. There's a reason that 95% of Fortune 500 CEOs played competitive sports. It's not just a game, it's what the game teaches us. How to show up when it's hard, how to trust and be accountable to the person next to you, and how to turn setbacks into comebacks. Those same lessons reflect MCA's three core plays, team over self, passion and purpose, and wellness for life. And Music City Academy is built on that truth. We start with what is already inspired and drives our students to connect them directly to rigorous academics and purposeful CTE pathways. The confidence built on the field carries into the classroom. The discipline developed through training

090becomes the same discipline needed to earn credentials, create opportunities, and change life trajectories. This isn't athletics sitting beside academics. This is using athletics, team, and movement as a bridge that leads students to the real game, academic success, career readiness, and real-life opportunity. I know what it means when one opportunity changes the trajectory of your life. I have lived it. I've helped others create it from I've helped create it for others, and tonight I ask that you approve Music City Academy so we can open doors for more students and give them a new pathway to thrive. Thank you for listening. Thank you. Russell McBride. >> [applause] >> Good evening and thank you for this opportunity. My name is Russell McBride and I serve as the chairman of the board for Music City Academy. And Dr. Dyson,

091I grew up in a home where I was blessed to watch both of my parents serve, educate, and coach high school students. My father, Larry McBride, was an impactful coach, administrator, and ultimately became the principal of multiple schools over the course of the 50-year career serving high school kids. My father was much more than a coach. His impact was felt as a father a figure father figure a mentor and an encourager. Athletics became a major part of my own journey. The lessons learned through the marriage of academics and athletics ultimately paved the way for me to earn a free education as a collegiate baseball player. When my dream of playing professional baseball ended, I experienced another athletic connection that changed my life. A professional baseball team moved to Jackson, Tennessee. And that single opportunity allowed

092me to start from the ground level and work my way up to assistant GM for the double A affiliate of the Chicago Cubs. It showed me firsthand what access and exposure can do for a young person's future. That's why Music City Academy matters so deeply to me. This school represents a unique intersection where academics, athletics, and real-world opportunity come together. We are not just educating students, we are connecting them to pathways they may have never seen or believed were possible. Nashville is a city rich with business leadership, professional sports, and community influence. Music City Academy is designed to intentionally bridge those assets to our students, creating mentorships, internships, and ex- and exposure that extends far beyond the classroom. For many of these students, it only takes one opportunity, one connection to change the trajectory of

093their lives. I know that because I lived it. Our commitment as a board is to ensure this school is built with integrity, accountability, and a relentless focus on student outcomes. Thank you for your consideration. Thank you. Adolfo Birch. Uh good evening board members, Dr. Battle. Uh listen, I appreciate the opportunity to speak in support of Dr. Dyson and the uh Music City Academy. Uh I understand time is limited and I will endeavor not to utilize all of it. Um some of you may know that I was born and raised in Nashville uh and that I came back to join the Titans after spending most of my career in New York uh at the league headquarters in uh in New York. Uh but you may not know that uh for the past 15 years I was

094on the board of the Business of Sports School, which is a public CTE high school uh in Manhattan that has done amazing work since 2009. Uh that school was built on a simple premise bring the passion to where the students are and in that case and in this case the passion is sports. Uh I think sports not as a goal but as a platform. Sports is woven into the curriculum in the in the coursework and into the real-world learning opportunities. It serves students regardless of circumstances or past academic success and it works. When I heard about Music City Academy I recognized immediately that Dr. Dyson and the team are pursuing the same idea and building it uniquely for Nashville. Music City Academy looks to help and provide students with a team-centered career-connected model that uses

095athletics and multiple CTE pathways as its foundation. Importantly it's not a sports school. It will be a career and college prep school anchored in sports participation. I urge this board to a port to approve the Music City Academy's application. Nashville deserves this school and its students are ready for it. Much obliged. Thank you. Demetria Giles Good evening members of the board. My name is Demetria Giles and I'm here to share my strong support for the the Gate school. I am the director of curriculum for Nashville Teacher Residency as well as the Gate school board member and a proud MNPS parent. As someone who has spent my career developing teachers, leading schools, and working to improve student outcomes, I have experienced how difficult it is to build a school model that is innovative and sustainable. What

096I appreciate about the Gate school is that it does both intentionally and thoughtfully. It is not innovation for innovation's sake. The Gate school's design is rooted in what we know works. The teaching firm model, which is embedded within the Gate school, fundamentally rethinks how we support students as well as the educators in the building. Instead of isolating teachers to the classroom or removing them altogether from the classroom, it creates a structure where leadership is distributed, expertise is shared, and adults are constantly learning from one another right alongside students. Similar to how a medical student might learn from a physician and patients or how a law student might learn from clerking with lawyers and clients. This is how you build instructional quality at scale. I previously taught and led in a school where this model originated

097and I can attest to the fact that school culture is the strongest, academic expectations are the highest, and teacher retention is the greatest when the school leaders are doing the work of teaching. Imagine school leaders embedded in the classrooms, close to students, responsive to what's actually happening on a day-to-day basis. At a time when we are asking more of our schools and our districts than ever, we need more models that are built for rigor and support for students and the educators. The Gate school represents that kind of future forward thinking. I urge you to support the school not just because it's new, but because it is well designed, deeply intentional, and positioned to develop to deliver strong outcomes for students in Nashville. Thank you for your time, your leadership, and your forward thinking. Good night.

098Thank you, Sparkle Sparkle Johnson. >> [applause] >> Good evening. I will not hold you all because of your alarm won't allow me to. But good evening. My name is Sparkle Johnson and I am a proud MNPS alumni, also a child of foster care. However, MNPS was my way out. I am also a proud MNPS parent of two graduates and three middle schoolers. One straight-A student who is a top-ranking athlete, Tavaris Buchanan, Jr., aka Bobby. Please remember his name. I am also a member of Isaac Litton's PTSO under the amazing leadership of Sherri Rain, author, domestic violence advocate, and former EMT with the Metro Fire Department. This is not about proof of my competence, nor my background. However, this is a all about what has been learned as a single mother and the interaction with other

099families throughout several Davidson County communities. From what I've seen on a daily basis, our children need strong, structured, and intentional learning environments that not just meet them where they are, but push them far beyond just capabilities, but exceeding all expectations with confidence. Music City represents that kind of opportunity for children who can thrive by expanding their horizons. I'm here in full support of this proposal and the powerful impact it can have upon our students, our families, our communities, and the future of us all. Here in my hand, I hold 21 questionnaires from families who are interested in sending their children, their youth congregants, nieces, nephews, grandchildren, etc. to Music City Academy. >> [snorts] >> Thank you. Thank you. Viva Price. >> [applause] >> Good evening, board members and Dr. Battle. We thank you for your

100time and consideration. My name is Viva Price and I have the honor of serving as the board chair. I'm also the executive director at Youth Encouragement Services and a founding advisory board member of the Nashville Early Education Coalition. But tonight, I don't stand before you in those capacities. I stand before you in my most important role as a mom. As a single mom to a rising sixth grader, I understand the hopes, fears, and decisions families across Nashville are navigating every day. I moved here 8 years ago to help build community for underserved populations and I believe deeply that public education is essential to a more just and a more inclusive society. But when I arrived, I was unprepared for the reality many families face. We were zoned for a school that currently has a 5%

101third grade literacy rate. And while passing a higher performing school just half a mile from our home to get there, that moment made me completely rethink how I approach my own child's education and the education for those around me. Like so many parents, I spent nights researching schools, visiting campuses, and anxiously awaiting the lottery results. My daughter's journey has taken us through charter, private, and now I am very excited to say back to public schools, all in search of the right fit. Today, she's a a thriving fifth grader who's reading at a 12th grade level according to her map results and is excited about learning again. I'm proud to say she'll be returning back to MNPS to the academic magnet school this year, which is why I'm here for the Gates school. I'm here in

102support of the Gates school. The reason I believe in this school is simple. It's built around great teaching. I believe strong teachers change lives and I've seen firsthand what happens when a child is pushed, when they're supported, and when they're truly known by an excellent leader. Confidence grows and achievement follows. The Gates school is being built to make that kind of teaching the center of everything, not an exception, but the standard for every student. And this is not about competition. It's about opportunity. Because while traditional schools work well for many students, other needs others need something different to succeed and access to those options should not depend on income, zip code, or luck. We have an opportunity to extend tonight, so thank you and please vote in consideration of the children. Thank you. Thank you.

