001good afternoon everyone uh I just have two real quick announcements um I just wanted to shout out uh Haynes Middle School um they will be hosting their black history month program at 5:30 on this Thursday uh in the cafetorium and uh so if you're uh in the area please join them for their uh Black History Month program and the other announcement is just following up on our last board meeting I made an announcement about the Alumni Association at Whit Creek High School they have elected a new president uh Miss Kathy Bowers is the newly elected president of the Whit Creek uh Alumni Association and so for all the cobras out there that are looking to get re-engaged uh with Whit Creek High School please reach out to uh Miss Bowers and um and get uh
002connected with the Alumni Association and then last but not least uh on my Soap Box uh if you are not engaged in your child's PTO or PTA please do so find out when and where the meetings are and uh and join them and support your child School in that way at a minimum thank you [Music] all thank you District Two District three District Five no announcements here thank you District Six just a couple of announcements um as a reminder we are entering read Across America week in metro schools and I will be going to a couple of my elementary schools um P Ridge Elementary and Smith Springs Elementary will be on my list to embark on uh some quality time with the students uh to read to the student population I'm super excited about that
003so uh if you have not already been invited please please uh volunteer it is probably the best maybe hour that you will spend in any school during uh read Across America week and also I want to just give a quick shout out and a big old thank you to jelly roll and his entire team for participating in a um assembly at Antioch high school with the students today it was uh extremely well received and the students walked away feeling pretty dog on good and uh let me just say that jelly is moving up my list of favorite people in the whole wide world he is giving back and loving on our kids and I appreciate that so thank you district 7 no announcements District 8 District nine um yes Lawson baseball is hosting a Marty
004gr night on March 4th which is also their first home game of the season the first 50 fans who come will receive a special Marty girl Lawson cup and matching beats also um wanted to just kind of give a shout out to I think it was the Kingston Springs Police Department who ended up finding the um cutting there was a mower and something else that had gotten been stolen from the Lawson High School baseball team that they used to take care of their fields and um they shared that information on social media along with a picture of the car that took it and um we were able to get it recovered really quickly so I just want to say thank you for everybody who participated in that who shared that information so that we could
005get it back so that our kids won't be detrimentally hurt by somebody deciding to come in and steal something so thank you very much for everybody who was instrumental and getting that that back to our um baseball team thank [Music] you all right thank you um and then announcements for District 4 um excited to participate in mcgavic high school student union showcase um tomorrow at 1:00 um in honor of Black History Month um and then also want to then also want to uh wish everyone Ramadan Mubarak Ram the month of Ramadan is coming up um at the end of this week uh so students and staff across mnps who are participating in the month of fasting uh for those 29 or 30 days I wish you all the best um and uh wish you a
006happy holidays that concludes our announcements for today same here for e e e all right so now we're going to honor a couple of our very own special groups of students who have given our district a beautiful song in two languages first is a group that originally wrote and recorded our every student known anthem during a 4-day songwriting Camp last year they poured their hearts and souls into creating an Anthem that reflects what it means to them to be part of a district where every student is known it's an amazing song and as many of you already know but I have to tell you while I had very high hopes for this song I had no idea at the time of how far it would ultimately go but two weekends ago we all found ourselves
007at the mids South Emy Awards with two nominations for every student known and then we found ourselves hearing our names called and going up on stage that's right every student known won the Emy for documentary cultural for every student known the creation of an Anthem so as you all know um this is a very moving inspiring 9 Minute film made by the moving picture boys about that 4-day camp last June I hope everyone in here and watching has has already checked it out um so we're really excited about um this Emmy so tonight we are honoring our students in music educators for the this amazing achievement I'm going to ask director of Visual and Performing Arts and chief organizer of this project Franklin Willis to come up thank you Dr battle um the every student
008own singers are Savannah Bell from nationville School of the Arts Karen briyan JT Moore Middle Journey Butler from Warner Arts Magnet Elementary Leslie Hammond from Nashville School of the Arts Jordan Harris hum fog academic Magnet High School Kingston kif Nashville School of the Arts Ariah MC Yuan Nashville School of the Arts Luca mlin JT Moore Darren Sadler aka DJ Hume fog Kinston Smith Nashville School of the Arts and Zoe sobecky at Hume fog please give them a round of applause and we also have some outstanding music educators one second um director Willis because these are Emy awardwinning students so I want them to come on up front and let us give them a standing ovation for their work stay right there let them stay right there we're not done stay right there all right and
009we have some outstanding music educators to thank for their work um they did with the students this past summer Bryson finny from our learning technology department who also was here two weeks ago for the national recognition he received for the we are Nashville festival and de Hammond who's a who teaches music at Warner Arts Magnet Elementary I don't know if they slid in yet there there's Bryon picture with I'm going to take a group picture yeah all right if you why don't we everybody we should all do this all right one two all right so um again congratulations to our our Emmy Award winning um students who have represented our Emmy Award winning District we're so proud of them um so again now that song One the Emmy um but it's not the last we're
010going to hear of our every student known project last week we were going to have a big release for our new version of the song but the weather got in our way a little bit but it did not stop us from putting the song out into the world on YouTube and our district website because it was time for the world to hear K EST B which is a Spanish language version of every student known so why don't we just take a moment and give a good look at the new [Music] video [Music] foree the oh oh oh [Music] ande foree [Music] n n n Jo foree [Music] [Laughter] [Music] you indeed [Music] foreign speee all that an the are [Music] keep just holding back te yours every time um I watch our our talented and
011just beautiful students we know this is another beautiful piece of work um by our students by our committed group of students our music educators um our Community Partners who gave their time and resources um to ensure that our district moner would be represented by wonderful song in a language that nearly 40% of our students speak woo so I'd like to recognize this group tonight um again I am going to invite up the Franklin Willis our director of vision Performing Arts um to introduce us to um our student troop um who produce this great absolutely thank you Dr battle the estudante valorado students are yabel Cardona from Wright Middle School Michelle yeah Y come up Michelle Chio her mom is here Michelle had practice today John Overton High School Gabriella Flores Rodriguez Nashville School of the
012Arts Lucy garone wri Middle School Enrique representing for the fellas um Wright Middle School Andres Wright Middle School Angel Lopez Diaz from Antioch high school and Jason Rios from Antioch were our guitarists they are at work this afternoon so we accept that on their behalf but please give a round of applause to all these students and for [Laughter] picture oh go ahead it's next thing okay and let's also give it up for the music educators and staff who were working with these students um back in October we began rehearsals Hannah Marshall who teaches music at R Middle School come on up Miss Marshall Mr Rock Kennedy who teaches music at Antioch high school once again Bryce and Finny um for from our learning technology department and my team the vappa team and and me now
