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- Shelby County Schools and the pandemic tonight, on Behind the Headlines.

[intense orchestral music] I'm Eric Barnes with The Daily Memphian.

Thanks for joining us.

I am joined tonight by Dr. Joris Ray, superintendent of Shelby County Schools.

Thanks for being here again.

- Thanks for having me, Eric.

- Along with Dr. Angela Whitelaw, deputy superintendent for academics and leadership.

Thank you for being here.

- Thank you for having us.

- And I'm also joined by Daja Henry, who covers education for The Daily Memphian.

- Thank you for having me.

- Absolutely, so this has been, for everyone in every way, a horrendous, what now, 18 months.

- Yes.

- And the schools, I mean, families, students, staff, is again, one of those, just the most, the poster child for how bad it has been, and some of the controversies and the difficulties.

You know, the state TCAP scores came out, and I think virtually every school, the statewide, everybody nationally- - Right.

- There was learning loss.

There was a falloff in numbers.

We'll kinda walk through some of those numbers, but there's now this huge challenge.

You're back in person in all the Shelby County schools.

And this challenge of, educating is never easy.

Now you've got to get people caught up, students caught up.

You've got COVID restrictions.

You've got masking.

You've got anxious and sometimes angry parents.

- Sounds like a lotta fun [laughs].

- It sounds like, yeah really, like first, I guess the first question is why would you want this job?

The real question is what, let's focus on the learning.

What are you all doing to get students caught up?

What can be done?

- So, you know, again, thank you for having us.

We're trying to reimagine 901.

We're reimagining education, schools and the community.

We're trying to move from a school district of intervention to a school district of innovation.

You know, you guys report it.

I'm unapologetic about academic achievement.

We've had a hard reset on the academic leadership team, starting with my deputy superintendent.

And we had everybody to reapply, and what we did was chose the best and the brightest to lead our academic departments.

So we're focusing on our students.

We're focusing on the learning opportunities.

And you've heard me say, during the pandemic, you know, I've always struggled with learning loss versus losing lives.

And so what we tried to do over the last 18 months is keep everyone safe.

And now we're focusing on reimagining education, and we're focusing on academic achievement.

- And Dr. Whitelaw, take it down to the classroom, to the desk, you know, the student and the desk with the teacher level.

When you've had this year, that was imperfect for everyone, I'm not picking on SCS, but does this mean you, the teachers are saying, "Normally at this grade level, "at the start of the year, we'd start here, but we gotta go back."

I mean, do we gotta go back six months?

Do we gotta go back a full year?

Or is that not even the way you all approach it in terms of, in the classroom with the student when there's been such a kind of falling behind, again, nationally and locally?

- Definitely a great question.

So, first let me start that I have to echo what Dr. Ray stated, that we want to be a district of innovation, rather than a district of intervention, but yet we know that many of our students experienced a great learning loss.

So some of the things that we are doing, we are being very tailored, because we still want to expose our students to grade level material, because we will be tested on grade level.

So I want to make sure that, and that's the access.

We want to make sure that all of our students have access to grade level.

So one of the things that we're doing really, in our academic department, so first I want to give a shout-out to our new chief academic officer, Jaron Carson, because he is really prescribing for us, and reading what to do day by day, as well as in math.

And so we're using our resources, we're using our curriculum.

But also some other things that we have going on inside the classroom, so if I could take us back to your level- - Sure.

- As you stated.

So we're working with teachers, around a reading prescription and a math prescription.

But we also have that we've started, that we've hired highly specialized assistants, or specialized assistants in our K-2 classes.

And they are there to help the teacher, to ensure that we have small group instruction.

They're reinforcing what the teacher is teaching.

So that was another big investment from ESSER that we're using.

- One more before I go to Daja here is, is that money of the assistance, is that, was that federal money that passed through as part of the Recovery Act?

Is that money that was already in the budget?

- Yes, that's ESSER funding, ESSER funding.

- What is ESSER?