103Leanne Danzy Bustle. Good evening Dr. Battle and members of the board. I'm Dr. Leanne Danzy Bustle, a professor of sport and entertainment management at Trevecca Nazarene University. And I am here to offer my strong support for Music City Academy because this proposal is grounded not in novelty, but in genuine educational and civic need. Nashville is changing. It continues to grow as a center for sports, entertainment, tourism, and live events. As that growth accelerates, our public schools must prepare students not only for college, but also for meaningful careers in industries that value communication, collaboration, adaptability, and disciplined work. Music City Academy directly responds to that reality. This charter is not simply an alternative school model. It is a deliberate and timely response to Nashville's evolving economic landscape. Its mission reflects a commitment to academic rigor, whole

104student development, and real career readiness. Students are developed intellectually, physically, and personally through strong academics, daily movement, and culture that fosters resilience, leadership, and purpose. What makes Music City Academy especially compelling is its emphasis on applied learning. This is not a thematic program for engagement alone. It is purposeful preparation. Students build critical thinking, teamwork, leadership, and professional responsibility while connecting learning to real-world experiences. Strategic partnerships with universities, industry leaders, and community organizations expand access and relevance, ensuring learning does not stop at the classroom door. A strong charter should reflect its community, respond to local opportunity, and prepare students to contribute meaningfully to life of the city. Music City Academy does this. It is for this reason that I respectfully urge you to approve this charter. It offers a thoughtful, relevant, and developmentally grounded pathway for

105students who deserve rigorous preparation, meaningful opportunity, and a clear path towards future success. Thank you. Emily Sandoval >> [applause] >> Sandoval, sorry. Hello and good evening, everyone. My name is Emily Sandoval Perez. I'm a student at Valor Collegiate Prep, and on the first day of freshman year in my AP Human Geography class, my teacher asked the question, "What makes a good classroom?" followed by "What makes a good teacher?" My mind was quick to paint the picture of my eighth grade math class, and even quicker to paint the picture of one person, Mr. Burris. To me, Mr. Burris has always been the person who I could rely on. I never felt judged or unloved by him. His undying support and his compassionate style of teaching made it ridiculously easy for me and my peers to seek

106him in times where we needed that extra push. Mr. Burris wasn't just a math teacher, he was an adult who was present and enthusiastic at all times, ready to help students at whatever pace they were going at. Here's what students who were blessed to have Mr. Burris Burris as a teacher have to say about him. Mr. Burris was always patient when it came to me starting chaos in the classroom or when it came to me not understanding math. Mr. Burris has a way of holding you to a high standard while making you feel comfortable. Because of him, I became more confident in my abilities to succeed not just in school but also in life. Mr. Burris approached every situation and student with so much patience and kindness. Years later, people still talk about how meaningful

107it was to have him as a teacher and how lucky we were to be in his class. The Gate School is built on a foundation that guarantees student success and by saying yes, you're creating an opportunity for a young child to experience a school where they will feel comfortable to express themselves, challenged to better themselves, and confident to advocate for themselves. By saying yes, you're saying yes to high-quality, promising education that will build the next generation of successful leaders, doctors, lawyers, pioneers, entrepreneurs, etc. that will transform society for the better. Mr. Burris changed my life and the lives of my peers and he will continue to change the lives of many other students through the Gate School. So that whenever they are asked, "What makes a good classroom?" or "What makes a good teacher?" they

108won't hesitate and said they'll have a picture in their head. Thank you. Thank you. >> [applause] >> Matthew Joelson. Matthew Joelson. Sam Kelly. Uh Evgen I totally butchered your name. I apologize. Correct me, please. Evgen Akbarov. Okay. You're You're good. Thank you. Good evening, members of board and community. My name is Efkan Akparov. I am a director of Peace Bridge Center, an organization uh devoted to promoting inclusive communities through education, outreach, and dialogue. I am here today uh to express my my strong support for the proposed Nashville School of Excellence. At Peace Bridge Center, uh we work closely with fam with families from wide range of cultural uh backgrounds, many of whom live in the Nolensville Pike area. These families are asking for more high school high-quality school choices, schools that not only offer academic

109rigor, but also a safe and nurturing environment for their children's. Nashville School of Excellence is designed to meet these needs. Its strong focus on STEM education, small school atmosphere, and commitment to student success will offer a powerful alternative to the limited options currently available in in the area. I truly believe that Nashville School of Excellence will be a valuable asset to our community. It represents this uh this step forward in providing equitable, high-quality education to students who need it most. So, thank you for your time and consideration. Thank you. Thank you. Jared Piguillette. >> [applause] >> Hello, board. Um my name is Jared. I am a Smyrna parent, and my daughter has the fortunate experience of attending a high-performing magnet school in Rutherford County. However, I'm not here because I need a seat for for

110my daughter. I'm here because I'm serving as a witness to the administrative integrity and operational excellence of the School of Excellence model. In my professional life, I deal with complex systems every day. I recognize operational excellence when I see it. And the Memphis School of Excellence brings 15 years of experience and college prep with a near 100% graduation rate. This This administration doesn't just hope for results, they build the disciplined frameworks to actually guarantee them. Their focus on STEM and a small school environment isn't just the the preference, it's a design choice that ensures that no student is lost and left behind. So, too often we see that low-income areas are treated as if they're good enough is acceptable. This leadership rejects that mindset. They are There are families in Nashville right now clamoring for

111high-quality options. Families who want the same rigor that my daughter receives, but have limited choices. This school bridges that gap. It proves that academic excellence isn't just a result of zip code, but of high-integrity leadership. And you as a board have most important job is deciding who to trust with our children's future. And based on my professional observations of their systems and their track record, this administration has earned that trust. I urge you to support the approval of the Nashville School of Excellence to give our families the options that they deserve. Thank you. >> [applause] >> Thank you, Arlene Martin Norman. Good evening. Madam Chair, Vice Mayor, I mean Vice Chair, Superintendent Battle, board members and other guests. My name is Arlene Martin Norman and I'm a proud resident of Nashville and the parent of

112three daughters who all attended non-traditional public high schools. Two are honor graduates from Hume-Fogg School and my youngest daughter is a scholar from East Literature Magnet. I'm an advocate for public education. I'm here to offer my support for a Nashville School of Excellence. Education is an important investment in an individual, families, and a city can make a difference in the future for the families and for the city. Prior MPS leaders saw the advantage of offering magnet public schools, and my family gives personal testimony to that being a good fit. Naturally, in a growing and changing city, our city needs to stay abreast of the need for evolving, unique, and flexible options to serve a variety of students and their needs. Charter schools expand the ability of schools to be to have greater flexibility, greater freedom