013can we take a group picture yes can everybody sure or just thebody ex the district right children two Spanish listen congratulations again to our every student known and K stud bado students and staff um we're so proud of you um thank you for representing um not only in your performance group but really representing um the 880,000 students um who learn and grow and being supported in mmps um every day also to our talented Educators you cannot do this one without talented students but our talented phenomenal effective Educators who go above and beyond and pour in every day thank you all so much thank you and I cannot forget parents they are dedicating so much time and support family members thank you all so much um we definitely could not do it without y'all it all
014started with you so thank you all right so tonight we're also celebrating more than 80 athletic teams and student a athletes from our 15 high schools that have won the 24-25 academic achievement awards from the twaa for the fall semester each of the of each of these team teams had a collective GPA of at least 3.0 for the semester that is an impressive Testament to their hard work in and out of the classroom their determination and their excellent time management as they competed in high school basketball bowling cheerleading cross country football golf soccer volleyball and wrestling which means we will be doing this again um at the end of the school year for our um winter excuse for our spring Sports I'm not going to say every team from every school but I do want
015to recognize each of the high schools whose teams and student athletes have earned these academic honors and every high school that has an athletic program rep program is represented here so Antioch Kane Ridge East Nashville Glen Cliff Hillsboro Hume ful Hunter Lane James Lawson Maplewood Martin Luther King mcgavic John Overton Pearl Colin straford and Whites Creek also want to recognize um teams winning the academic achievement awards um we had six boys basketball teams six girls basketball teams six boys bowling teams five girls bowling teams five cheerleading teams nine boys cross country teams Nine Girls cross country teams four football teams six boys golf teams four girls golf teams six girls soccer ER teams 12 volleyball teams three boys wrestling teams and five girls wrestling teams so I know that we have lots of um leaders
016and coaches and athletic directors and principles with us um again I'm going to read out the school names I want to recognize you if you are here with us this evening if you are representing any of these schools Antioch Cambridge East Nashville Glen Cliff Hillsboro humf Hunter Lane James Lawson Maplewood Martin Luther King mcgavic John Overton Pearl con straford or R Creek with you please stand so that we can acknowledge you and thank [Laughter] you all right so we would like don't sit yet because we need you all to come up front so we can get a picture we don't leave without pictures around here so come on up to the middle we'd like to get a picture with all of you um as well as your um District Representatives yes yeah absolutely come on
017up y'all don't be shyon stand here okay let are we going to stay back here or we going up there okay you should probably go up there chair members to beily there's so many people I want to if you can squeeze on the side squeeze all right we ready one two done all right we are so proud of all of our student athletes for their commitment to both parts of that title being a student and being a strong athlete and we're proud of our teachers coaches principes our athletic directors our District athletic High School athletic director Mark north thank you for your leadership thank you all for representing mmps so well in competition and in the classroom all right so tonight we're also going to take an opportunity to recognize some outstanding employees for national
018board certification achievements in 2024 their tremendous professional accomplishments represent the highest standard of Excellence and education and student Support Services there are four groups of employees we're going to recognize I'll say a bit about each group certification and then at the end I'll ask Michael Cass from our Communications Department to call everyone's name so you can come up and get a certificate from me and then we'll take a big group photo at the end so first we want to celebrate six of our speech language therapists these individuals receive certificates of Cl clinical competence from the American speech language hearing Association to attain this credential professionals must earn a graduate degree from an accredited program passed a practice speech language pathology exam and successfully complete a clinical Fellowship of at least 1260 hours all of this
019is beyond the basic state licensure requirements to maintain their credentials certificated audiologists and speech language Pathologists must engage in ongoing professional development and meet ass's continuing education requirements currently there are 80 national board certified therapist serving students in mnps and tonight we'll be recognizing six of them for their new certification next we also want to honor the district's four newest nationally certified psychologists the NC SP credential is offered through the National Association of school psychologists professionals must graduate from an approved program complete a 1200 hour supervised internship and pass the practice school psychologist exam to maintain the credential ncps must complete an additional 75 hours of continuing education every 3 years the district now has 55 National Certified school psychologist serving our students and tonight we'll be recognizing four of them on their new certification
020we're also going to recognize a group of nationally board certified school counselors the National Certified counselor credential is obtained through the national board for certified counselors ncc's earn a master's degree or hire in counseling pass a national counseling examination fulfill a supervised work experience and aere to a code of ethics upheld by the national board like their colleagues here certified school counselors must meet ongoing professional development requirements to recertify mmps has 50 National Certified counselors we will be congratulate congratulating six of them tonight on this new achievement and last but certainly not least we are celebrating two groups of national board certified teachers one group has achieved certification for the first time and the other group has achieve maintenance of certification all through the national board for for professional Teaching Standards these can be teachers
021administrators coaches or school counselors to become national board certified teachers Educators must pass a comprehensive discipline specific exam and submit a series of portfolio components the portfolios include student Work video professional practice and extensive commentary about instructional impact the process is rigorous can take up to five years to complete to maintain certification teachers must submit portfolio evidence of further growth every five years the impact of national board certification is significant evidence shows that students of national board certified teachers gain an average of one to two months of additional learning per year compared to peers in other classrooms mmps currently has 65 active nationally board certified teachers and tonight we'll be recognizing 14 of them nine who successfully achieve maintenance of certification in 2024 and our five new national board certified teachers and let me just
022say only eight Educators in all of Tennessee achieve national board certification in 2024 and y'all we have five of them so that's huge y'all huge congratulations to all of these nationally certified members of team mmps and thank you all for going the extra mile or many miles in your professional development to achieve these certifications it means a lot to your schools your colleagues and most importantly importantly to the students you serve so we've asked Michael Cass to come up to call all the names and as he does if you are here in the audience with us please come up um up front um in front of the board table to get your certificate and then stay here because we want to get a big photo at the end thank you Dr battle our newest speech
023language therapists who have earned certificates of clinical competence are Basa arara Antioch High School go an yes ma'am Betsy buris Paragon Mills Elementary School Isabelle kenedo who serves Carter Lawrence Elementary Rose Park Magnet middle and Nashville School of the Arts McKenna Crouch from Dan Mills Elementary School Nicole Pierce who serves West End middle school and the community based transitions programs at Harris Hillman school and The Martin Center and Taylor Walker fromy Wood Elementary School the district's newest nationally certified School psychologists are Ashley hwit who serves Nashville big picture high school and harith Valley Elementary Ka Lewis who serves old Center Elementary jolton elementary and the academy at old cochrell China mallerie who serves Oliver Middle School and Carter Lawrence Elementary and Pauline C Mara who serves James Lawson High School in Cumberland elementary our newest