- That's funding we receive from the federal government.

- Okay, that just came out of- - Came out of it, yeah.

- One of the big relief packages, I assume.

- Yes, and it helped us reduce our class size.

We went from a 1-to-25, to a 1-to-13 teacher/student ratio.

- Wow.

- And that's what those highly specialized assistants, that's what Dr. Whitelaw alluded to there.

But, you know, before and after school tutoring, we're doing everything we can do.

You know, we enhanced our professional development for our leaders and our teachers.

We're providing ACT prep for students.

We're doing everything in our power to ensure our students are learning, but not only that, you know, we're concerned about our students' social/emotional wellbeing.

You know, all of the mental health supports for our students, as well as our parents and teachers, to ensure that we're providing the opportunity for a world-class education for all students.

- Mm-hm- - Daja, yeah.

- You both mentioned the specialized assistance, and I know that the district was still hiring for those when the school year started.

So where are y'all on that, and have those positions been filled?

- Great question, so we are definitely, the majority of our TAs have been hired.

We still, because of just a movement, I think we're at almost 90% filled, so many that we probably still have anywhere from 60 to 70 more TAs to be hired.

So we're constantly interviewing, trying to find the best people to put in front of our students, as well as provide them with the PD that they need to be successful in classrooms.

So we're almost there, but definitely we're so much better than we were at the beginning of the summer.

- Mm-hm, and just to follow up on that, you talked about that movement.

There are some more teacher vacancies that were, that are open, that weren't open in the beginning of the school year.

What's being done to combat that, and also is there, are there plans in place for when teachers are, when teachers quit or leave?

- You know, it's a national shortage of teachers.

And first, let me say, I have the best teachers in the nation.

Our teachers, you know, give of themselves each and every day.

They are on the front lines.

And I was fortunate.

ninety-nine-point-nine percent of our teachers, when we returned stronger, all returned back to the classroom.

But yes, there is a national teacher shortage and we're still facing some of those challenges.

So what we've tried to do, and Dr. Whitelaw definitely can speak to that more, we just try to support our teachers.

We try to have a listening ear.

This is a, these are very difficult times.

And our teachers, again, they're on the front line and really putting their health in jeopardy.

And so teachers are trying to weigh, "Hey, you know, I got a family at home as well.

I'm a human being."

But we are definitely putting things in place to help support our teachers, and trying to go and retain the teachers we have, and go and recruit the best teachers to our school district.

- Again, I think that the superintendent definitely is describing what's happening.

We realize that we have to be a support to teachers.

So we are working with leaders.

As a matter of fact, this week is called Leadership Development Week.

Not only do we work with principals, but we work with APs, assistant principals, PLC coaches, instructional leadership teams, as well as counselors, because we know that it takes an entire school to move students.

And more than ever, we are depending on that school community.

But more than ever, we're dedicated to supporting teachers, because we want them to be successful in the classroom with our students.

- Question, a quick question about the money for the assistant teachers, and the really dramatic change in the student/teacher ratio.

Is that one-year money?

Is that multi-year money?

- So it's three years.

- Three years, okay.

- So we have three years to spend, and so what we're hoping is to show the extraordinary results, so that we can make a case why this is needed.

- Okay, and the tutoring and afterschool, weren't there summer classes this year, that was also funded by that money?

- Yes, the state actually took our plan that we've had for the last few years, the Summer Learning Academies.

We've had that for maybe four to five years now.

And what we've done with some of the state money, we've expanded it to the fall and the spring.

So on fall break, students can come in and, you know, we have Saturdays Academies.

We have Spring Academies.

And what we try to do is provide that enrichment for students, but also some extracurricular activities like band and music and art, orchestra, you know, signing, sign language.

We try to provide, to hone in on what interests students have, to attract them, to double down in reading and math.

We try to find that hook, to lure students to school.

School should be a place where parents and students run to, and not run from.

- There are 110, give or take- - Sure, yes.

- 110,000 students in SCS.