113to innovate, whether that's through specialized curricula, extended learning time, higher expectations, or teaching models, which while adhering to the same standards, laws, oversight as any other MNPS school. Nashville School of Excellence proposes to do just that with a proven track record through a sister campus in Memphis. The Memphis School of Excellence and magnet schools have demonstrated what's what's possible when students are given the tools and the support to succeed. You've heard about Memphis School of Excellence 100% graduation rate, 100% high school uh applications for colleges. Likewise, locally, Nashville magnet schools graduation rates equally. So, I urge you to support Nashville School of Excellence. Thank you. Thank you. [applause] Zindars Zavi. Please correct me if I mispronounced it. Yes, good evening. Uh good evening uh dear members board of directors. Sorry. >> [laughter] >> Uh I'm

114My name is Sanjar, and uh I'm parent of the four kids. I moved from Uzbekistan here and I'm representing the community of the Uzbeks here in the Nashville. And today I am want to provide my support to the school of the Nashville excellence on the behalf of these families and uh Like many families we came here with a clear support with a clear goal to give the children access to high quality education and better future. For us education is the most important foundation for success, stability and the long-term contribution. The Nashville School of Excellence represents the strong proven educational model schools within the Sorry. >> [laughter] >> So they represent network and demonstrate the outstanding outcomes including the high graduation rates, strong academic performance and the recognition at the state and national levels. These results

115give the families confidence in the quality of education being offered. Just as important is the school's approach to families and the community engagement. They take the time to listen, to communicate clearly and build a trust with the families from diverse backgrounds. This consistent engagement is especially valuable for ensuring the strong school family partnership. As Nashville continues to grow, so does the need of additional high quality school options. In short period of time approximately 370 families have already expressed interest in this school reflecting the clear community demand. And I just want to mention that I came the on the the of the same school which I graduated 25 years ago. So, I'm just uh looking for your support and your uh for this school. Thank you. Thank you. [applause] Joyce Classon Jasmine Rabia Sekaya Uh good

116evening, everyone. Can you hear me? Um I'm Jasmine Rabia. Uh I'm a member of Peace and Bridge community and I'm a former educator. I'm here today to share my strong >> [clears throat] >> support for the proposed Nashville School of Excellence. Um as an educator, I often speak with families and who are looking for different options. Uh schools that offer smaller class size, individual attention, and strong academic foundation. Uh parents want choices and students thrive in environments where they are truly seen and supported. That's why I'm excited about Nashville School of Excellence. Uh the school plans to start with just 150 students in its first years, creating an ideal environment for personal attention and academic growth. This is exactly what many families in our city are asking for. Um we also know that national population

117is growing rapidly. That growth means more students and a greater need for quality school options. Uh we cannot rely uh solely on existing schools to meet this demand. >> [sighs and gasps] >> Uh NCAA has already demonstrated success in Memphis. Uh there are four schools at Memphis and I'm confident that the same commitment to excellence can serve students and [snorts] families here in Nashville, as well. Sorry, I was so excited, and thank you for your time and consideration. >> [applause] >> Thank you. Mark North. >> [clears throat] >> I'm Mark North. I live in school board district three. I'm currently the Metro Schools Athletics Director for high schools. First of all, congratulations to Pearl Cohn Alum, Verion Brown, on being drafted by the New Orleans Saints this weekend. >> [applause] >> Since 2021, MNPS's own

118and magnet schools have won 11 TSSAA team state championships, and were runner-up 14 times. That's pretty good. A charter application on the agenda for your consideration tonight tries to convince you that MNPS athletic programs are failures because we don't win enough state championships. That feeble attempt includes a chart on page 19 that purports to list the team state champions. That chart is not just misleading, it is dead wrong. For example, the chart that is supposed to say we don't win enough championships omits, disregards, five team state championships. It just inexplicably leaves them out. If an application is going to demean and denigrate the accomplishment of MNPS students and dedicated coaches, it should at least use accurate data. Here's a reminder of some more data. It's found on the TSSAA website. The number of MNPS teams

119that earned TSSAA academic achievement awards for their team grade point average. In the current school year, just for fall and winter sports, how many do you think it is? What number would impress you? 10? 20? 50? The actual number of MNPS athletics teams to earn academic achievement awards so far this school year is 92. And that includes state champion cross country team and the football runner-up. Thank you for your service to the city of Nashville. Thank you. We'll now move on. Thank you for those who participate in public participation. Now we'll move on to board reports. There is no board reports. We'll move on to governance issues. We will move on to the Oh, okay. Sorry. Student school board members do have a report. I'm sorry. We will start with our junior school board member.

120Hello. Please give me a second. My laptop. Anyways, um So, this week's report is concentrated on identifying and eliminating inequalities which consequently is talking about the arts, specifically the Nashville School of the Arts. Um many students from the NSA community have arisen to meet with concerns of having a lack of extracurriculars and higher learning opportunities and being underfunded with certain conservatories. Um for example, as far as extracurriculars, a lot of students have attempted to create extracurriculars such as Model United Nations, but have not been able to successfully establish them due to the lack of support. Um as far as learning opportunities, they have already experienced a lack of AP classes and are continuing to get cut AP classes. And so um students have come to us very disappointed in the fact that they're not offered

121the same opportunities even though they have all the visual arts things, they still want the opportunity to take AP classes as it gives them a um Oh. Um as it gives them an opportunity to go to higher um schools. And then additionally, students within the visual arts and theater conservatory have had to pay for many materials out of pocket such as professional paint sets, props, and costumes. And many of these materials, teachers, and students really cannot afford out of pocket. Um for our students spotlight, um we wanted to highlight the Music City High as a celebration of the arts in public schools. Um I know we already highlighted it earlier in our um announcements and recognitions, but the first episode of the three-part documentary highlights the Cane Ridge rhythmic ravens marching band and their two

122weeks of intense summer training. The second episode highlights a Hume-Fogg Academic Magnet High School student um whose name is Hunter who is a digital artist, athlete, and engineer um and has a legacy within the Hume-Fogg community as her grandmother taught arts and her grandfather was a school counselor in the MNPS community. Uh Hunter is now writing her own chapter and blending art and engineering to make an impact around to those around her. And then yesterday, the final episode of the three-part documentary premiered and at Warner Arts Magnet Warner Arts Magnet Elementary student teacher or music teacher Chris Blackman wrote an original musical from scratch and brought it to life. Um, so congratulations to Dr. Battle, Moving Picture Boys, the visual art visual and performing arts team led by Franklin Willis for the successful release of

123the three-part documentary and additionally congratulations and thank you to the students who were highlighted in the documentary for your incredible dedication within the Metro Nashville Public Schools for your dedication to the arts within Metro Nashville Public Schools and trusting us to tell your stories. As far as board recommendations go, um, we encourage you guys to support, um, the visual arts within schools as many school as many students find their passion within them and find it as a way, um, to keep their souls alive, quite literally. Um, and ensure that students have access to supplies that they need for their specific studies. Hannah, add anything if you need to. No, I'll just echo what Ava said, um, for highlighting the great things that are happening in our MNPS schools and, um, recommending to continue to support

124our students across the board, whether that be that they're at an alternative public school or zone public school, um, and making those opportunities readily available to them if that's something that they want. Thank you. Uh, thank you for those reports, greatly appreciated. Now, we'll move on to governance issues. Uh, we'll move on to the consent agenda. Um, may I have a motion for the consent agenda? Move approval. Moved by member Young. Is there a second? Second. Second by member Feen. All in favor say I. I. Any opposed? All right, we will now move on to new start charter applications. Uh, we will have Dr. Ruby Grant um, come up and speak, present. >> Madam Chair, members of the board and Superintendent Battle, thank you for the opportunity to share the MNPS Charter Schools Office Review