024national board certified school counselors are from Hermitage Elementary School Dr Dan Bloom har from Cole Elementary School Ginger ethd from Charlotte Park Elementary School Taylor long from Antioch High School Katie presgrove from Paragon Mills Elementary School Laurence Sweetman and from James Lawson High School Sally Wilson harmoning and is Dr battle said we have two groups of national board certified teachers to recognize tonight the nine teachers who have achieved maintenance of certification are from Hunters Lane High School Dr Sarah Brown from Mount View Elementary School we have two teachers Laura Edy and Selena Judkins from AZ Kelly Elementary School Dr Kiana Johnson from Grandberry Elementary School Marlene Miller from Julia Green Elementary School Corey Nash from cochrell elementary school Amber Walsh from mns's exceptional education department Dr tanoa witll and from amq elementary school Scott wford
025and mns's four newest national board certified teachers are from Martin Luther King academic Magnet High School Dr Daniel t aong for E Nashville Magnet High School Shelby Crandle we have two teachers from Charlotte Park Elementary School Anna Lee mlan and lesie Osborne and from John Overton High School Michael Pence want to do chair player knock the middle Bal out [Music] all right um again congratulations to everyone we recognize tonight for your phenomenal accomplishments it is such a huge win um to have you all a part of Team mnps congratulations um so as I close out um in the same sentiments as uh board member May's earlier I also want to take a quick mention of something special that happened earlier today um at Antioch High School um many of you know that jelly rooll once
026attended Antioch and he wanted to do something to help after the tragedy um there a month ago so today not only did he purchase lunch for every student from Chick-fil-A um and Uncle Buds and Daddy's dos um he also came to the school for a couple of hours to greet students and staff at lunchtime and to talk to some of them privately um he supported both our students and our staff at Antioch um JY roll also has been very generous with the families of the victims at Antioch we're extremely grateful for everything jelly roll has done to support our Antioch family and we just appreciate the care and concern he always chose to give back to the community he came from and again a special thank you to board member ma um for also being
027um there to support um the students and the staff that will conclude our Awards and recognitions um for this evening thank you so much your player and board members um for your support thank you that was a lovely Awards and recognition uh session um it's for everyone who achieved from the magnet schools to the every student known the lovely Emmy um and I was like I remember when Dr battle uh showed us the picture I was like who would have thought that we would say we like to thank the academy as a as an organization District so that's a really awesome thing and then as student um athletes I know many of us on this board were student athletes when we were in high school um and so to see that to be able to
028do excel in both sessions it's really an honor and um and we're really excited about that and then with our board certified national board certified employees thank you for your hard work and we know it's not an easy process but the reason we have the growth and achievement is because we have topnotch high quality teachers and we really thank you for that and to the school psychologists that do the hard work every day of making sure our children are um have are their needs are met and their supports are met um is also very important so thank you well we'll now move on to director's report and so I'll give it back to Dr battle to talk about an assessment update all right thank you chair player and board members again and tonight I want
029to take a moment to reflect on the progress we've made as a district and the work ahead as we continue to build that success our commitment to using datadriven strategies to support student achievement remains steadfast and I'm proud to share some of the latest insights from our assessments and academic recovery efforts as we've seen in our winter screening results our students are making meaningful progress particularly in mathematics where we continue to meet growth targets across all student groups we also recognize areas where additional support is needed particularly in early literacy and we remain focused on strengthening interventions to ensure every student has a foundation they need for long-term success we're also in our third year of administering standards online benchmark assessments our students are learning impressive content and the reporting features allows our Educators to
030go deeply into identifying areas where our students need additional supports in order to achieve at higher levels our work does not happen in isolation it is the result of strong collaboration between our Educators School leaders families and Community Partners who are dedicated to supporting student learning the data we will review tonight is more than just numbers it represents real students real progress and real opportunities to refine our approach to better serve them at this time I'd like to welcome up Dr Tina Stenson our executive director of research assessment and evaluation and after her Dr David Williams our Deputy Chief of academics who will provide a deeper dive into the latest assessment results and share how we're using this information to drive continuous Improvement Dr senson thank you Dr battle Madam chair board members um before
031I get started I just have to share that one of the teachers who was just recognized was my son's math teacher my son is now a math major in a sophomore in college and he loved that teacher so much that at that time he C he wanted to name his first kid after that teacher so they make a difference and uh I just love you know I was texting them you know um your teachers up there um so uh with that I will get to our assessment update before I get started I just wanted to say that both Dr Williams and I will be doing some level setting since we have some new school board members on the types of District assessments and some of the measures we use um so uh this first slide
032is in that vein and it displays the types of District assessments we have the first that we'll talk about are our screeners these are typically skills-based screeners uh such as early reading CBM math um several others they're used for um academic and dyslexia screening the second typee that I'm going to talk about our growth measures they're based on universal reading and math standards um we use a reading and a math to measure that through the year um and the achievement uh is our our standards-based benchmarks that Dr Williams will be talking about and we have these to measure whether students are mastering the standards um in the cour after which they are given and they help answer these questions one uh especially the top two are where is uh the additional support needed how are
033we doing in terms of growth and are we getting there in terms of achievement so here are some highlevel remarks on the screening assessment results for a reading and a math the district multi-tiered system of support or mtss if you hear me using that acronym winter assessment window was in early January through the end of January and we screened just over 38,000 students in um grades 2 through nine um with the Adaptive fastbridge reading and math assessments um and our participation rate was really high despite some disruptions um at 96.3% as has been the case for the last couple of years District math scores on the assessments were higher than reading scores in grades 2 through n and we will get into that a little bit and when compared to results from Fall of 2024
034the percentage of students in the lowest two national quintiles increased in ela but were steady in math and we will unpack this a little bit the district is on track to meet its growth goals its growth focused outcome for Math and Ela and every student group met the winter growth targets for Math and several also met for reading and we will go into that in some detail but not too much detail there are some variables some context I want to talk about with the screening process with a reading and a math but particularly a reading uh and I talked to you about this last year at this time those of you who are here um after noticing some inconsistencies in the winter screening data last year the team uh I lead the Rae team research
035assessment and evaluation has been in pretty frequent communication with um the Renaissance team that's the vendor that that gives us our assessments and we will will soon receive some data with seasonal Norms that help us adjust the data a little bit from what you're seeing um to better interpret school and District performance so what I mean by seasonal Norms as opposed to the Norms I'm going to talk about are the National Norms were set in the year 2019 both how are students doing Across the Nation and how are they growing Across the Nation in 2019 things have changed since then so I need to know in order to interpret these data properly how students are actually doing this year and so that is what we have requested and we hope to receive soon uh we