Do you know roughly what percentage of students took advantage of Summer Learning Academies, this summer?

I'm putting you on the spot here.

- I definitely, and I think that over the summer, we were able to serve close to, almost 8,000 students this summer.

- And was that, did you run out of seats, or run out of interest?

- I think- - And I'm gonna- - Oh, yes, definitely.

I think this summer, and again, I want to bring us all back, you know.

Definitely we started school back in the spring with only 30% of our students that were present in the seats, right, - Yeah, you're still hybrid.

- Even though we were doing, hybrid.

- Right.

- So I think again, last summer, that it was really a place where parents were still struggling with, "Do I want to send my child to school?

Do I want to keep them at home?"

So definitely we had a push, but we definitely wanted parents to make that choice.

And so we believe that's why our numbers were at 8,000.

We were definitely expecting more students, but we worked with the students that came, and we tried to reassure our parents that it was safe.

- And real quickly before I got to Daja.

Post COVID, whenever we get past COVID, would you hope to see 20,000, 25,000 students in the Summer Learning Academies?

- Well, you know- - Is there a number?

Is there a target number that you're after?

- So we want to target all students who need the support, and right now looking at the data, that's the majority of our students.

- So ideally, it'd be 60, 70%.

- Ideally, ideally we'd have all students in school year-round.

- Do you have money for that?

- Sure.

- And that's with this federal money- - Yes.

- You could do Summer Learning Academies for 70, 80,000 kids.

- Yes, yes.

- Okay, let me go to Daja.

- Yeah, I have a couple of things I want to follow up on, on that.

So I think it would be beneficial just for readers and, I mean, listeners and viewers, to just break down kinda what stipulations you have for the ESSER money.

What can it be used for?

What does it have to be used for?

- Oh, definitely, so you're speaking of our ESSER funds.

- Mm-hm.

- So we definitely have a list that we have to follow by the state.

So one, and I want to focus on a couple of things, because one is learning loss.

So we have spent a lot of our time, a lot of our energy ensuring that we meet that guideline.

And with that, that's where you're gonna see the before-school tutoring, after-school tutoring, in-school tutoring, as well as our Saturday Academies.

Also, definitely the funding can also be spent around facilities, and on how we make our facilities again safe, and ensure that students have all that they need, and parents feel safe in sending their students to school.

So then we look at technology, and then how do we ensure that what we have, the funding that we need to keep current technology in front of students.

So if you could put 'em in those buckets, it would be facilities.

It would be around academics.

It would be around our infrastructure, around dealing with technology.

So definitely we try to put things in buckets.

So for your listeners, that we don't have a laundry list, because it is a check-off of what we can actually do under each category.

But to give an example under academics, we're looking, how do we help students with the learning loss?

When we talk about facility, it's a whole 'nother area.

How do we ensure that we're being safe, that we're trying to social distance, the things that we need with PPE?

Then there's this other area that, what do we need as far as continuing on and making sure that our technology is up to speed, the things that we need, to ensure that we're moving students?

- For example, we can't build a new school with the ESSER dollars.

You know, there's federal regulations that we must meet, and we had to be within the law.

And I'm just so proud of the team and the best CFO, Ms. Toni Williams, who's really guided us through, what we can spend these dollars for.

"No, Mr.

Superintendent, we can't do this with this money."

[Angela laughs] And I'm just so thankful to have a great CFO, who's now leading a $2.2 billion budget.

That gets lost.

Shelby County Schools is a $2.2 billion organization, probably the second largest behind Federal Express, right here in this state.

We are an economic engine, and we employ a percentage of people right here in Memphis, Shelby County.

So what we do, it matters.

And you know, it's all about children and keeping our children safe, and teaching them how to read, because we know literacy is life.

- But you're up against, all schools in Tennessee, I think, I think all of 'em are up against a law that was passed in the legislature this last session, that goes into effect at, you'll correct me, but the end of this year, that all third graders need to be at proficient levels or they'll be held back.