125Team reports on four New Star Charter applications this evening. The Charter Office will present the findings of each of those New Star applications. The MNPS Office of Charter Schools serves as the authorizer and oversight body for 26 MNPS authorized charter schools. Our team leads the New Star application process, coordinates internal and external reviewers, and presents the evidence findings and recommendations to the board for action. Oops. The MNPS Charter Schools Office received four New Star applications: Nashville School of Excellence, Empowerment Academy, The Gates School, and Music City Academy. As you can see on this slide, this year's cycle of applications represent a mix of elementary, middle, and high schools across different areas of the district. Tonight, the board has the following voting options for the applications received. Approve or deny each New Star application. State law

126states upon receipt of the grounds for denial, the sponsor has 30 days from receipt to submit an amended application to correct the deficiencies. The LEA will have 60 days from receipt of of an amended application to deny or to approve the application. This past year, the Tennessee State Board of Education established a standardized charter application and a uniform scoring rubric for new start applications and a scoring rubric that authorizes are required to utilize statewide. Applications are evaluated based on the full body of evidence including the written application, due diligence and capacity interviews that are conducted with each applicant. Under the State Board's oversight, recent updates to the new state to the new start application included a few revisions. This included separate pathways for new and replication applicants, fewer required attachments at this stage of the

127application process, more focused questions, the removal of the exceeds rating and a continued emphasis on the capacity interview as a key source of evidence. The categories for the new start application differ slightly from the previous cycles. The current categories are educational program and design and capacity, operations plan and capacity, budget and finance and the addenda section if applicable. The addenda section was established and incorporated as a standalone section to provide additional information based on an applicant's category. This could include sponsors with relationships to other charter schools, relationships to a network, contracting with an ESP, an applicant seeking to open multiple schools, an applicant converting a non-public to a charter, an applicant operating an opportunity charter school, and a higher ed seeking to open a charter school. Each of the sections on the slide receives an

128overall rating aligned to each section's standard. Additionally, the process by which review members rated each subsection was also revised. Reviewers independently rated each subsection, documented the strengths and concerns, and assigned an overall subsection rating. These overall ratings helped help to inform the overall and final section rating of each applicable section. Once reviewers reached the end of each category section, each reviewer completed a summary table that captured the key strengths, the weaknesses, and the overall section rating to ensure consistency and clarity in evaluation. All applicable section ratings were then synthesized into an overall rating, which included an application summary and recommendation. It is important to note that the guidance from the Tennessee State Board states that to be deemed ready for approval, an application must meet the standard in every applicable section. In alignment with the

129Tennessee Code Annotated 43, Ooh, ooh. Sorry. PowerPoint went away. Okay, sorry. In alignment with Tennessee Code Annotated 49-13-107, as well as 49-13-108, MNPS incorporates the following in its New Start Charter Application Review process. Evaluate the Newstart application using uniform uniform application scoring rubric published by the state board, incorporate the full body of evidence, require the review team to rate each section using the state Board of Education scoring rubric, and reach a consensus among the review team. Through this process, MNPS ensures that the Newstart Charter application process is fair and objective. The review teams includes MNPS staff and an and an external expert expert with experience in facilities, operations, finance, instruction, and research evaluation to ensure a comprehensive and balanced review. We will begin the Newstart application for Nashville School of Excellence. Nash- Nashville School of

130Excellence is proposing a 6-12 charter school in South Nashville with an enrollment target of students. The board report contains the strengths and areas of concerns for each application that was identified by the review team. For this and the remaining charter applications, I will highlight just a few of the key evidence findings identified for each section based on the rubric provided by the state board and also listed within your board report. The educational program design section was rated as partially meets standard. The STEM-focused education is available in most MNPS schools, and there is a lack of evidence that supports community input and enrollment interest. The operation section was also rated as partially meets standard. The board will not meet locally, which does not allow for meaningful participation for the parent board members. Additionally, there are significant

131discrepancies between the proposed program space and the facilities budget. The budget and finance section was rated as partially meets standard. There are conflicting statements between the budget worksheet and the budget narrative in areas such as fundraising commitments and cash reserves, and some staffing projections are not aligned with the staffing narratives for the projected enrollment. For addendum A and addendum B, this section was rated as partially meets standard. State performance data and authorizer evaluations do not show consistent evidence of raising student achievement, and the network budget does not clearly demonstrate how costs and revenues support opening a new school. The review team determined that overall Nashville School of Excellence received partially meets standard in each of the applicable sections and an overall rating of partially meets standard. I will turn it over to the board for

132the discussion and the vote for the New Star application for Nashville School of Excellence. Thank you, Dr. Webb Grant. Um I will entertain a motion for the Nashville School of Excellence. Is there a motion? Member Block. Uh I move to deny the New Star application for the Nashville School of Excellence based on the charter school review team evidence finding report and presentation, noting deficiencies in the educational program design and capacity, operations plan and capacity, budget and finance, each of which were rated partially meets standard. I have a few notes I would make in terms of specific concerns. First, the this is a network that has other schools in place in Memphis and the affiliated schools have performance concerns. As noted, at least one of the concerns did not meet standards. The application lacks clear evidence

133for need of a STEM focused application and also the governing board not meeting locally creates issues for parent participation, creates issues for oversight locally of the school. Is there a second? Second. There's a second by member Young. Discussion? Seeing no discussion, we'll move on to a Oh, sorry. Sorry, my apologies member Taylor. No problem. I just have a question about the process just to be clear. Is that okay during the discussion? Um During this process, as we went over just now, if a school does not meet in every category, then we are not able to approve. Is that correct according to the state law? >> The recommendation for from state board guidance is each of the applicable sections should be meets the standard in order for you to approve the application. Okay. And then once

134a decision is made if the decision is is to deny the charter has the applicant has 30 days to respond and then we have an additional period of time before we have to review and make another decision. Is that correct? >> Correct. So, based on the decision, if the board decides to deny, the applicant will have 30 days to resubmit an amended application and the board will have 60 days um from today to make a decision. Okay. And my last question on this is when they uh resubmit, they are resubmitting and addressing just the concerns that are in the uh response that we previously gave them or what are they res- responding to? >> Correct. The The If any section is deemed meets the standard, that section does not have to be addressed in the

135amended portion. Um if a If [clears throat] a section does not uh receives a partially meet or does not meet, the applicant will have 30 days to revise those sections and then resubmit. Based on the feedback that they were originally given? Correct. My last question. I thought I would That was my last question before, but one more question. Um the capacity interview, can you talk about that process and how that is included in the overall Yes. So, the capacity interview is conducted with each new star applic- applicant. Um there's an hour and a half interview um where review team members have at that point read um the application and they um ask have the opportunity to ask the applicants clarifying questions. It also gives the applicants, we allow for in the agenda, 15 minutes for

136them to just give a high-level overview of any information that may not have been included in the application that they would like to highlight or things that may um they feel the review team should know. Um and then the review team ask clarifying questions. That information is then captured um for the review team to help determine their overall consensus, which also drives the board report um that is the final product of the process. Thank you for that clarification. Any other questions or comments? Seeing none, we'll move to a vote. All in uh favor of the motion to deny Nashville School Excellence, raise your hand. 1 2 3 4 It The motion passes 9 to 0. We will now move to Empowerment Academy. The next new charter application is Empowerment Academy. Empowerment Academy proposes a K-5

137school with an enrollment capacity of 50 students in Nashville in Nashville. The educational design and capacity section was rated as does not meet standard. The proposed model is not clear and coherent, and there is a lack of community engagement and support for the proposed charter school. The operations plan and capacity section was rated as does not meet standard. The governance organizational chart is incomplete related to reporting, management, and structures over time, and there is conflicting information about staffing structures causing concerns about the feasibility of the overall plan. The budget and finance section was rated as does not meet standard. The enrollment projections for a maximum of 50 students in years 1 through 5 create sustainability concerns and the budget assumptions include a substantial deficit in the startup year. Neither of which were justified in the

138application or addressed during the capacity interview. For addenda B and D, this section was rated as partially meets standard. There is a 5-year growth plan, but the responses in the capacity interview demonstrated a limited understanding of the connection between the per pupil funding and the network budget. In addition, the steps provided to build organizational capacity did not demonstrate how it will be sustained over a period of time. The review team determined that overall Empowerment Academy received does not meet standard in education program design and capacity, operations plan and capacity, and budget and finance, and partially meets standards in addenda B and D with an overall rating of does not meet standard. I will turn it over to the board for the discussion and vote for the New Star application for Empowerment Academy. Thank you, Dr.