036know that last year they made some adjustments to the reading screener that probably had some impact and we have several large outliers uh both schools and students um as was the case last last year um for fall to winter and fall to Spring um particularly higher achieving um students in schools are outliers that affect the rest of the data so with all of that let's get into the data um here are our fastbridge 2425 reading quintiles for fall and winter um as a reminder a quintile is simply a percentile put in into one of five slots the first one being the first to 20th percentile 20th percentile means 20% of students are scoring below you uh 21st to 40th 40th to 60th and so on so in a normal school year nationally 20% of students
037are in each category nationally so um you see fall in the gold and winter in in the blue green um and you can see that our bottom two quintiles increased slightly this is the direction we do not want to go um this is going you know the students falling a little bit and our high average and high students also fell a little bit um but I believe this to be part of the um the data issue that I'm discussing which I will talk about a little more in a second and you can see it even more clearly here though the mnps median percentile is up one point from Winter 23 24 so when I stood before you last February um we're up a little bit but we're down four points from Fall um which um
038we are working to unpack and understand with those seasonal norms so um the median is simply the percentage of students um it's the middle of the distribution where 50% of students are above you 50% are below you so um you know it uh 50 is kind of the exact average though the 24 that we're seeing here is squarely in the average range um so you can see uh we're at 24 for all students I won't read each of these to you but I will leave it up for for you for a minute to see how we are doing with our larger student groups I I did um leave out um Hawaiian Pacific Islander and and Native American uh Indian simply because there's very few students in those student groups and now we get to growth
039this is sort of an interim measure of whether we're on track to meet our F focused outcome for growth um which is percentage of students maintaining or improving their percentile from Fall to Spring that's our focused outcome this is our middle of thee year check on that pulse and you can see that we're on track to meet it for all students with 51.5% of uh students maintaining or improving their percentile and that simply means if I'm at the 50th percentile and I stay at the 50th percentile I've met that I'm making average growth if I go from 50th to 60th I'm like accelerating growth if I go from 50th to 40th I'm losing a little ground doesn't mean I'm not growing just means I'm not growing as fast so you can see we're on track
040to to meet that for our all student group and uh several of our student groups um are also we don't use them as focused outcomes but we do monitor how our students are doing um and you can see that several of our student groups are in fact um on the trajectory to meet that um surprisingly um our highest uh you know our biggest groups like black white asian are not um and uh not you know uh not Ed is lower than Ed so this indicates that our lower students are lower starting score students are growing a little more than our um you know than uh than Ed which uh tends to score a little lower okay switching from Reading to math um again this is grades 2 through n these are the quintiles the five
041quintiles you can see this is does anybody have a tissue um this is um very stable from from Fall to to Winter um and actually up a tiny bit thank you and I have chronic allergies which are like deciding that this is the approp appropriate time to to hit me um so uh you can see that um we did have a slight decrease in the bottom to quintiles which is exactly what we want to see um we did have more students in the quintile 3 than we had before and just a small uh percentage uh Point difference um from fall to winter in the high average and high performing groups and um this is the achievement as I said we use a median National percentile again we're up one from Winter 23 24 and stable
042from Fall so we're not seeing that that um that drop that we saw in reading and you can see as I noted early we're um our national median percentile is a little higher for all students in math um and I will not read each of these to you but you can see how our student groups are doing and before I turn it over to Dr Williams I have this one last slide which is our winter aath growth by student group um again this is the percentage of students maintaining or improving their percentile from fall to winter and you can see that we're well on track to meeting this goal for when uh from fall to Spring and each student group is also meeting this um this aspirational Target and with this I'm going to turn
043it over to Dr David Williams to talk about benchmark [Music] assessments all right thank you Dr sson good evening uh board members Dr battle I'm certainly pleased to have the opportunity to share with you some information regarding our most recent benchmark administ ation which was actually last semester at the end of second quarter December 6th through the 20th and I'm going to start with a few reminders about our benchmark assessments into level set for any new board members uh but also to serve as a as a reminder for others the table here shows uh in which grades and subjects we administer our benchmark assessments so you can see for English language arts we administer in elementary schools grades three through five Middle School grad 6 through eight and at the high school level English one
044and English 2 and math we admin in Elementary grades 3 through five Middle School 6 through eight at the high school level uh integrated math 1 2 and then three Science grades 335 6 through eight and then the high school is biology in social studies no test at elementary school we begin that in Middle School grade 6 to8 and then at the high school level US History uh a few other notes again these are administered at the end of each quarter quarter one quarter 2 quarter 3 uh they're designed to take approximately 45 minutes um give or take of course depending on on the student um they are aligned to the mmps scope and sequence again their standards bases are custom developed with our partners at Renaissance in our content teams uh they are intended
045to mimic the rigor expectations alignment to the standards and the thinking that students will experience on TCAP as well as the item types and I I'll certainly address that as I go through the presentation and these are all delivered online as well through our assessment portal I have selected a few grades in conton areas just to walk through showcase some of the impressive things uh that our students are learning where they're excelling and where they have experienced some challenges so first in grade three Ela some of the successes that our students demonstrated uh was that they were able to describe characters and a story and explain how these actions contribute to the sequence of events in the story determine the meaning of unknown words or phrases within a text and then distinguish the literal from
046figurative language where they saw some challenges was using text features to locate information to a relevant topic and they also uh were challenged with determining the central idea of a text and then how that is supported and conveyed through key details in grade five Ela successes determine the meaning of words or phrases as they're used in a text and again you'll see the this standard spiral up through the grades the emphasis here is uh with on similes and metaphors another success in fifth grade ELA was to compare TR two or more setting characters or events drawing on key details in a text some challenges again similar to grade three determining the central of uh idea of a text how it's supported by key details and then also providing a summary of the text compare and
047contrast the overall structure of events ideas Concepts and information and this is where the rigor comes in looking at two or more texts so comparing and contrasting those elements within two or more text in fifth grade math some successes that we saw were representing mathematical and real world problems by graphing points in the first quadrant of the coordinate plane and then interpreting those coordinate or XY values of points within the context of the problem also fifth grade really good important success was finding the area of a rectangle when the side links are fractions um and understanding that the the area is given when you tile it uh with appropriate unit squares of the appropriate uh fractional s side lengths some challenges were to solve contextual or word problems that involve addition and subtraction of fractions