It's a controversial, some people very much in favor, some people, "Hey, if they're not ready to go, they should stay until they are ready to go."

Other people feeling like it's gonna set them on a bad course.

What are you, what's gonna happen?

- You know- - How many kids can be held back in Shelby County Schools- - Well, you know- - As a result of that law?

- Well, you know, Eric, we call it the Third Grade Commitment.

We were doing it before the law was passed.

And it's about supporting our students.

It's about having them, to ensure that they're reading on grade level, by the time they get to the third grade.

It's about putting the supports in place.

It's about including parents and families.

It's about showing parents, "This is where your child is," and- - But right now, I mean, I'm not throwing this in your face.

Testing was down, scores were down for everybody across the state.

- And nation, yes.

- Across the state, and locally as well.

And really, so again, but if I'm reading, this is your numbers here, that for the third, fifth grade band in 2021, am I reading this right, that 11% of students were at the goal?

- Yes.

- So was that, but does that mean that 90% of the kids can be held back under the new law?

- So let me take it back, and definitely, again, to echo the superintendent.

We started this work way before the state, actually two years ago with the Third Grade Commitment.

And we're looking at our second graders.

So the state looking at third graders, and we have some criteria, some benchmarks that we have to meet.

You're exactly right that only 11% of our third grade students last year scored proficient.

So now they're moving- - Down from 20, almost 30% in '19, to be fair.

- Yes, and to be fair.

And to be fair, I think, that what we also want to put on the table that last year was definitely a different year- - Yeah, absolutely.

- A different year of how we were educating students, how we were engaging students, how students, we were pulling students with small group instruction.

So definitely we don't want to hide from the numbers, but we're also, what we want to say, that our numbers, as we look across big urban districts, we're all struggling with now, how do you move students?

So the answer to your question, with Third Grade Commitment, the state definitely will be rolling out something for third grade and we'll be following, but we even kicked it back a year, that even before they get to third grade, what are some things that we can work on?

So as we look at the numbers, you're exactly right.

What would that look like for us at the end of the year?

So again, we are depending, and have a lot of faith that in our K-2, our specialized assistants will help us move the needle.

- Yeah, okay, but- - And then as well as in-school tutoring, after-school tutoring as well.

- Right, which is a whole new world, right.

- Whole new world.

- But there's several benchmarks.

It's just not one thing- - That's right.

- Fair enough.

- That's gonna fail a child, right?

- Yeah, okay.

- And then our children don't feel we failed them.

So we're doing some work with our adults in professional development, but also we get our parents involved.

It's gonna take the entire community, to lift academic achievement.

- We have about seven minutes left here, Daja.

- And then kinda shifting gears.

On top of learning loss, you also have to deal with COVID and safety protocols for that.

- What fun.

[Angela laughs] - Mm-hm, and I think Dr. Whitelaw was mentioning that, about 1/3 of the students who were in, were in school buildings last year, but this year we don't have that option.

Could you kinda walk us through how we got to here, and like what it is that you're getting from the state that makes that not an option?

- So, you know, first of all, let me say, masks save lives.

And so you saw the federal judge come in, and he agreed with us.

We were the only school district in this county that required masks.

And if you look at what the state health department said, Shelby County Schools had the lowest COVID cases per capita than any school district in the state.

It was Nashville and Memphis.

But also I think what our parents want, and let me be real clear.

It's what we had last year, and that's a very small number.

And what they want is synchronized or synchronous instruction, virtual synchronous instruction, to where the teacher of their choosing delivers the live instruction to students.

And so what happened at the state level, the governor and the state board of education made it very clear.

We must be in person, and they put stipulations in place to ensure that we are in person.

The commissioner of education made it very clear that waivers will be far and few between for virtual instruction.

And we do have a Memphis virtual academy, but that's asynchronous instruction.

Our parents want synchronized instruction delivered by the teacher, virtually.

And right now, that's not an option for us.