139Ruby Grant. Uh we will move on to a um to consideration. Is there a motion for the Empowerment Academy? Member Block. I move to deny the New Star application for Empowerment Academy based on the charter school review team evidence finding report and presentation noting deficiencies in the educational program design and capacity operations plan and capacity and budget and finance. Um also each of these areas does not meet standards. So, overall, none of the categories meeting standards. And an overall application rating of does not meet standards. In particular, concerns include that the applicant fails to provide a clear description of leadership qualifications and staffing structures with conflicting information about teacher numbers. Enrollment projections remain flat at 50 students through year five with no justification, and the budget assumes a substantial startup year deficit with no resolution

140provided in the capacity interview or in the application itself, and the proposed school model lacks coherence. Thank you. Is there a second? Second. Seconded by uh Vice Chair Nabal Kennedy. Discussion? Comments? Questions? Seeing there's none, we'll move to a vote. All in favor of the motion to deny Empowerment Academy, uh please raise your hand. One, two, three, four. One, two, three, four. It passes 9-0. Uh the motion passes. We will now move on to The Gates School. Our next application is The Gates School. The Gates School is a 6A middle school with a with a proposed enrollment target of 360 students in the West Davidson County area. The educational program and design section was rated as partially meets standard. The applicant does not demonstrate a need for additional seat capacity or address the enrollment challenges

141in the proposed area. Additionally, the recruitment strategies do not include differentiating methods to reach diverse learners or address the enrollment challenges in the targeted area. The operations plan and capacity section was rated as partially meets standard. The applicant does not provide a clear connection to the school model and instructional strategies for the anticipated student population. The applicant also does not demonstrate a full understanding of facility requirements within the stated tenant improvement budget. The budget and finance section was rated as partially meets standard. There is a misalignment between the budget worksheet and budget narrative with key staffing and cost assumptions, and the applicant does not clearly explain the assumptions to know if they are viable if enrollment projections are not met. The addendum section is not applicable for this application. The Gate school received partially meets

142standard in each of the applicable sections and an overall rating of partially meets standard. I will turn it over to the board for the discussion and vote for the New Star application for the Gate school. Thank you, Dr. Ruby Grant. We will now move on to acceleration of the Gate school. Is there a motion? Member Elrod. I move to deny the charter school of the Gate school uh due to the concerns noted by the charter office review team. The evidence findings within this report finds that the school only partially meets the educational program design and capacity, operations plan and capacity, budget and finance. All of these things which resulted in the application's overall rating of partially meets. Is there a second? There's a second by member Tyler. Um discussion? Questions? Comments? Yeah, you're the only

143one. Member Block. [laughter] Okay, I'm kind of shocked that I'm the only person with a comment, and get ready everybody cuz it's long and I wrote it all down. So, I just motioned to deny two schools that I definitely do not think have a place in Nashville. This application is different for me. And while our review team has raised legitimate concerns that need to be addressed, there are some strong ideas in this application. A number of which are things we are also doing or thinking about. So, the use of AI, extending the power of great teaching through things like what we refer to as the opportunity culture, but was referred to in this application as some word that comes after teaching, but basically means the same thing, which is extending the power of great teaching.

144Um and a and focusing on making sure that leaders know what's happening every day in the classroom, which is possible in a variety of ways. In our case, that's a leadership playbook that emphasizes ensuring that we have leaders that spend the majority of their time outside of their offices, in classrooms, understanding that teaching what kind of teachers encourage teaching is occurring daily, giving daily feedback, and knowing how to improve that teaching. So, we might not be doing it perfectly, but we're working on similar things. That said, as I said, I think there are some interesting parts of this application. Some of the things I just named are things that we're both working on. Um Ms. Price, Viva Price, um I apologize if I got your name wrong, talked about making choices that are best for

145her child, charter, magnet, private, neighborhood. Her kid went back and forth between these places. I think she speaks for so many parents that we know each of our children is different. We know each school is different, and we have to find the right fit, and that's part of why MNPS and the community as a whole offers choice whenever we can, and I think that makes a lot of sense. And there's clearly a role for all of the choices that Ms. Price outlined, neighborhood school, magnet school, charter school, private school. They're all choices that are allowed, and in the case of neighborhood schools, they are essentially required by law. So, we all have a role to play, and we all have successes, and we all have improvements to make. Ms. Price also said this isn't about

146competition. I'm sorry, I'm not trying to pick on you. Just made some good points. It's not that this isn't about competition. And I wish that was true. But the thing is, unless every school is at capacity, this is exactly about competition, and our funding systems work that way. And so, I like to think of it more as cooperatition, which is a term that people have used in the past, right? And we're not doing a great job of that in this city. There are only so many children in Nashville, and only so many schools and seats. And honestly, I'm not sure where we're headed in terms of the variety of schools we have available, how we're supporting the schools in the district, charter schools, and also how we're thinking about the other options that are available

147in order to support the success of all of our students. And how we're thinking about that when we think about what is currently in existence, making all of those things excellent before even thinking about starting new things. So, as a board member, the deeper issue for me, and what I think about every time one of these things comes up, is that we don't have a shared plan for growth, charter growth in Nashville. We don't have a shared plan for our schools. Nationwide, and here in Nashville, we're all experiencing issues related to enrollment. We're all impacted, every sector, by changes in demographics, the variety of options that are allowed by law. And if we continue to add without a plan, I feel like this isn't smart for me to do as a board member. And with

148specific relationship to the school as identified by the committee, we might be oversupplied with middle school speed seats. So, my question is, what is our plan? I know this is not necessarily specific to this particular application, but I feel like this is important, and it has to be said, and I can't believe we don't consider this every time we look at these applications, and I can't believe the commission doesn't. So, this This is me calling on you to think about both things. Our board only has control of the things we have control of, the schools we operate and the potential to approve new schools, but there are lots of other factors outside of our control. So, I want to ask the charter community, the charter commission, and us, through these comments that I'm making, to

149consider what is the role for each of us? What is the job of the commission? What is not the job of the commission? What is the job of the district? What is not the job of the district? And are we only focusing on each individual application? Are we only focusing on each new potential school? Or do we need to be focused on the city as a whole and all of our students, which is arguably our collective job? I'm on the ballot right now and like it or not, I'm unopposed, so you're stuck with me for 4 years. I have been We've been having the same conversation, y'all, for way too long and I want to commit to a broader conversation on this and I'm open for conversation, but until we, this board, the charter community,

150the commission can answer all these questions together, it's really hard for me to want to say yes to anything new, even if I think there might be some good elements. Thank you, member Block. Any other comments, questions? Member Elrod. Thank you. Since I made the motion, I will make a few comments. Um, I would also argue, I believe in the agreement, that an interesting application does not mean it would be the correct school or the best school for us to open or for us to have within Nashville. I should say that there is no current Let me make sure I have my uh correct notes in front of me. I have so many of them as my colleague beside me has made comments about. Um, I do consider the many different factors that are outside

151of our control and things that the state does not consider, which would be our head counts, our type of school our type of uh schools that are necessary, requests from parents, and of course our own strategic plans. This type of school has not been requested by families, and maybe that's because of this pedagogy practice that they're saying that they're going to start. That requires me to ask the question, is it this pedagogy and this type of teacher forward management, maybe a co-op of management, in fact, if it's a proven methodology, I would like to see some proof of that. I would think if it's already been a proven methodology and it's the foundation of the school, it would already be in practice somewhere. Due to its interesting innovation and some results would be already known.