048and I I think everyone remembers fifth grade and being hard when now I have to deal with unlike denominators so that was certainly a challenge then also solving real world problems that involve multiplication of fractions and mixed numbers moving into seventh grade math again my favorite applying properties of operations which are commutative distributive associative as strategies to add and subtract rational numbers uh determining if two quantities are in a proportional relationship uh certainly you could do that by testing the equivalent rtio in a table or looking at the graph uh in the coordinate plane and understanding that that graph will go through the origin uh some challenges understanding that integers can be divided provided that the divisor the number on the bottom is not zero and that every quotient of integers is rational number and
049then another challenge was using proportionate relationships to solve ratio and percent multi-step problems moving into integrated math one some successes were creating equations or inequalities in one variable and using those to solve problems um using function notation so if there's a a b variate Association uh looking at the domain and range and evaluating the function for inputs of that domain some challenges we're relating the domain of a function to its graph and the context of the function that it models uh so given the the graph it's a describes a wh world problem models a world world problem what is the domain u mean in Context with that problem then also for a function that models the relationship between two quanti ities inter turate key features of the graph and tables in terms of the quantities
050and what we're getting at here is of course you're looking at graphs tables um contextual relationship and trying to make sense of uh the key features within that context in English to successes determine the meaning of words or phrases so again this is carried all the way through uh that we've seen some success that our students have had of course the added complexity here is including figurative and conative language uh at the English 2 level um thing that I was really pleased to see is that our students had success in demonstrating command of the conventions of Standard English because that has been something that's been a focus area for our ECT um challenges determining the theme or central idea of a text and then providing an objective or critical summary and finally challenge analyze how
051an author's Choice concerning the text structure plot structure or time manipulation uh within the narrative can add to the story to create mystery tension or suspense or surprise so I told you I wanted to talk a little bit more about problem types and I'll I'll slow down here a little bit um because certainly this is something that has come up on the board floor uh and I want to uh be sure be sure I address it um non-traditional item types and when I say traditional it's the multiple choice you have the question four choices there's one correct answer um but they're they're inherently more challenging so it's it's not surprising that when we have non-traditional item types they add that layer of cognitive complexity and they're more commonly missed but I want to unpack these
052just a little bit so we can also understand more about the scoring logic and also what insights our Educators have so it's not just about that the student get the point or the question right or wrong there's additional information that I think are important to understand so the first problem type I want to talk about is multi select problems they look a lot like a multi uh multiple choice problem but there are typically five maybe six answer choices and there are more than one there's more than one correct answer choice so as an example for a math example the question might be which of the following fractions are equivalent to2 and then you would see a series of other fractions like 1/2 or sorry 2 fours 3 fths 46 48s and 510 out of that
053list of answer twists I read There are three correct answers okay but here's where it gets interesting the student has to get all three correct answers selected and only those three correct answers so if they got two of the three they don't get the score point if they got all three and selected an incorrect one they don't get the score point so the reason I want to emphasize this is that it will show up as an incorrect answer if they don't get those three and exactly those three but that doesn't mean that there's still not value in looking at well did the student get two and not the third right so now I have to talk about perseverance or did you make sure you look through all the problems but it's not that the student
054doesn't understand equivalent fractions necessarily right so the the reason that's important is that when we look in the portal and we can analyze exactly I can see exactly the answer choices every student clicked on in that in every single answer so that gives me a real powerful insight into what does student know um was the challenge really the way the problem was represented the item type or is there some content issue or some combination so I wanted to walk through walk through that the next type is evidence-based selective response these will show up in ela uh assessments they ebsr they're two part questions there's a part A and there's a part B and Part B follows exactly from part A these questions are worth two points here's the here's the key you cannot get Part
055B correct if you don't get part a correct so if you miss part A you're automatically zero out of two okay so an example might be which of the following is the central idea the text and then there's that's part A and there's a multiple choice Part B may say which line from the text provide evidence that that was a central idea in part A and so so again it's it's the there's a little bit of complexity with the item type but just because a student you know missed a problem part A Part B I can dig into further see how did the student respond to this and what is actually challenges that a Content challenge is it because it's two-part and we've got to make sure we're thoughtful on both parts um and so
056forth so wanted to talk about that finally in middle and high school um this is called Tei or technology enhanced items they're online so um the assessment designers are able to take advantage of the technology that's for them online and they can do things like drag and drop grid drop down graphing um moving things around so you may have a sentence and it'll have a few dropdowns and it'll say make sure you're choosing the appropriate tense of the verbs all along the way and there may be two or three drop downs within a longer sentence to make sure all the tenses are aligned well you've got to get all three correct to get that score Point again I can see how students are answering uh this question so it's not a matter of did they
057get the question right or wrong it it there's the portal allows further analysis understand is it a Content issue is it the question type is it a combination is it the way the language uh was presented and the problem but I I really um like how our portal allows insights into these questions to further understand what's presenting the challenge or the barrier to Student Success so next steps actually our quarter three window opened today uh February 255th and it closes next Thursday March 6 so the um have the rest of this week and then on into next week uh to to administer our benchmarks ahead of spring break practice tests uh are available um they're all the way through the window and we talk about these practice items they're there for the teachers to walk
058through the students can get online make sure that every everything's launching appropriately they're signed in correctly and they can practice these item types with the support of their teachers um Benchmark and screening data is loaded into our school dashboard um our data warehouse and then our personalized student dashboards for parents and families and that usually takes place a few weeks after the windows closed so we can pull down the data clean it analyze it upload it and make sure it's available for for both our internal and external stakehold so stakeholders excuse me and then finally our schools use this data to identify student problems of practice and then make instructional adaptations I would like to share that we were at a school today uh the principal was um really excited about showcasing all the ways
059that they use data to inform how they are scaffolding how they're provided differentiated supports for each individual student based on both the screening data that Dr s talked about Benchmark data really dig into that pulling that into the planning so that they're providing their apprpriate supports during core instruction uh as well as PLT so so really fascinating all the wonderful ways our schools are used using these data and information to really really really serve our students well and then finally board support uh how can the board support continue to support the use uh what Dr Sin and I described as something we've been doing for three years where we're we're thoughtfully staggering the screening uh as the growth measures she described as well as the achievement measures making sure those are thoughtfully staggered across the