Even if a school goes down, what we were told on a state call, we must use Central Office to come and continue with instruction.

- Would you like to be able to, to require vaccines, 12 and above?

I mean, you all cover, you require measles, mumps, rubella, I assume, to be, you have to show your, to start, the vaccines that we all, well, virtually all of us got 'em and then didn't think too much about.

Would you like the federal government or the state, state is unlikely.

Let's be honest.

The state is not gonna say that.

The federal government funds a lot of education.

The Biden administration is putting a lotta mandates on employers.

Would you welcome a mandate for 12 and above to get vaccinated?

- So let me say this, Eric.

About 97% of all Tennessee hospitalizations, and 98% of deaths are among the unvaccinated.

And we have a district vaccination campaign, Educate, Communicate, Vaccinate.

So, you know, we'll leave that up to the politicians.

I'm, I'm- - I'm taking that as a, you would love it.

You would welcome that day [laughs].

- I'm an academician and not a politician, but we want to promote everyone to get vaccinated.

- No, no, and it's very serious and it is important to note.

- Sure.

I mean, we've reported on that, that it is, you know, in Shelby County, at one point it was 99% of the people who had died were unvaccinated, and those who were vaccinated had serious pre-existing conditions.

It's not political.

Please get vaccinated.

With a couple of minutes left, one of the real great tragedies of the last year, and again, the schools are the front lines of all the problems in, with COVID, was huge increases in juvenile violence.

And that's national, crime is up nationally.

Crime is up among juveniles nationally, and very much up in Memphis.

I had heard, and I don't know if this is true, and you can correct me, that sometimes there were, as many as 25 or 30% of students were not logging in during virtual school.

There was kind of a lost group.

I mean, it's truancy, it's whatever you want to say.

It was just people, and that that is the speculation and some data points to, but not definitively, that the COVID and the disconnection from school was a part of the increase in juvenile crime.

Where are you with truancy?

Are kids back in the seats?

And how do you view, I mean, you're not law enforcement, but do you tend to all these kids, all these juveniles, what is your view of how to best, the school system to best deal with juvenile truancy and delinquency and so on?

- Well, these are all of our children.

I have a meeting with the new police chief next week, Chief Davis, and also Sheriff Bonner, to really talk about our children, and what we can do better.

And what can we join together, to ensure that our students are safe, and to ensure that they come to school every day, and give them all the supports that they need.

But it's about providing that, that level of support for our students.

Do you think a child wants to go and do something wrong?

We got to figure out the root cause of the issue.

- Let me do this, 'cause we just have a couple minutes.

- Sure.

- I do apologize.

So when you're meeting with the MPD and, is that about giving the names of students who are truant or delinquent, who are causing trouble, to getting MPD and the Sheriff's Department involved?

- It's about figuring out how we are gonna support our students.

- There used to be a program, I believe, where the Shelby County Schools would provide data, I believe to the D.A.

's office, about kids who are delinquent, not once or twice, but serial delinquency.

Is that program still in place?

- We still have the [indistinct] team, and that's the Students Attendance Review teams and Students Attendance Review Board.

You have, we have a stop gap at three days, and then we have one at five days.

Then we have one at 10 days.

You go to the review board, and then it's referred to juvenile court.

So our teams are still doing that work.

You know, it's not about prosecuting students and families.

It's about figuring out, what's the root cause of you not coming to school?

School should be a place where students run to, and not run from.

- All right, we are out of time.

We have 800 more questions.

I think we're gonna be able to do some more questions that we'll put in the podcast version of the show.

For now, Dr. Ray, Dr. Whitelaw, thank you both for being here.

- Thank you.

- Daja, thank you, and thanks for your patience as I stepped all over your questions.

And thank you for joining us again.

You can get the full podcast of the show on The Daily Memphian site, iTunes, Spotify, wherever you get your podcasts.

You can also download the full video.

You can see it on YouTube or on the WKNO.org website.

Thanks, and we'll see you next week.

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