152Particularly considering the experience of the co-founders being in the founder being within a charter school and they have that flexibility unlike our current public schools with that would not have that flexibility to implement those changes. So, my feelings echo a lot of what my colleague just stated as that we are simply not in need of these seats or this space, and then I don't see the strength of this application to reflect the need of the the problems that might cause for within those students, the academics, and of course our own school system. So, that is why I made the motion to deny based upon them not meeting all of the results of their application. Thank you. Any other discussions? Member Taylor. So, I wasn't going to say anything, but I think board member O'Hare Block

153called us out on it. I think that um >> [clears throat] >> we're always put in this position as board members, all right? You know, the state gives us a rubric and a guideline and we have to follow those rules. I actually sat down and took the time to read through all of these applications. Now, I've never participated on a charter review committee, but in reading the application, it's really good. I mean, I'm just That's my personal opinion. I'm looking at these applications. The The model might be interesting. I think it's interesting. Um I'm pretty sure that I did read that there were um some spaces where this model is being used and that there are examples of it being successful. Um what I would say is um we have a process that we go

154through. I know I'm interested in seeing what an application that Cuz I I want to honor the fact that people put a lot of time and energy into doing this. And I think about like intention, right? Some people are doing it for the wrong reason. And then some are doing it cuz they care about kids just like we do. We just disagree on how to provide that care and that education and who's supposed to fund it, right? And I think that those are the conversations that we need to have as a community as a whole. Um it's not necessarily for us to debate on the board floor, but as a community, like member O'Hara Block said, um the education community has to figure out a way to collaborate with in the system that we're given.

155If we had our way, we probably would change the system and make it look a lot different than what it looks like today. But it's not happening anytime soon, I don't think. I I my Lord and Savior might return before then. And so I think that we got to figure out a way to work together within this system that we're given so that children have the opportunity to receive the best education possible everywhere in this city. I think MNPS does an amazing job with the resources that we're given um which are lacking. I think we can agree on that um and we can hold our state accountable for that. Um however we want to make sure that as stewards of public resources that we're doing everything we can to give every student an opportunity every

156student that we can an opportunity at a high educate high quality education. And I think about this from a parent perspective. Um as you all know I have a few children that [clears throat] have gone through Metro schools and yeah just a few. And um and >> [laughter] >> there you go. And so for me thinking about it as a parent and the struggle and I think one of the the folks that talked during public comment mentioned this that it's really tough trying to decide where your children are going to go to school. We have a lot of options. Some of them may fit one child. Some may not be the same for another child that you have in your same household. I think for me as a parent it's very important for all of

157my children to have a similar educational experience as they go through um the matriculation. And it was a challenge for me in the district. And so I understand parents concerns. I understand their want or their need and desire for option. Um, but we got to figure out what's the best way to provide that. And what does that look like? And I don't know that adding additional charter schools is that. I don't know that denying all of the charter schools does that. But we got to talk about it and figure it out. And so that's all I'm going to say for now. Um, thank you for joining my TED Talk. Thank you. Uh, Dr. Battle. Yes, ma'am. Thank you, Mr. Chair. Um, I'm just going to take a um hopefully just a minute or two cuz

158I usually don't weigh in um on these conversations as been a non-voting member um of the board, but I just want to address a few things um just with regards to collaboration. I just want to note um for the board that we in our current portfolio, we do we are home to 26 27 26 26 um charter schools in our LEA portfolio of which um a number of them have been reauthorized um year after year um and collaboration in lots of ways um happens. So I want to note that because the the the inaccuracy that there isn't a level that um continues to persist. So I just want to remind us that we do have um 26 um LEA charter schools. Um also um must take a point of privilege to um support and uplift

159the review team that goes through a very rigorous um process. I don't want them to um take any feedback or comments as a slap in the face to them because they are experts um in their own um fields and in collaborative um spaces. And so I just want to make sure that um the review team members who give lots of hours and time and lend their expertise to this process um hear me say thank you um because um you show up time and time again to engage in this process although it is not directly a part of your day-to-day responsibility. So I appreciate that. Also, uh Director Sherika Roby Grant um and her team um who put in um lots of time and hours um as a part of this process. Um I also want

160to um just acknowledge that um on an annual basis um our Charter um Department and our process is authorized annually through a rigorous process through the state. Um so, I just want to acknowledge that. So, if there's any question about the process, um we are authorized annually um and have been for a number of years um really certifying the process that our review team goes through, our Charter Office goes through to bring these recommendations before the board. So, I just want to note note those three points. Thank you. Any questions or comments? Uh do you school board member? I usually don't weigh in on these conversations just because I don't go to charter school, but I do have friends who go to charter schools and they have loved their experience. However, I feel like with

161this certain charter school, I feel like I don't have enough information to I guess give any recommendations. I do think the concept of it is very creative as echoing what member O'Hare Block said about, you know, integrating AI into schools. But during the public comment, you might have seen me make some faces because I was super concerned about the staffing and how that works with students and I think member Elrod touched on that as well as member Rob uh member Tyler. Taylor, my bad. >> [laughter] >> Tyler Taylor, too similar. Anyways, um I think if those things were really figured out and we were given really, really hardcore evidence to how this would fully work, I think it's a really creative idea. I I really just don't know how it's going to be processed. And

162so, for that, I recommend the board probably reject this application, unfortunately. Thank you. And then, Dr. Nabors Kinney. So, in in kind of piggybacking off of board member Taylor and O'Hara Block, um one of the things that I'm really concerned about as a board member is the fiscal impact um that we continue to deal with. Um I serve as the the chair of the budget and finance committee, and when I look at our state allocation at 18%, um and we just expanded vouchers across our state, um the local contribution continue we continue to put the burden on local local contribution for funding of public education, um and you discussed that we don't have enough resources, um which equates to funding. Um so, as we continue to look at the possibility or the potential of any

163type of expansion, we are looking to take more money away from the students who currently attend and live in those districts. And as we know, some of those costs, um regardless of the number of students that are within the district, we still have to pay for um related to that. So, I just want us to kind of as we as we continue to think about um whether we are looking to expand or do whatever related to this charter school discussion, think of the fiscal impact that we're going to have as we continue to make these decisions. And I think as board members, one of our top three priorities is making sure that we fund a budget uh to accomplish the goals that we want to accomplish in this school district and we cannot put, um,

164our school system in a situation where we have one hand tied behind our back asking us to meet the outcomes that we want to see for students across our district. Um, and so, um, I I want us to consider this as we're continuing to have these conversations and continuing to figure out what's best, um, as we move forward, um, in these discussions. Thank you. Any other comments, questions? Member Taylor. This is one to clarify. No, it wasn't. Some other comments may have been. Um, I just want to clarify. I think I did, uh, acknowledge the expertise on the committee and was thankful for the work that you all have done. Um, and so, I don't want anyone to take my comments as a slap in the face. I think that, um, uh, Dr. Robbie Grant