060year but realizing both are important growth's important achievement is important also continue to be a champion for our effective teachers the principles and school communities uh as they use these assessment systems and their data to support students and then finally advocate for continued transparency and account accountability systems utilized by the state and the nation and so with that Dr battle I'll turn it back over to you thank you so much um Dr senson and um Dr Williams that'll conclude our report chair play I'll turn it over to you quick technical question the assessments are electronic correct they're all electronic okay uh questions comments from anyone uh member Tyler um yeah I'm I'm pleased to hear that we are making strides in areas that we have focused on as far as like ACT prep and that
061kind of stuff that's always good to hear because that's something that directly impacts each student's future choices um I was concerned to see the same challenges follow in English all the way through to high school um I know that part of this is putting in place a plan for okay we know where we have holes so how are we going to support um I assume that that is happening because that's what you do um so um I just would love to give you guys the opportunity to speak about that a little bit Dr Williams yeah certainly I was intentional including those because I wanted to do a couple things be very transparent where we know that there are challenges but also see that there is a clear articulation across the ELA standards and how they
062just increase with sophistication across the year um so how are we supporting well using this data supporting our schools as they use this data to inform their planning and their instruction their PLT of course lots of supports that we can provide there there are Benchmark analysis protocols that our schools can use to figure out what do they need to tighten up um we've encouraged them to be laser focused on both the content and the instructional strategies and planning and then expect to see that in the classroom um I think another thing for our cni team and our coaches is to really think about how are we leveraging the vertical articulation and the deepening of that understanding of that content in our coaching and our content days so we're not so we're all in a position
063of learning what is this content what are the expectations um and then how we're providing supports for teachers back at our schools to make sure that that's a reality okay sorry my son texted me in the middle of that he thought I was picking him up I am not I got a little distracted I like should I be apologize the joys of being a parent while you're an elected official right um yes um yeah so one of the things that that um I mean I like to hear obviously there's a plan there there was a lot of kind of you know we're going to look at this and then we're going to respond to it um which is clearly what we want you to do um but I think the thing that concerns me the
064most about it is a lot of the idea of like finding what the central idea of a text is and explaining how it's supported and finding the theme a lot of those can be really abstract thought ideas so it's not a necessarily black and white easy answer and that is something that requires a lot more in-depth critical thinking and so um in general I would love hear a little bit more about like I mean how are we building in time for our students to not just have more test prep but to have the ability to have those kinds of like Socratic discussions where they're having that critical thinking stretched and tested and um and I mean that's probably embedded in what you were saying that's how you're going to respond um but I mean I
065just I I think that one of the things we really want our kids to be able to do is is not just be able to pick a multiple choice answer but we want them to actually understand it so that they can extrapolate their thoughts moving forward and um and I think critical thinking such a huge role in that particular aspect of it um so just I mean I guess I assume we would want to have opportunities for critical thinking discussions in just our regular GED classrooms but also and pull pulling out for PLT we could do that as well um I didn't know if there were specific plans to address that in particular so one thing we are working on uh certainly right now we do have some schools that are are sort of early
066adopters is this idea of instructional coherence and it's it's been sort of a national thing but how is what we're doing in tier one connected to any additional time whether it's in accelerating Scholars or PLT interventions that it's connected so so that there I'm not learning about say central idea in tier one and then I'm moving on to something completely different in my PLT or my tutoring so that's that's a larger strategy that we're working on so that students have multiple times in multiple forms right whether I'm part of a whole group discussion I'm going a turnning talk in my uh core class or I'm part of a small group in in my PLT for example that I'm engaged in the same type of thinking so I continue to develop those skills so that's that's
067a larger strategy um but but as you say our our curriculum do curricula do allow for some of that Socratic seminar those are some specific things we're always working um to look look at accountable talk so that a student offers an idea of a message somebody's building on to that agreeing disagreeing and that kind of thing to continue to build in layers of of that type of thinking that you described certainly yeah and I think you know the intentionality of calling it out that way what it does help us um to accomplish as we're supporting our schools as Dr Williams mentioned we we're just having this conversation today as we're visiting schools it helps us really begin to articulate like how these standards and these objectives build on top of one another so it it's
068actually helpful although it's the area we've got to focus in to be able to say it's this is why it's important to get this at the foundational level because it becomes more complex right in and requirement and rigor um as students um move through their educational um experience and so when you think about it from a coaching lens um and from a principal support lens it's good then to be able to understand aha okay so this is why we're like this is like the deep understanding about what we're asking for today and how that leads to further learning when you think about internalizing that then it gives our Educators a better um kind of attempt um at connecting the learning along the way and so you don't have this isolation so it helps you really
069see that although it's the area we have to work in I'm I'm really um excited about because we're seeing that Trend how we go back to our professional learning spaces how we go back to collaborative plan and how we support our iots um to begin to get at that okay that's helpful and and also I just want to you know say I really appreciate this kind of open transparency that every time you've come not just today but every time you guys come and talk about you include successes but you also include the challenges and I think that's extremely important for us as board members and also for the public as a whole to know that we're recognizing when we see holes and that we're recognizing that there are areas that we could do better in
070and the only way we can do better in them is to identify them and then figure out how to put a better focus on them so I think as long as we are continuing to be honest and transparent about where we are seeing struggles that's how we can address them so um it's good to hear some of this and you know obviously we're going to be keeping an eye to hopefully how are we able to better support and how are we able to provide that for our teachers so that they can provide it for their students thank you member Elrod and then member BL thank you um I think to member Tyler statement um there's obviously places that we need to work on not just to one grade band but we can see that those
071are the effects throughout those grade bands particularly in the abstract conversations and of course those are important for critical thinking skills but they also build upon each other like what Dr battle was saying so I appreciate that Insight I know that one of the answers we were given was that there was a strat I think it had a name and I'm trying to see if I missed that name or if it was just a we're working on a strategy is there something that we're specifically doing was there a name for the strategy that we were using on how to use abstract thought and Abstract Concepts and trying to help students figure out what ways to answer those in the multiple different um question types I see okay so the uh certainly leveraging our tier one
072materials and because I think the question was around some of the pedagogical strategies that will allow students to critically think share their ideas with each other engage in Socratic seminars small group discussions and that's certainly part of our all of our curricular K12 uh Ela and math as well um I was also referring to this idea that student who goes from say their Core 1 Ela class to their core one math class and they may go to an intervention maybe they're being pulled for something else those should be connected so the experience that the student has across the school day I shouldn't feel like I'm just jumping around from this to this to this and it's disjointed and disconnected so we're working uh how we can better leverage our tier one materials not just in
073the tier one classroom but in additional supplemental ways so that students can can get the reinforcement that they need to be more successful in in that tier one class so um it's called instructional coherence and it's something that we've been working on for for a year um and we're trying to roll it out piece by piece but the broad idea is to the kid has a seamless experience across the school day with what they're learning sure I mean that would be ideal in so many ways but particularly for obviously success in answering questions and not just of course standardized testing um you gave some great examples of the different type of test questions and uh frankly how they're trick and you could see that there was a response from several of us here on the
074board there was definitely some responses from people out in the audience of that's very hard can you explain to us why those types of questions since they are created with we are help we are creating them along with our partner with the company that helps us Renaissance correct right um why are those types of questions chosen how do we decide those is there a certain percentage of those types of questions can you give us some insight of why it is though why it is tricky like that yeah and Dr Williams before you answered that specifically you also alluded to something else when we're saying we're seeing some challenges there are opportunities that we can grow here it doesn't always reflect that students actually can't do that right so part of this is do they have
075the command of the content and what's being demanded of them and then there's this question right so we're also trying to understand is it that you know this was a multi- select was this a drag and Dr like we've got to also determine is it's just a text test function challenge as opposed to content command yes and so that's right so I just wanted to acknowledge this since you included that in your next question yeah sure and so there's um lots of information and resources that state department provides with respect to say middle school science what what would how is this test designed um with respect to things like item types number of questions length of time Etc so they they kind of describe what the the experience will be like the majority of questions
076on any test K through2 is going to be multiple choice so we know that um we also know that there are some of these other item types and when I say so when I say a few other we're talking about bench marks we may be looking at anywhere from 12 to 18 questions because of that 45 minute limit so of the 12 to 18 questions it may just be two or three that are reflective of these item types now when you look at a full t cap it's still about that same percentage right but they'll see more than two or three right because now I'm on a full test with multiple Parts um so we follow again sort of the the description that the state department provides us so we can mimit that just so
077kids have that experience as as as much as possible um what they're expected to as Dr battle said I need to know the content but I've also got to be able to respond to the question the way it's asked successfully to earn the full credit sure because I would think that the quick judgment that could be had is why are we asking it in a tricky way if we're not sure they understand the content but they have to still be tested in that way because that's how they're going to be tested when they are outside of our own testing formats through the teap or what have you um so when we go through our own benchmarks and we notice maybe there's a particular student that is H has a trend of not answering a completely
078fully in some way is there a way for our portal to flag that student does it do that for us so when parents see that on the dashboard or when teachers are looking looking at it in the portal do they is there a way that that parent or teacher is notifi that this is a trend and something that we need to work with them on in the in the family portal that does not that does not exist um that's certainly some very detailed nuanced information that would be included I certainly think it's appropriate to you know correspondents home uh parent teacher conference that information could be could certainly be shared it's not something of course that we would hide um but it's not something that we have planned to include in the portal like I
079said because it's just such detailed nuanced information but I do I do want to clarify if I may the doing doing an the analysis that I did I may look at the most commonly missed or most commonly successfully responded to questions and typically you'll have more than one question ideally three or four that are on the same standard on the same content the same idea so then I can go in and see did they miss the one that had this non-traditional item type and they got the other three correct with the multiple choice then maybe it's the item type issue but I certainly have seen some where that didn't matter right whether the adom type was different or not they they scored at the mo at the same level of success so so that's why
080I was saying it you have to go a little bit deeper than just looking at the item type and it's not intended to be tricky it's it is tricky because it's certainly difficult but it's intended to assess students in ways that really can get at what they truly understand and that's that's certainly the intent I'm not um I don't want to imply that we're tricking our students we are testing them for Mastery and to make sure that they're doing their best um and so I appreciate it's asked in several different ways I understand how that benefits them but I also recognize how that can be confusing um and you know want to make sure that we're clear on why that's being done since we're also being so clear on some of the other challenges that
081we have um outside of that I I don't believe I have any other questions so I will pass on me member O'Hara block thank you all for all of the really um detailed information that you always give us uh in this report I um Dr Stinson I was looking back at some data from prior years and you included the data from prior years it it feels correct me if I'm wrong but like we're in a pretty similar Place overall to where we have have been at this same time of year in Prior years and should that say to me that maybe that's a good indication that we're on track to hopefully continue to improve overall I know that's a statement that nobody wants to hear me say but that's the question I have does that
082make sense I know you're looking at Dr battle for how she wants stand um well I'm taking it that way um so um we are um a percentile a point above where we were last year in both cases just in both reading and math despite the the the reading issue that I mentioned um going down from fall uh and I will say that um at Renaissance they showed nationally a fall a fall from Fall to spring um which does represent what they saw on the nape but it does not represent our district so um you know though these are falling nationally and in our district from fall to winter from Fall to Spring we're not sustain like we did not see that pattern we had both strong Tas and you know the um the recovery
083scorecard was very very strong um relative to the state and the state was pretty good relative to the nation so um I feel like we're in a good place um but you know yeah thank you I that hopeful and then I just I as as my colleagues were asking questions of Dr Williams as well and and Dr battle one of the things that was playing through the back of my head and then Dr battle said this was uh ilt um visits that you guys are doing like all of those all of the systemization that you're talking about and you've repeatedly talked about everything that you you know you're playing through that same system and same Playbook and that gives me some level of comfort as well that the results that we're seeing are positive of
084course we all also want every single one of those groups of students to be well you know to be all the way over to the right um of those charts but progress is progress and I'm I'm glad to see it so thank you thank you Vice chair nenny thank you um both for the detailed um information and the display of data that you have um I just want to say that I I really appreciate um the focus also um in addition to to board member block around the instructional coherence that you're trying to create among tiers um because often times there have been cases where there's a disconnect between the the additional support and the the core instruction and so just really appreciating the the the work being done around creating that seamless connection between