165knows me well and knows that I appreciate the work that she does and that she puts in on these applications. I think my overall comments, just to recap, are to say, we got to figure this thing out. That's all. We just got to figure it out. I'm not saying that we don't collaborate with charters. I have probably a third of them in my district that are in Nashville. And so, I know that we work with charters. What I'm talking about is the larger charter community as well as the community. Um, and that includes parents, other community partners, every stakeholder that wants high-quality education for their kids. It's just about having a conversation and making sure that we have a clear path forward on how we're going to handle the system that we are forced to

166work with in. And that includes the lack of funding, that includes the process that we're given to work through, all of those things. And so, I acknowledge that a lot of people that are working very, very hard. And I appreciate that. I think I work pretty hard, too. And I try to listen to parents. I try to listen to the folks that are trying to start these schools. I try to listen to the community when they're asking for things to be done differently. And so, it's okay for us to acknowledge that. And then, like we say, know where we are, but don't stay there. All right? And so, that's all I'm saying. And I want to work together with everybody on this to make it happen. So that we can continue to provide the education

167that our community is asking for us to provide. That's it. Thank you. Mhm. Any other comments? Questions? We will now move to the uh vote. The motion was to uh deny the Gates School um All in favor, raise your hand of the motion. 1 2 3 4 5 6 7 8 It passes 9-0. >> [clears throat] >> We will now move on to Music City Academy. We have reached our last application, Music City Academy. Music City Academy proposes grades 9 through 12, serving 480 students in the targeted areas of districts 5, 8, and 9. The education program and design section was rated as partially meets standard. The mission statement is not clear in demonstrating how the athletic and programmatic vision will adequately address how the school will adhere to three primary objectives that member schools

168of the T W S W A should achieve through the following bylaws: maintaining athletics in its proper perspective, which is a subordinate to the primary academic mission of the school, preventing the exploitation of students for athletic purposes, and fostering fair competition or a level playing field among the T W S W A member schools. It should also be noted that the applicant did not use relevant and accurate data to justify a need for the athletic centered school. For example, on page 19 of the application, the application under reports the number of state championships achieved by M N P S zone traditional and magnet high schools. Since the fall of 2021, M N P S sports teams earned a total of 11 state championship titles. Additionally, these state championships do not reflect the 83 individual state

169championships earned by a number of M N P S student athletes from years 2021 to February of 2026. Additionally, the application also notes a comparison to Memphis Shelby County School percentage wins when in fact M N P S has won more team state championships in years 21 2021 to 2025 in comparison to Memphis Shelby County. Lastly, the education plan and design section did not fully provide a developed plan to demonstrate the commitment to college and career readiness. The operations plan and capacity section was rated as partially meets standard. The facilities plan does not fully align with the CTE requirements or needs of an athletic centered model. Additionally, the plan for medical services does not align with the anticipated health needs of the student athletes. The budget and finance section was rated as meets the standard.

170The budget and the budget narrative contain reasonable enrollment and scaling plans for years 1 through 5 and a sound process for board oversight using data to inform decisions and evaluate the financial health were present in the application. The addendum section is not applicable for this category. Music City Academy received partially meets standard in education capacity and design as well as operations planning capacity and meets the standard in budget and finance. The review team determined the overall rating was partially meets standard. I will turn it over to the board for the discussion and vote for the New Star application for Music City Academy. We'll move on to Dr. Thank you, Dr. Worley-Grant. Uh we'll move on to board consideration. Is there a motion? Member Elrod. All right. Um I make a motion to deny the Music

171City Academy due to the concerns noted by the charter office review team. The evidence findings report finds that the school only partially meets the educational program design and capacity, the operations planning capacity, which resulted in the overall application rating of partially meets. Is there a second? Second. Second by member Tyler. Discussion? Questions? Comments? Member Young. Thank you, chair. Um I'm going to get scolded for this, but that's never stopped me before. You know, I >> [gasps] >> I think um remember O'Hara Block said so many things that I cannot say as eloquently and detailed as she can. However, um I think it really speaks to the quality of this application when we have a category that did meet, and then trying to be nice. When the concerns that we felt were the ones appropriate to

172put in the board packet were the number of championships because the number of championships was wrong or that some nurses weren't there. Um I think that speaks to the quality of the application that that's what we're nitpicking about, and it really frustrates me because I know that that charter review committee does really hard work, and I am not knocking their work. I want to lift up the work that they do, and I don't think bickering over a number of of championships is the way to do it, and I just it uh I think we can do better than that. And uh I will be voting to deny this application because I think uh the charter review committee has done their job, and I trust their work. But I think we can do a better job

173in how we're presenting this, y'all. Thank you. Any other comments? Questions? Discussion? Member Block? I I just want to because I know people review these meetings when they look at this process, say that the comments I made before apply in this application. Thank you. Thank you, member Block. Any questions, comments? Uh member Elrod. Thank you. I will make some comments as the person that made the motion. Um I would believe that some of my comments also follow into from the last conversation to this conversation. As again, I believe a new school that exists inside of Nashville within our tax or local taxation, uh state or local taxation, excuse me, should be more than just simply interesting. Um particularly when there has not been a desire for this type of school or a conversation about this

174type of school um within the needs of our city. We have not had an outpour of any type of interest of this from families. Um there's not a need for these seats. This is not something that has been desirable, and it does not meet the strategic plans that we've had in place, whether current or past. Um and so I don't see that this meets those needs. Now, to the conversation of the evidence findings reports, those things are not in the reports because the state does not think that those need to be considered. They do not care about our strategic plan or our funding, or frankly, they'd fund us more than 19%. But we care about that, and that is a absolute expectation of our job and a core of what we are supposed to do

175to protect the services that we provide, not at an individual charter school, be that Music City Academy or any other, but the entire school profiles that we may have. And so we have to have, if we're going to discuss the strategic plan of how we want to manage charter schools or consider charter schools, that has to be a part of the conversation. And we do have a a diligence to the fiscal impact that happens within charter schools. Admittedly, I am not athletic, nor have I ever been. I was a child in a wheelchair. So, this goal would have been not of all interest to me. And quite frankly, this school would have been a school that I would have felt very uncomfortable with. That said, I still know what it's like to be on a

176team as I've been a highly involved in other school-like activities that provide a type of team experience. Admittedly, not physical experience as that was not something physically possible. But the other type of collaborative experience. I believe as a school system, we try to provide that many different ways within our sports, within our improved sports programming that we've had, and our push to provide no cost sports programming even starting in elementary school, to our ongoing pushes within the arts, whether that's music or drama or other things, and of course just after school activities. There is places to improve. Absolutely. And that's within all of our schools as there's many different varying interests, lesser of funding, and of course availability for people to manage that. But specifically to Music City Academy, my feelings are is that if

177they're not meeting the partially meets, and we have the questions that have been projected, whether we want to consider them nitpicky or not, there needs to be overwhelming evidence for us to say that we believe that this is a good fit for our school system, and within a profile of schools that we want to manage. It needs to be an overwhelming amount of evidence to us that this is available and should be prioritized funding as it is prioritized funding over our current public schools. We need to be shown that. It doesn't need to be they just meet it. It needs to be they more than meet it. They excel and that this is an absolute for us. And so that is why I am made a motion to deny and will vote to do so.

178Thank you. Member Fain. So after reading the application, so first I'd like to say I am an athlete of a former athlete. Track, volleyball, basketball, probably my entire life and my son is as well. Um however, I've always pushed academics. And in this application, I didn't find the support for that as much as I found the latter, which was sports. Um I don't have an issue with us narrating or pushing that. However, I do find often that because of the focus on sports for kids, the academics sometimes takes a backseat. Um and uh >> [laughter] >> that's honestly the importance of school. Whether it be public, charter, private, whatever the case may be, the purpose is for you to further your academics and to prepare you for what you need to be successful and excel

179once you leave um that school system. And now that I am a college parent of an athlete, I can see the narrative sometimes that are I and I'm with you on language and how to present what I want to say, but I can see the narrative sometimes getting pushed for kids to excel in sports and the pressure um being put on them and sometimes those academics take a backseat. Um and then you have these kids that have all these dreams, right? Of of going to the league and furthering their career in that way, and then they don't. Um and their lack thereof support from those coaches or people in the past once they don't reach that certain um level of success. And so, to me that is the importance of the education standpoint. Um I

180would like to see more about the academics and the programs that are aligned in that area versus the narrative and concentration on sports um alone. And that's why I will be voting against this application. Any other comments? Uh we'll go to school junior school board member and the member Tyler. Just to kind of mirror or echo what Ms. Fain and um what Ms. Orrod have been stating. Um especially what board member Fain has been saying. Whenever you hear the term student athlete, student comes first. I've heard this so many times throughout my academic career, even though I'm not a sports person, but I know a lot of sports people within my school. MLK has a lot of student athletes. And I think this could be a good opportunity for them, but also most of the

181student athletes at at my school, not to call them out or anything, but they fall behind on their academics. It's really unfortunate, but it happens because a lot of people think that sports in itself in it of itself can get them farther than their education, but that's not necessarily the case. It's always been education first, then your sports. So, to really mirror what Ms. Fain said, I would like to see the sports part or the education part be pushed um as well as what and this is another struggle with speaking eloquently without which is a common struggle among us as I see and I'm actually I think once again similarly I think the thought process is good the thought into the application is good it's really just I fear the you may be taking a

182more different path than what is needed for our district and I simply think that this is not what our district needs I any other comments I got um hi yes so I was also a three sport athlete in high school on a team that went to state I played in college I also coached in Nashville public schools so I was a coach so I have invested a lot of my life in sports it is extremely important to me and it was a a strong connection to the school that gave me a purpose and an excitement around being at school and I see where you say that athletics is your engagement strategy to connect students to that academic core um but you haven't been clear about what your academic core is because at the end of

183the day the percentage of students who become professional athletes is much smaller than those who try and do not make that attempt and so the academics and and I know I don't want to say the same thing over and over again that other people have already said. But something else I think we have thought about charter schools in the past as being a reason to approve them would be to they are offering something that our schools are not offering. And I think our schools are offering athletics at the highest level. We have state champions. We have And I know that that might seem nitpicky, but it's relevant. We are providing the opportunity for students to not only do well as high school students, but then to go on and perform in the collegiate levels and

184also on the professional levels from our own national our own Nashville public schools. We don't need a separate school to provide that opportunity because the opportunity already exists. It's already happening in our schools right now. So, the fact that this does not seem to be bringing anything new to the table outside of what MNPS is already offering its students really makes me question its feasibility for the long term and while we are also thinking about fiscal impact and the things that we are required to consider when we are looking at what schools have to offer and why we should or should not include them in our new portfolio, it this does not hit the mark for me because it is not innovative in a way that is different than what our high schools are already

185doing. It is not adding something new that Metro cannot do that we would need somebody on the outside to do. And so, because of that, I do not think that it has a place in our schools. I mean, I commend you for wanting to meet the needs of student athletes. It was extremely important to me as a student athlete, as a coach. It was extremely important that my students who were athletes also knew that their needs were being met. Um And whatever got them excited about coming to school the next day was something I wanted to participate in. Um but I just don't see this school as offering something above and beyond what already exists. So I will not be voting for this. Uh junior school board member. One last comment that I wanted to

186add to my previous comment. Um to play Division 1 in college, you still have to have good academics, which is basically repeating what everyone has said, but just kind of putting it into context. Um most people that try to play Division 1 in college, in fact, someone in my grade has already committed to a college because they have good grades, but they're also amazing in their athletics. So good point that member Tyler talked about is that MNPS schools are already doing great things for their students athletics-wise and academic-wise to be able to play play the sport that they're passionate about in Division 1 or to even become a professional. Thank you. Member Taylor. So I was a former athlete also. I'll call you. And I'm actually saying I'm I'm still an athlete. I'm going to

187call that I'm still an athlete. Come out to the basketball game in August and we'll see. Um this this application once again was a strong application. If you read the application, you'll see that they know what they're doing. Um I think the um applicant is a former principal himself. >> [clears throat] >> Um so he has a strong academic background. Um the novel part of this for me in reading it and I may be reading between the lines and hopefully they can clarify what they meant during the capacity interviews or what have you is that and correct me if I'm wrong but the CTE portion of the school is providing athletic related career opportunities for the students um that are related to um the sports entertainment industry. And so I don't know if that's something

188that we currently provide at the school. I'm not aware of it if we are. Um however as a parent of several budding athletes um some who are stronger in academics than others I see this similarly to the way that we support arts. Um we have students that are fully engaged in the arts. They're in every school play. They do every dance. Um and it is an opportunity for them to show the additional skills that they have. Um in a school that has an athletic focus athletics are really important to those students. I think that uh I remember Tyler mentioned that you said you were a three-star athlete or a three-sport athlete. And so athletics was very was a major part of her high school experience where it may not have been for another student. Um

189I do know that as a parent I absolutely value athletics. I know for a fact that my son would have struggled academically if it were not for the athletics that he was able to participate in. That was the motivating factor for him to be able to achieve academically. Um all of that being aside, yes, that can take place in our current metro schools. I think the piece that is innovative that we'll see when the state address you know, get the correct data, I guess, for the number of championships that we have and whatever else um we found as deficiencies. Um I think the innovative piece of this is the career pathway options that it will provide students um within a school that is focused on athletics, that brings a athletic um uh background and will

190give them opportunities to be engaged in the sports entertainment um fields, which is a budding industry. That's something that we know is important. I think we got a Super Bowl coming to Nashville in a couple of years and there are going to be a lot of career opportunities and jobs associated with that Super Bowl coming. So, that's what I saw when I read the application. I just wanted to raise that up as um as alternate points. Thank you. I got I I I I hear you. Member Maze. Call for the question. Question has been called. Um all of in favor of calling the moving the previous question. I. What? Okay. Um all anybody against? All right. We'll move to the previous question and there was a motion to deny um the Music City Academy. Um

191all in favor of the motion, raise your hand. It passes 9-0. The motion passes. Thank you very much, Dr. Ruby Grant. Um We already did student reports. The written information is in your packet. There being no further business, the meeting Make it Make the announcement quick. Make it quick. >> It's really quick. Okay, so really quickly, just a couple of announcements. Um just as a reminder, early voting is underway until Thursday this week. Get out, go vote. Also, congratulations again. We were entertained this evening by the Cambridge High School Rhythmic Ravens Marching Band. They also just won the Viewers' Choice Awards Grand Championship in Six Flags Over Georgia this past weekend. So, congratulations to them. Um And this Thursday is the last day to submit student school board applications. All applications must be received by

1925:00 p.m. this Thursday. That includes any supporting documentation that is required to be submitted with your applications. Uh and finally, happy bus driver appreciation day. Today is Bus Driver Appreciation Day. And that is all. Thank you. Really quick, I'mma do a proud auntie moment. I just wanted to wish my 8-year-old niece a happy birthday at Goodlettsville Elementary. Alaya Batie is her name, but she goes by Addie B. And I told her that I would do this, but I didn't She's probably in bed now. But I told her that I would do this, and so I'm doing it. Happy birthday, baby. I love you. There being no further business, the meeting is adjourned. >> This has been a service of the Metro Nashville Network. If you would like to see this presentation again or for more

193information on this and other programs, visit nashville.gov.