085the support that students are needing in order to enhance their tier one instruction um so I I really appreciate that um second thing that I just want to mention off the cuff um um when it comes to TCAP testing and and what we're aiming for um in light of knowing that our our um our standards are the most rigorous in the nation not just here but in the nation um not too long ago I was part of a group of adults who took a portion of the third grade ELA teap um who did not do well so out of the group about 50% did not pass the LA teap but it also gave them an opportunity to see how students are being tested um how students are being um tested um and gave them further
086insight into some of the challenges that we face around what assessments look like um and what we're screening for um when it comes to that and that level of inference that we are expecting students at all levels especially at third grade um puts a lot into perspective on what we asking students that many adults have a hard time doing so so thank you for your continued work um in this um from our our teachers and support staff all the way up I appreciate it member Tyler um yeah I just I had a quick followup about the instructional coherence so obviously if you are in tier one and let's say you're learn about fractions and you're struggling it really makes sense that you're also hitting fractions in your PLT it makes sense that that's what you're
087doing across the way but how does instructional coherence work when you have a student who is significantly behind and they need more foundational support before they can even approach the topic that was in their tier one so how does it work at that point when it is real serious yeah so instructional coherence is is really really defined for students who are at that tier one remediation re for some place if a student has skill gaps and that's the barrier that's preventing them from accessing core that's what needs to show up be short it up first so so while the coherence really applies to to tier one and how to leverage more tier one if I'm a student who is at high risk on according to the screening and does have significant skill gaps that's where
088the work needs to happen before the student is able to move forward okay yeah okay so that that child is so that would they would be like that would be a tier three St student be a tier three student yes ma'am and and we we generally refer to the placement that the student has based on their needs so if a student is placed in tier three it's because there's been an identified skill that needs to be uh worked through okay yes that's absolutely correct thank you for correcting me on that all right that's important and I appreciate that Insight board member feain I have more of a statement than a question um thank you all again for all the work that you're doing one of the schools in my district um John early received a
089congratulations because they had the highest growth in reading and math and I think that is a big part of not only like the support that we have from our Community Partners I know that it's a big push on behalf of um Vanderbilt in the tutoring program and and mentorship that they're providing but also just being able to see those numbers and know where we need to focus on so again this is more just a thank you and we're are we are trending in the right you know projection u based on the data that uh uh member oock was saying and so I just want you all to know that that is appreciated um ohhara BL I do like o blocku for o with but you get what I what I was saying my bad Aon
090but um yes I just want to you know thank you all and let you know that your projection is probably right you know I'm a data person too so I'm like okay we are trending in the right direction and this is a school that was once like in your tier three tier four right and several other factors that came into place um but yet they are improving so good job kudos to y'all and of of course staff and Community Support as well any more comments or questions all right thank you Dr Dr sson and Dr Williams we appreciate you we will now move on to public participation with Dr penr like to come up for participation I'm the only one okay good evening Madam chair school board members and Dr battle I am Dr Paula
091penr the current president of the Metropolitan National Education Association I stand before you today to advocate for two important budget items that would not only support our Educators but also secure the continuous success of our students a cost a living adjustment and Longevity paid for our Educators we are grateful that a cost of living adjustment is already including the continuity operational budget as it is important to ensure all employees can meet basic living standards without struggling against Rising daily expenses equally important is the need for a longevity pay or a similar structure feedback from surveys conducted with both early career Educators 1 through six years of experience and Veteran Educators seven plus years highlighted how crucial experience is to our education system early career Educators like prek teacher here Sheila Hubbert have emphasized that veteran
092teachers are the backbone of our schools bringing inviable knowledge mentorship and stability to our classrooms Carly Brantley here a high school music teacher with 16 years of experience pointing out that longevity pay rewards dedication and provides a meaningful incentive for experienced Educators to remain in the professional rather than exploring other career paths these requests are not simply about increasing pay they reflect a commitment to recognizing the work of Educators like Sheila and Carly by incorporating longevity pay into the Contin the continuity of operational budget we can demonstrate that we truly value the hard work dedic ation and expertise of those who teach Inspire and shape the future of our students let us stand together to ensure ensure educators are compensated for their unwavering commitment to mmps and their indispensable role in shaping the future of
093our community thank you thank you all right we'll move on to governance issues um I will entertain a motion for the consent agenda is there a motion so moved it's been moved by Vice chair NAD Kenny is there a second second second by member Maize um all um all in favor raise your hand it is unanimous 80 um it passes um Now we move on to director's report first we have member or sorry director's evaluation committee board board reports director's evaluation committee uh first with first we'll have um member O'Hara block and then we'll have uh member maiz uh so this afternoon prior to our board meeting we had our semiannual review um Dr battle's evaluation um and so we do this uh as semiannual would indicate twice a year um so we just did
094our review for quarter one and Quarter Two um and folks are welcome to watch that online um where uh all of the Metro News N Metro Nashville um News Network recordings are um and see what we looked at but we look uh every time at uh whatever student outcomes related results are available at the time we're also taking a look at um programmatic um issues and questions um we're highlighting things for Dr battle that we are interested in and Dr battle is highlighting things for the board that um may come up in these meetings um and also may not but all of those things are um available uh in a PowerPoint and in a discussion that we had as a board earlier so thank you thank you member [Music] maziz thank you I just wanted
095to share um couple of things that I forgot to share at the top when we had our announcements uh it is that time of year again board members to start looking at our next student board member and and uh applications will be open next week and the deadline to apply will be April 30th 5:00 p.m. on April 30th so I will be reaching out to all of you to share this information in your districts so that we can get our next student board member as our beloved Christine Tran will be graduating in May um just as a reminder this will be our uh incoming Junior board member who will be an Rising Junior next year so again that deadline is going to be April 30th 5:00 P p.m. April 30th to receive applications and I
096will be looking at all of you to help in that decision process um and just one other thing that I wanted to share that we have a date on the calendar for the mnps day on the hill it will be March 18th and uh we will be getting more detailed information about that in the coming week so please mark your calendars and share that information in your constituency basis so that uh we have if we have any parents who are interested in joining us for the day on the Hill March 18th will be the day and we will share more information about that soon thank you all right thank you B no fer business this meeting is adjourned this has been a service of the Metro Nashville network if you would like to see this
097presentation again or for more information on this and other programs visit nashville.gov